دراسة تحليلية لمقررات الفيزياء في ضوء مهارات التفكير التأملي في المملكة العربية السعودية

Abstract EN

This study aimed to build a list of reflective thinking skills that should be available in the content of the physics textbook in secondary education, and to examine the extent that the textbook includes reflective thinking skills.

The researcher used the descriptive and analytical method.

The study sample consisted of all the chapters which are included in the physics textbook (3- Courses System - Joint Program), Edition 1441, affiliated to the Ministry of Education, and it has (8) units.

A tool was used to build a list of reflective thinking skills, and a validated content analysis card.

The results show that the percentages of basic reflective thinking skills ranged between (3.57 - 42.54), And that the skill of reaching conclusions came first with a percentage of (42.54), The skill of giving convincing explanations was followed in the second stage, with a percentage of (23.12), while the skill of visual vision came in third stage with a percentage of (18.75), And in the fourth place came the skill of developing proposed solutions with a percentage of (12.02), and in the last order came the skill of detecting fallacies with a percentage of (3.57).

The results of the study showed that there is a discrepancy between sub-skills in some units of the book while others are even devoid of those skills.

The researcher recommended a number of recommendations, the most important of which is to review the level of reflective thinking skills in the physics textbook, especially the skill of detecting fallacies.