Critical Thinking Skills Infused in Upper Primary Science Textbooks in Malaysia
Abstract
The purpose of this study is to determine the infusion of critical thinking skills (Attributing, Comparing and Contrast, Grouping and Classifying, Sequencing, Prioritizing, Analyzing, Detecting Bias, Evaluation, and Making Conclusions) in the Malaysian upper primary science textbooks (grade 4-6) that were implemented by the Ministry of Education in Malaysia. The researchers used the descriptive-analytical approach to analyze the content using the content analysis tool that includes critical thinking skill items and considered text, picture, and activities as analysis units. Units from 4-6 grades Malaysian science textbooks are randomly selected as the research sample. Two science teachers conducted the content analysis, a high level of reliability and validity of analysis verified using Cohen’s kappa gets a value of 0.85. The findings revealed that the science textbook does not prioritize, evaluate, and detect bias thinking skills. The most frequent critical thinking skills are attributing, analyzing, grouping and classifying, and sequencing gradually. Most of the skills have been in the text, the picture, and finally, the activities. The results reveal that the current upper primary science textbooks in Malaysia are not including all the critical thinking skills equally as determined in the Conceptual Framework of Science Curriculum; therefore, the curriculum developers and teachers need to rethink about giving more attention to infusing thinking skills in the science content, and during the teaching and learning process. Most of the previous studies aimed at measuring students' thinking skills, but they neglected to ensure their availability in the textbook. This study emphasizes the importance of analyzing the textbook content to ensure the presence of thinking skills, which may be the main reason students do not have the necessary thinking skills.
Keywords: science textbooks, critical thinking skills, content analysis.
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