Met cognitive learning strategies (observation and evaluation) and their effect on acquiring the competencies of science subject for students of the final section

Abstract

The study aimed to uncover the role of using meta-cognitive learning strategies to acquire the competencies of the subject of science for students in the final section, and this is by examining the theoretical inheritance, relying on a descriptive approach, and applying the tools of the study, which are standards of meta-cognitive learning strategies, and the competencies of the study sample (300 Educated. A simple random sample was collected data obtained from statistically processed using statistical techniques (applying the spss program and T-test) and was analyzed and extracting a set of results represented in: There is a statistically significant difference between the average of the group of students with low use and high use of strategies: meta-learning (All), the monitoring strategy, and the evaluation strategy on the scale of science competencies for the benefit of high-use individuals