مهارات التفكير الناقد المتضمنة في محتوى أسئلة كتابي الكيمياء للصفين التاسع و العاشر الأساسيين في الأردن

Abstract EN

This study aimed at determining the extent to which critical thinking skills are available in the content of questions of chemistry two textbooks for the ninth and tenth grades in Jordan, and the extent of its balance in these textbooks.

To achieve these objectives, a tool of content analysis in light of Facione's classification of critical thinking skills was developed and used in analysis.

The results revealed that three main critical thinking skills are available in chemistry textbooks' questions in sufficient percentage: Interpretation, analysis, explanation, but the other three main skills were insufficient percentage: Inference, evaluation, self-regulation.

And the results revealed that there were six sub skills from sixteen came in sufficient percentage in chemistry textbooks: Categorization, decoding significance, clarifying meaning, examining ideas, stating results, presenting arguments.

The results also revealed a weakness in the balance of the inclusion of critical thinking skills in these textbooks.

The Study recommended to include all of critical thinking skills in questions of chemistry textbooks in balance mode, and with regarding to the sequence of the mental level of the learner.