This study aimed to investigate the effectiveness of Learning Program Based on Constructivist Enhanced by Physics Interactive Simulations Websites in Developing Reflective Thinking Skills Among Tenth-Grade Academic Students. To achieve the study's objectives, a quasi-experimental design involving experimental and control groups was employed. Pre- and post-tests were administered using a reflective thinking skills instrument comprising five sub-skills: observation and reflection, identifying fallacies, drawing conclusions, providing convincing explanations, and proposing solutions. The study was conducted with 47 tenth-grade academic students at Shafa Badran Secondary School for Boys (affiliated with the Ministry of Education, Al-Jamea District, Amman) during the first semester of the 2026/2027 academic year. Students were randomly assigned to an experimental group (24 students) taught using the educational program and a control group (23 students) taught using the conventional method. The results revealed statistically significant differences at (α = 0.05) between the mean scores of the two groups on the reflective thinking skills test—both for the overall test and for all individual dimensions in favor for the experimental group. Consequently, the study recommends the integration of interactive physics websites (PhET) and various modern simulation technologies into the teaching of physics and scientific subjects in general.
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Al-Adwan et al. (2026) studied this question.
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