Evaluating the Integration of Critical Thinking Skills in Biology Instruction: A Qualitative Content Analysis of the Grade IX Pakistani Textbook

Abstract

This study aimed to evaluate critical thinking in the Grade IX biology textbook. Qualitative content analysis was employed to explore the elements fostering critical thinking skills development in the textbook. Textbooks were selected using a purposive sampling technique. Qualitative content analysis was used for the textbook analysis with the facilitation of NVivo 15. The different strengths include the organization of learning objectives, visual presentation, and contextual application of biological concepts. Moreover, significant limitations were found, including lower-order skills assessment questions, linear scientific methodology, prescriptive real-world application, content-privileged memorization, and minimal epistemological discussion of competing scientific perspectives. This suggests that, as the textbook provides foundational knowledge for biology, there is insufficient scaffolding for critical thinking skills development through evidence-based evaluation, scientific argumentation, and independent enquiry. These findings contribute to curriculum development by highlighting the need for biology educational material to balance content acquisition with authentic opportunities for critical thinking skills development through higher cognitive engagement and enquiry-based learning methods.