مهارات التفكير الناقد المتضمنة في كتب العلوم للمرحلة الثانوية في المدراس الدولية الأمريكية في دولة الإمارات العربية المتحدة

Abstract EN

This study aimed to reveal the critical thinking skills included in the digital simulation exercises in the science digital textbooks.

To achieve this goal, a list of thinking skills was designed so that it included (5) main areas of critical thinking skills, and (26) sub-skills.

The list used in the analysis of (537) digital simulations, distributed between the chemistry textbooks, (236) digital textbooks, and (301) in the biology digital textbook.

One of the most prominent findings of the study was that the sub-indicators of critical thinking skills scored a total of (1954) frequency in science textbooks.

The skill (knowledge of assumptions) was the most frequent skill with (772) frequency and (%39.50).

Interpretation skills came in second place, by (509) frequency, and (26.04%).

Concluding skill came in third place, with (338) frequency, and (17.29%).

While inference skill came in fourth place, with (311) frequency and (15.91%).

On the other hand, the evaluating skill was the least frequent sub-skill in the science textbooks, with (24) frequency, and (1.22%).

The study also revealed statistically significant differences in the ratios of the distribution of critical thinking skills among the Science digital textbooks, attributed to the benefit of biology textbooks, where the frequency of critical thinking skills (1023) frequency in the biology textbook, versus (929) frequency in the chemistry textbook.

The study suggested several recommendations, such as developing science textbooks to emphasize critical thinking skills.

Enhance the skills of inference, conclusion, and evaluation of argument in the textextbook’s vital simulations.