The extent to which reflective thinking skills are present in the content of the ninth-grade science textbook at the basic education stage in the Republic of Yemen
This study evaluated the inclusion of reflective thinking skills in the Yemeni ninth-grade science textbook. Employing a descriptive-analytical approach, the researcher developed a validated 38-indicator content analysis checklist covering five core dimensions. The study sample encompassed all 16 instructional units across both volumes of the textbook.
Results identified 3,282 occurrences of reflective thinking skills, distributed between the first (46%) and second (54%) parts of the textbook. The skills were ranked as follows: Drawing Conclusions (23.74%), Providing Convincing Explanations (21.39%), Reflection and Observation (20.35%), Proposing Solutions (19.17%), and Identifying Fallacies (15.36%).
While the skills are adequately represented, the study noted inconsistent distribution across units. It recommends establishing a standards-based framework to ensure a more balanced and systematic integration of reflective thinking skills within the basic education science curricula in Yemen.
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