خلاصة:
Textbooks are considered as the common features of the classrooms and are important means to make contributions to curricula. Therefore, their contents are very essential to develop the adequate curriculum planning. A textbook analysis is a means by which different features of the textbooks can be analyzed and hence their effectiveness is validated. This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded. Thus, the activities of the textbook were codified based on the coding levels in Bloom's Revised Taxonomy of Cognitive Domain. Then, the data were analyzed and the frequencies and percentages of occurrence of various codes related to the cognition levels in Bloom’s Taxonomy were calculated. The results of the study did not detect any evidence for the presence of higher levels of the cognition and thinking process in the textbook activities related to the four skills. In other words, all activities in the domain of Listening, Speaking, Reading, and Writing were classified in low levels of cognition, namely Remembering, Understanding, and Applying and failed to nurture the students for high levels of thinking skills. The findings provided some supports for supplying complementary materials by the teachers in order to train the learners for higher levels of the cognition.
ملخص الجهاز:
This study set out to evaluate the content of Vision 1, the textbook of Senior High School, grade 1, in order to investigate in which six levels of cognition in Bloom’s (2001) Revised Taxonomy of Cognitive Domain the activities of the four skills of Listening, Speaking, Reading, and Writing would be graded.
” Returning to the significant role of the textbooks in fostering the students to become successful and skillful thinkers to be able to use their knowledge and thoughts at the higher levels of the cognition, this study was designed to investigate in which categories of Bloom’s Revised Taxonomy of Cognitive Domain as a reliable and famous framework for determining the levels of the cognition of the content and activities of the textbooks up to now, the activities of the four skills of Listening, Speaking, Reading, and Writing in the textbook Vision 1 may be categorized.
In the qualitative part, the total activities of Listening, Speaking, Reading, and Writing of the textbook Vision 1, in both the student book and the work book were evaluated based on 6 levels of Cognitive Domain in Bloom’s (2001) Revised Taxonomy to investigate their levels of learning objectives.
Results In order to evaluate the content of the textbook Vision 1, all 127 activities of the textbooks, namely the SB and WB in all four skills of listening, speaking, reading, and writing were analyzed through Bloom’s (2001) Revised Taxonomy of Cognitive Domain.