The Use of Critical Thinking in Social Science Textbooks of High School: A Field Study of Fars Province in Iran
Journal Title: International Journal of Instruction - Year 2011, Vol 4, Issue 1
Abstract
This study aims at investigating the use of critical thinking in high school social science textbooks based on Fars Province teachers' attitudes in order to present a model for textbook development. To achieve this goal, the use of the following skills in the social science textbooks was analyzed: reasoning, questioning, assessment of examples and statements, group work, interpretation, true judgment about issues, analysis and evaluation, logicality, and explicitness. It is a field study which was conducted in several high schools of Fars Province in Iran. The population of this study included 568 social science teachers. The sample was selected based on the stratified random sampling procedure so that 153 teachers participated in this study. The data were collected using a forty-four-item questionnaire based on Likert-scale, which was developed and validated by the researcher himself and some experts. The reliability coefficient was also estimated as 0.86. The data were analyzed through descriptive statistics (frequency, percentage, standard deviation, and coefficient of variations) and inferential statistics (Chi-square and Kruskal-Wallis Non-parametric tests). The result showed that the teachers of the Social Studies Textbook evaluated assessment of examples and statements, and analysis and evaluation skills as not satisfactory respectively. They evaluated the other skills as fairly satisfactory. Teachers of Sociology Textbook 1 evaluated explicitness, assessment of examples and statements, analysis and evaluation, and interpretation skills as not satisfactory respectively. They also evaluated other skills as fairly satisfactory. Teachers of Sociology Textbook 2 evaluated explicitness as not satisfactory, logicality as satisfactory, and other skills as fairly satisfactory. Therefore it is possible to rank order the social science textbooks of high school as satisfactory and not satisfactory with regard to the use of critical thinking. In other words, Sociology Textbook 2, Social Studies Textbook, and Sociology Textbook 1 were ordered on a continuum of satisfaction from satisfactory to unsatisfactory, respectively.
Authors and Affiliations
Seyed Ahmad Hashemi
Keywords
Related Articles
- EP ID EP129372
- DOI -
- Views 110
- Downloads 0
Attitude towards Computers and Classroom Management of Language School Teachers
Computer-assisted language learning (CALL) is the realization of computers in schools and universities which has potentially enhanced the language learning experience inside the classrooms. The integration of the t...
EFL Teachers’ Perceptions, Evaluations and Expectations about English Language Courses as EFL in Saudi Universities
The focus of this study is to explore EFL teachers’ perceptions, evaluations and expectations about English language courses as EFL in Saudi tertiary level. In other words, this article aims at creating a new avenu...
Repenser les Tendances dans les Objectifs Pédagogiques: Exploration de l'Alignement d'Objectifs avec Activités et Évaluation dans Enseignement supérieur - une Étude de Cas
Cette étude a exploré l'enseignement supérieur nivellent syllabi pour identifier des tendances dans des objectifs éducatifs. La taxonomie de Bloom et des modèles stratégiques divers ont été utilisés pour classi...
Measuring Listening Comprehension Skills of 5th Grade School Students with the Help of Web Based System
The main purpose of this study is to measure listening comprehension skills of 5th grade school students with the help of web based system. This study was conducted on 5th grade students studying at the primary sch...