Abstract
The current research aimed to analyze English for Palestine- textbook of eight based on reflective thinking skills. To achieve the study purpose, the two researchers adopted the descriptive analytical approach and designed a content analysis card in order to collect and analyze data. The content analysis was designed in terms of reflective thinking skills and refereed by a number of teaching English language specialists and experts in the field of teaching English language. The two researchers used SPSS (22) to get mean, std. deviation, sum and percentages. The results of content analysis showed that English for Palestine-8 includes reflective thinking skills with variant values. Observing got the highest percentage with (22.651%), followed by proposing with a percentage of (22.483%). Inferring got the third rank with a percentage of (20.134%). Then detecting contradictions got a percentage of (18.792%). However, reasoning got the lowest percentage with (15.939%). Thus, the two researchers recommended that the designers of the Palestinian curricula and specialists should focus on enriching reflective thinking skills when setting objectives, teaching and evaluation strategies, and standards should be built in order to evaluate the availability of reflective thinking skills in the English for Palestine textbooks.
Highlights
The twenty first century is characterized by the explosion of knowledge, the tremendous technological progress in all fields, the plurality of cultures, and the growth of scientific discoveries and inventions
Related previous studies show different results according to the inclusion of reflective thinking skills in the textbooks, for example, Al Shahry (2017) showed that there is a general concern of the reflective thinking skills in the textbook, but the skills were included in uneven percentages as follows, visual vision_detecting fallacies _inferring _reasoning_then proposing solutions
The results of this paper showed that there is a general concern of the reflective thinking skills in the textbook, but the skills were included in uneven percentages as follows, visual vision_detecting fallacies _inferring _reasoning_then proposing solutions
Summary
The twenty first century is characterized by the explosion of knowledge, the tremendous technological progress in all fields, the plurality of cultures, and the growth of scientific discoveries and inventions. Reflective thinking and curriculum: Due to the significance of reflective thinking in an individual’s life, modern educational trends have focused on reconsidering educational programs and curricula at all levels of education, and preparing them so as to provide individuals with many opportunities to practice reflective thinking skills that help to pursue modern scientific developments. They focused on well choosing for alternatives presented and taking the appropriate decision for each situation they face in daily life (Al-Baali, 2006, 15). Urging students to generate ideas related to the problem, by encouraging them to: ▪ Situation analysis. ▪ Forming specific hypotheses
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