critical thinking skills in the content of the Chemistry 1 book for secondary education, the tracks system

Document Type : Original Article

Author

Department of Curricula and Teaching Methods, College of Education, Imam Muhammad bin Saud Islamic University, Kingdom of Saudi Arabia.

Abstract

        This study aimed to identify critical thinking skills in the content of the Chemistry 1 book for secondary education, the tracks system, and measure the level of its inclusion. The content, therefore, the researcher designed an analysis card, and its validity and reliability were confirmed. The results of the analysis showed the inclusion of critical thinking skills in the analyzed content, in varying proportions: where we find the skill of deduction is the highest inclusive critical thinking skill with a percentage of 19.36%, followed by interpretation at 18.97%, then conclusion by 15.01%, and then evaluating discussions by 11.46% to be the skill of knowing defaults It is the least included in the Chemistry 1 textbook for secondary education, the track system, with a rate of 9.48%. In light of the results of the study, a number of recommendations were presented, the most important of which are: Incorporate critical thinking skills more, especially in content, where critical thinking skills were concentrated in activities and evaluation, while they were weak in content. And enhance the skill of knowing the assumptions when reviewing the content of chemistry.
 

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References

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