Ibrahim, Suleiman Abdel Wahed. (2010). Cognitive neuropsychology, a neuropsychological view of cognitive mental processes. Arab thought.
Abu Raya, Hanan Hamdi, and Sarjani, Azza Mahmoud (2015). The effectiveness of a proposed teaching program in the light of some international projects to improve the level of deep understanding and some types of multiple intelligences among second-grade students in preparation in science. Journal of the College of Education, 60, 259-324.
Abu Raya, Samir Muhammad. (2017). A program based on the integration of science, technology, society and the environment in light of the next generation of science teaching standards to develop scientific awareness for primary school students [unpublished doctoral thesis]. Ain-Shams University.
Abu Jadu, Saleh Muhammad, and Nofal, Muhammad Bakr. (2015). Teaching thinking: theory and practice. Dar march publishing, distribution and printing.
Abu Hasel, Badria Saad. (2019). The effect of the learning strategy on both sides of the brain in teaching science on achievement and the development of scientific sense and habits of mind among first-grade intermediate students. Umm Al-Qura University Journal of Educational and Psychological Sciences, 11, 1-42.
Abu Hikma, Yahya Muhammad. (2018). Using Augmented Reality technology in developing critical thinking skills and motivation for achievement in physics for sixth-level secondary students with different brain control patterns in Jeddah [unpublished PhD thesis]. Umm Al Qura University.
Abu Azra, Sanaa Mohammed. (2019). The reality of secondary school physics teachers' practice of the next generation standards. Umm Al-Qura University Journal of Educational and Psychological Sciences, 10 (2), 100-134.
Abu Alam, Raja Mahmoud. (2003). Statistical analysis of the data using the (SPSS) program. Universities Publishing House, Cairo.
Ahmed, Safaa Mohammed. (2013). The effect of a proposed program based on the brain-based learning approach in correcting alternative perceptions, developing science processes and motivation for achievement among first-grade intermediate students. Journal of Arab Studies in Education and Psychology, 2 (33), 49-96.
Agha, Murad Haroun. (2009). The effect of using brainstorming on developing some mathematical thinking skills on both sides of the brain among eleventh graders [unpublished master's thesis]. Islamic University.
El-Baz, Marwa Mohamed. (2017). Developing the chemistry curriculum for the first secondary grade in the light of the engineering design for the next generation science standards (NGSS) and its impact on the development of scientific and engineering practices among students. Journal of the College of Education - Port Said, 22, 1161-1206.
Al-Bakr, Rashid Al-Nouri. (2009). Developing thinking through the school curriculum (I 4). Al-Rushd Library-Publishers.
Jaber, Abdel Hamid Jaber. (2003). Multiple intelligences and understanding: development and deepening. Arab Thought House.
Gad Al-Haq, Nahla Abdel-Moaty. (2021). A proposed program based on the Next Generation Science Standards (NGSS) to develop high-order thinking skills and the pleasure of learning among middle school students. Journal of the College of Education in Educational Sciences - Ain Shams University, 45, 201-272.
Jarwan, Fathi Abdel Rahman. (2012). Teaching thinking concepts and applications 5th ed. Dar Al Fikr Publishers and Distributors.
El-Ghouri, Nasser Ali. (2012). The effectiveness of the H.L.W.K self-table strategy in developing a deep understanding of physical concepts and metacognitive skills among eighth grade students in the Sultanate of Oman. Arab Studies in Education and Psychology, (32), 11-58.
Al-Harthy, Ibrahim Sultan. (2016). The effect of using critical thinking activities on observing knowledge in science for seventh grade female students in the Governorate of Muscat. Journal of Educational and Psychological Studies, 10.19-31.
Al-Hazmi, Doaa Ahmed. (2019). The effect of teaching a unit of a science course developed according to the Next Generation Science Standards (NGSS) on developing metacognitive skills and motivation for achievement among second-grade intermediate students in Riyadh [unpublished doctoral thesis]. Umm Al Qura University.
Hathout, Tahani Mohamed. (2018). The effect of using some Keegan strategies on developing deep understanding and achievement in science for sixth graders of primary school. The Egyptian Journal of Scientific Education, 21 (5) 1-37.
Al-Harbi, Khaled Penalty. (2013). The level of readability of the science book for the third intermediate grade and its relationship to critical thinking in the Kingdom of Saudi Arabia. Journal of the Faculty of Education at Al-Azhar University, 155, 709-744.
Hassanein, El-Sayed Ibrahim, El-Gendy, Omnia El-Sayed, Fahmy, Nawal Abdel-Fattah, and El-Khatib, Mona Faisal. (2019). A program based on virtual work to develop deep understanding in science for preparatory stage students. Journal of Scientific Research in Education, 20 (11) 489-502.
Hassanein, Badria Mohamed. (2016). Science Standards for the Next Generation. Educational Journal, 46(46), 398-439.
Hassanein, Mohamed Hassanein, and Shahat, Magdy Mohamed. (2002). Memory and problem solving strategies of a sample of different brain dominance patterns. Journal of the Faculty of Education in Benha, 12 (52), 48-115.
Al-Khairi, Muhammad Hassan. (2018). The effect of using the generative learning model in science teaching on the development of scientific concepts and critical thinking among third-grade intermediate students [unpublished master's thesis]. Umm Al Qura University.
Rawashdeh, Samira Ahmed. (2018). The effectiveness of a training program for science teachers based on the Next Generation Standards (NGSS) in developing their scientific and engineering practices and self-efficacy in Jordan [unpublished doctoral thesis]. The International University of Islamic Sciences in Jordan.
Rayani, Ali Hamad. (2013). The effect of an enrichment program based on the habits of the mind on creative thinking and mathematical strength among first-grade intermediate students in Makkah [unpublished doctoral thesis]. Umm Al Qura University.
Zeitoun, Ayesh Mahmoud. (2010). Contemporary global trends in science curricula and teaching. Dar Al-Shorouk for Publishing and Distribution.
Zaid, Abdullah Saleh. (2015, May 5-7) A proposed conception of the STEM curriculum at the secondary stage in Yemen in light of the (NGSS) standards [paper presentation]. The First Excellence in Teaching and Learning Science and Mathematics Conference, Riyadh: King Saud University.
Siraj, Suzan Hussein. (2017). The effect of using the educational props strategy on developing achievement and deep understanding skills in science for first year preparatory students. Journal of the Faculty of Education at Kafrelsheikh University, 17 (2), 730-816.
Saadeh, Gouda Ahmed. (2003). Teaching thinking skills. House of Arab Thought.
Al-Sawat, Sabah Abdullah. (2018). The effectiveness of using the brain-based learning strategy in science teaching on developing basic science processes and some habits of mind among middle school students with different brain control patterns [unpublished master's thesis]. Taif University.
Al Sharqi, Mohammed Rashid. (2005). Critical thinking among first year secondary students in the city of Riyadh and its relationship to some variables. Journal of Educational and Psychological Sciences, University of Bahrain, 6(2)89-116.
Al-Shamrani, Muhammad Awad. (2019). The effectiveness of an enrichment program based on Next Generation Science Standards (NGSS) in developing future thinking skills, twenty-first century skills, and habits of mind among gifted middle school students [unpublished doctoral thesis]. Umm Al Qura University.
Shoman, Ahmed Mohamed. (2019). Developing a physics curriculum in light of the Next Generation Science Education Standards (NGSS) and its effectiveness in developing critical thinking among secondary school students. Journal of the Faculty of Education at Tanta University, 74(2) 318-354.
Sheyab, Maan Qassem. (2019). The level of science teachers' possession of science and engineering practices at the secondary stage in the Kingdom of Saudi Arabia in light of the next generation of science standards. Umm Al-Qura Journal of Educational and Psychological Sciences, 10(2) 338-366.
Sheikh, Mustafa Muhammad, Abdul Majeed, Youssef El-Sayed, and Amara, Hala Muhammad. (2020). A strategy based on brain control theory to develop thinking skills in chemistry among secondary school students. Journal of the Faculty of Education at Kafrelsheikh University, 20(2) 353-382.
Sheikh, Mustafa Muhammad, Abdul Majeed, Youssef El-Sayed, and Al-Senour, Ibrahim Youssef. (2021). The effectiveness of a strategy based on the theory of successful intelligence in developing a deep understanding of physics among secondary school students. Journal of the Faculty of Education at Kafrelsheikh University, 101(3) 189-210.
Al-Sadiq, Mona Abdel-Fattah, Abu Shaqir, Muhammad Suleiman, and Mahmoud Hassan. (2021). The effectiveness of a training program based on the Next Generation Science Standards (NGSS) in developing the scientific teaching practices of science teachers in Gaza. Journal of the Islamic University of Educational and Psychological Studies, 29 (2) 112-144.
Abdel Aziz, Doaa Abdel Rahman. (2019). Evaluating the content of preparatory school science books in the light of the next generation of science standards (NGSS). Sohag University Educational Journal, (68), 231-295.
Abdel Karim, Sahar Mohamed. (2017). A training program based on Next Generation Science Standards (NGSS) to develop deep understanding, scientific inquiry skills, and scientific debate among science teachers at the primary level. Arab Studies in Education and Psychology, 87, 21-111.
Abdel Raouf, Mustafa Mohamed. (2019). The interaction between the method of presenting scientific stations and the patterns of Hermann's brain control (HBD) and its impact on developing divergent thinking skills, perceived self-efficacy, and science achievement among middle school students. The Egyptian Journal of Scientific Education, 22 (9) 183-282.
Abdul Qawi, Sami. (2016). Neuropsychology Foundations and Methods of Evaluation. Anglo-Egyptian Library.
Al-Atoum, Adnan Youssef, Al-Jarrah, Abdel Nasser Diab, and Bishara Mowaffaq Selim. (2013). Developing thinking skills: theoretical models and practical applications. Dar march publishing, distribution and printing.
Al-Otaibi, Khaled Nahes. (2012). The psychometric properties of the short image from the Watson and Glasser Critical Thinking Test (WGCT-SF) study on a sample of student teachers in the Saudi environment. King Saud University Journal of Educational Sciences and Islamic Studies, 24(4) 1427-1454.
Ezz El-Din, Sahar Mohamed. (2018). Activities based on Next Generation Science Standards (NGSS) to develop scientific and engineering practices, critical thinking and scientific inclinations in science among primary school students in Saudi Arabia. The Egyptian Journal of Scientific Education, 21(10), 59-106.
Al-Osaimi, Khaled Hammoud. (2016). The effectiveness of the brain-based learning strategy in developing innovative thinking skills and scientific culture among female science students, course (2), with different brain control patterns, at Taif University. Specialized International Educational Journal, 5(3) 550-608.
Al-Osaimi, Khaled Hammoud. (2020). The effectiveness of the White and Johnston (PEOE) model of science teaching in developing deep understanding and achievement motivation among third-grade intermediate students with different learning styles. Journal of the Faculty of Education in Benha, 31 (123) 447-534.
Al-Osaimi, Khaled Hammoud. (2021). The effect of a program based on the Next Generation Science Standards (NGSS) in developing twenty-first century skills and thinking tendencies among outstanding third-grade students at different levels of information processing. Journal of the Faculty of Education, Ain Shams, (45)
Al-Adila, Saud Rashdan. (2020). A proposed training program based on the Next Generation Science Standards (NGSS) to develop the teaching performance of science teachers and its impact on developing problem-solving skills and future thinking among middle school students [unpublished Ph.D. thesis]. Umm Al Qura University.
Al-Afifi, Hani Saad. (2020). The effectiveness of using the CICM model in science teaching to develop critical thinking skills and scientific values among middle school students [unpublished master's thesis]. Umm Al Qura University.
Omar, Asim Muhammad. (2017). A proposed program in scientific education based on social networks to develop scientific concepts and habits of mind among female kindergarten teachers. Arab Studies in Education and Psychology, (40), 192-270.
Odeh, Ahmed Suleiman, and Khalili, Youssef. (1988). Statistics for researcher in education and human sciences. Dar Al-Fikr for Publishing and Distribution.
Eid, Ayman Rajab. (2009). A proposed program based on both sides of the brain to develop some thinking skills in mathematics among fifth grade students in Gaza [unpublished master's thesis]. The Islamic University of Gaza.
Eid, Samah Mohammed. (2021). A proposed program in Earth and space sciences based on the Next Generation Science Standards (NGSS) to develop design thinking and some engineering mind habits among middle school students. The Educational Journal of the Faculty of Education at Sohag University, 88, 1575-1629.
Al-Quran, Jihad Suleiman, and Al-Hamouri, Khaled Abdullah. (2013). Common brain control patterns among outstanding and normal students in the preparatory year at Qassim University. Mutah for Research and Studies, 28(2), 11-32.
Al-Qarni, Fahad Hamdan. (2017). The effectiveness of teaching physics using graded activities in developing deep understanding among first-year secondary students. Studies in Curricula and Teaching Methods, 221 110-159.
Al-Qarni, sentinel traveler. (2015). The effect of using the brain-based learning strategy in science teaching on the development of higher-order thinking and some habits of mind among second-grade intermediate students with different brain control patterns [unpublished doctoral thesis]. Umm Al Qura University.
Mahmoud, Salahuddin Arafa. (2006). Thinking Without Borders - Contemporary educational visions in teaching and learning thinking. The world of books.
Marwani, Dhaifallah Musaed. (2020). The effectiveness of using the White and Jenston model (PEOE) for teaching science in developing divergent thinking and deep understanding among middle school students with different levels of information processing [unpublished Ph.D. thesis]. Umm Al Qura University.
Al-Matrafi, Ghazi Salah. (2019). The effect of an enrichment program based on the (2061) SFAA project on developing high-ranking thinking skills and understanding the nature of science among outstanding science students at Umm Al-Qura University. Umm Al-Qura University Journal of Educational and Psychological Sciences, 10(2), 15-81.
Al-Matrafi, Ghazi Salah. (2014). The effectiveness of the brain-based learning strategy and the pattern of brain control in developing critical thinking and attitude towards science among students of science course (1) at Umm Al-Qura University in the Kingdom of Saudi Arabia. Journal of the Faculty of Education, Benha University, 25 (99) 135-240.
Al-Mihi, Rajab Al-Sayed, and Al-Shafei, Jihan Ahmed. (2009). The effectiveness of a proposed design of a chemistry learning environment in harmony with the brain in developing the habits of mind and achievement of secondary school students with different information processing methods. Journal of Educational and Social Studies, 15, 305-351.
Noshi, Sherry Magdy. (2018). The effectiveness of the dialectical inquiry model in developing deep understanding and attitude towards physics among secondary school students. The Egyptian Journal of Scientific Education, 21(11), 193-229.
Nofal, Muhammad Bakr. (2009). Serious creativity, concepts and applications. Debono for printing, publishing and distribution.
Noigi, Iman Abdel Karim. (2018). The effectiveness of a proposed teaching model based on three-dimensional learning according to the Next Generation Science Standards (NGSS) in improving the understanding of the nature of science and the achievement of second year preparatory students. Educational and Social Studies at Helwan University, 24(2)95-158.
Hani, Mervat Hamid, and Demerdash, Mohamed El-Sayed. (2015). The effectiveness of a proposed unit in biological mathematics in developing the deep understanding skills of secondary school students. Journal of Scientific Education at Ain Shams University, 18 (6), 89-156.
Ministry of education. (2022). Vision, mission and goals. https://moe.gov.sa/ar/aboutus/aboutministry/Pages/visionmissiongoals.aspx
ثالثا: المراجع الأجنبية:
Arnow, L. (2015). Science curriculum development with next generation standards meeting the needs of in-service teachers.] Unpublished master thesis [ .Californis state university Monterey Bay.
Burks, L. (2017). Preservice teachers and their preconceptions of the (NGSS) science and engineering practice of developing and using models in elementary science education] Unpublished doctoral dissertation [. Kansas University.
Castronova, M. (2018). Examining teachers’ acceptance of the next generation science standards: A study of teachers’ pedagogical discontentment and. Pedagogical content knowledge of modeling and argumentation. ]Unpublished doctoral dissertation. [Cladwell university.
Christopher, B. (1998). Critical Thinking Skills, Lifelong Learning, In A Quarterly Newsletter of the Lifelong Learning Network (pp. 1-9).
Elementary Teachers’ Federation of Ontario (ETFO). (2013). Teaching for deep understanding.Toronto: ETFO.
Ennis, R. (1991). Goals for a critical thinking curriculum. In A. Costa (Ed.), Developing minds: A resource book for teaching thinking (Rev. ed., Vol. 1, pp. 68–71). Alexandria, VA: ASCD.
Gordan, C., & Debus, R., (2002). Developing deep learning approach and personal teaching efficacy within a preservice teacher education context. British of educational psychology, 72 (4), 483-511.
Halpern. D. (1998). Teaching critical thinking for transfer across domain: disposition, skills, structure, training and metacognitive monitoring. American Psychology, 53(4), 451-490.
Herman, N. (1991). The creative brain. The journal of creative behavior, 25(4),275-295.
Jensen, E. (2008).Brain-Based Learning: the new paradigm of teaching 2nd. Thousand Oaks.
Kihlstrom, J. (2012). Searching for the self in mind and brain. Social cognition, 30 (4), 367-379.
King, C. (2016). Fostering deep understanding through the use of geoscience investigation, model and thought experiments: the earth science education unit and earth learning experiences. In C. Vasconcelos (Eds.), geoscience education: Indoor and outdoor (pp.3-23). Switzerland:Springer.
Lawrence,A.(2015). Brain dominance of high school teachers. Cognitive discourses international multi-disciplinary journal,2(5), 21-27.
Magno,C. (2010). The role of metacognitive skills in developing critical thinking. Metacognition learning, 5(2), 137-156.
Moore, T., Tank, K., Glancy A., & Kersten J. (2015). (NGSS) and the landscape of engineering in K‐12 state science standards. Journal of research in science teaching, 52(3), PP. 296–318.
National Research Council (NRC). (2012). A framework for K- 12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
Newton, D. (2012). Teaching for understanding what it is and how to do it. Rutledge.
(NGSS) Lead States (2013). Next Generation Science Standards: For states, by states. Washington, DC; National Academies Press.
Ruutmann, T., & Vanaveski, j. (2009). Effective strategies and models for teaching thinking skills and capitalizing deep understanding in engineering education. Problems of education in the 21st century, (17),176-187.
Souse,D.(2006).How the brain learns.3rd. Corwin press.
Tagg. J. (2003). The learning paradigm college Boston, MA: Anker.
Watson, G & Glaser, E. (2002). Critical thinking appraisal-practices test. Pearson.
Whittington, K.L. (2017). How does a Next Generation Science standard aligned, inquiry based, science unit impact student achievement of science practice and student Science efficacy in an elementary classroom?] Unpublished master thesis [. Portland State University.
Willingham, D. (2010). Critical Thinking: Why Is It So Hard to Teach? Arts Education Policy Review. 109(4) 21-29.
Zirbel, E. (2006). Teaching to promote deep understanding and instigate conceptual change. Bulletin of the American Astronomical Society, 38, 1220.
: مجلة علمية محکمة للبحوث التربوية والنفسية والاجتماعية', './data/jsrep/coversheet/cover_en.jpg'))
مشاهدة على SCiNiTO