A Content Analysis of the Science Textbook for the First Intermediate Grade in the Kingdom of Saudi Arabia in Light of Metacognitive Thinking Skills

Abstract

This study aimed to investigate the extent to which metacognitive thinking skills are embedded in the Grade 7 Science textbook in the Kingdom of Saudi Arabia. To achieve this objective, the study adopted the descriptive analytical approach, as it is considered the most appropriate methodology for content analysis research. The study instrument consisted of a content analysis checklist constructed based on metacognitive thinking skills. In its final form, the instrument comprised three main skills, from which eleven sub-skills were derived. The study sample included the three volumes of the Grade 7 Science textbook (1446H/2024 edition). Frequencies and percentages were employed as statistical procedures to analyze the data obtained from the content analysis process. The findings revealed that metacognitive thinking skills were incorporated into the textbooks at varying levels. Monitoring and control ranked first, with a percentage of (43.279%) and a moderate level of inclusion. Planning ranked second, with a percentage of (42.688%) and a moderate level of inclusion as well. In contrast, evaluation ranked last, with a percentage of (14.032%) and a very low level of inclusion. The study recommended strengthening the inclusion of evaluation skills and their sub-skills (judgment, summarization, and questioning) in the Grade 7 Science textbook. This can be achieved by establishing a minimum benchmark for evaluation skill indicators within each unit during textbook development, thereby ensuring balanced representation among metacognitive thinking skills and preventing imbalance in their distribution throughout the scientific content.