The Effect of the BUZAN Strategy on Developing Reflective Thinking Among Physics Department Students in the Research Methodology Course

Abstract

This study aims to explore the impact of implementing the **BUZAN strategy** on enhancing reflective thinking skills among physics department students in a research methodology course. The research population consisted of second-year students in the Physics Department at the College of Education, Al-Mustansiriya University, for the academic year (2024-2025), with a total of (220) male and female participants. The research employed an experimental design involving two groups: an experimental group and a control group, with a post-test to assess the level of reflective thinking. The experiment was conducted during the first semester, and a reflective thinking scale comprising (32) items was developed. Using an independent **t-test** for two equal-sized groups, the results demonstrated a significant superiority of the experimental group, which utilized the BUZAN strategy, compared to the control group that followed traditional teaching methods. The calculated t value was (16.72), while the tabulated t value was (2.000) at a significance level of (0.05) and degrees of freedom (158).

    Based on these findings, the researchers concluded that the BUZAN strategy has a positive and effective impact on developing students' reflective thinking skills. In light of these conclusions, the researchers provided a set of recommendations and suggestions to generalize the benefits and enhance the quality of the educational process.