درجة تضمين مهارات التفكير التأملي في كتاب العلوم للصف الخامس من التعليم الأساسي في الجمهورية العربية السورية

Abstract

The aim of the present study was to determine the degree of incorporation of reflective thinking skills in the fifth-grade science textbook in the Syrian Arab Republic.

To achieve the objective of the study, the researchers adopted a descriptive-analytical approach and prepared a content analysis form based on the five reflective thinking skill, namely:(visual perception, detecting fallacies, reaching conclusions, providing convincing fallacies, reaching conclusions, providing convincing explanations, and proposing solutions), along with their sixteen indicators. This form was applied to the science interpretation textbook for the fifth grade for both the first and second terms.

The researcher ensured the validity and reliability of the analysis, The results of the study revesled that the number of reflective thinking skills present in the fifth-grade science textbook was 621 skills,indicating an acceptable degree of inclusion , though distributed randomly and with varying proportion , the skill of reaching conclusions was the most prevalent , accounting for 37,03%, followed by visual perception at 24,63%, then providing convincing explanations at 18.19%, proposing solutions at 12,56%, and detecting fallacies at 5,95%.

The results showed variations in the distribution percentages according to their indicators across the educational units for the main skills, based on this, the researcher recommends reconsidering the distribution of the main skills and their indicators in light of reflective thinking skills.