The Impact of a Problem-Solving Strategy to Develop Reflective Thinking in Physical Education Among Pre-Service Teachers
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The aim of this study was to examine the effectiveness of an instructional program based on a problem-solving strategy to improve reflective thinking among field training students at Al-Quds University. The study sample consisted of 40 male and female students from the Department of Physical Education who were officially enrolled in the field training course (1). They were distributed in two equal groups, the experimental and the control groups. In order to achieve the objectives of the study, the researchers used the experimental method. Data were gathered and treated by using the SPSS program with appropriate statistical methods. The results of the study showed that the problem solving- based instructional program had a positive effect upon the experimental group in reflective thinking skills when comparing the results of the post-measurement of the two groups (experimental and control). Also, results showed that there were statistically significant differences between the experimental and control groups relative to the skills of reflective thinking attributed to the instructional program for the benefit of the experimental group. It also showed that there were no statistical differences in any of the skills of reflective thinking due to some variables (gender, level of study, and accumulative grade point average). In the light of the results of the study, the researchers recommended using a problem- solving based strategy to teach the field training course, to enhance the thinking processes in teaching practical and theoretical courses and training the students in this field because of their impact on the development of reflective thinking among students at AlQuds University.