期刊名称：International Journal of Cognitive Research in Science, Engineering and Education
印刷版ISSN：2334-847X
电子版ISSN：2334-8496
出版年度：2019
卷号：7
期号：2
页码：1-10
DOI：10.5937/IJCRSEE1902001M
语种：English
出版社：The Association for the Development of Science, Engineering and Education
摘要：The factor analysis was used to ascertain the factors reflecting the most important attitudes of the respondents concerning reflective thinking in the classroom: self-evaluation, feedback and recording, improvement and analysis of teaching materials, assessment, concepts and misconceptions, construction of knowledge, metacognition and permanent improvement. The results of this research showed statistically significant differences among the aforementioned factors concerning the cycle of education (elementary school teachers and middle school teachers) and work experience (0-5, 6-10; 11-20; over 20 years of experience). The differences were obtained by parametric statistics, calculated using the t test and ANOVA test, p<0.05.
关键词：cognitive thinking;permanent improvement;self-evaluation;reflectivity;teaching practice
