Analysis of Critical Thinking Elements in Nigeria Senior School Physics Textbooks.

Student: Yusuff Babatunde Ajala (Project, 2025)
Department of Science Education
University of Ilorin, Kwara State

Abstract

This study critically examines the extent to which critical thinking elements are embedded in Nigerian Senior Secondary School Physics textbooks. The research focuses on five core components of critical thinking: thought-provoking questions and activities, real-world applications and connections, conceptual understanding over rote learning, hands-on experiments and demonstrations, and historical context and scientific discoveries. Using qualitative content analysis, selected chapters from a widely-used Senior Secondary Physics textbook were analyzed. The findings reveal a moderate integration of critical thinking elements, with notable strengths in thought-provoking exercises and real-life applications. However, gaps were identified in the consistent application of conceptual understanding and the inclusion of historical context in more abstract topics. The study concludes with recommendations for curriculum developers, textbook authors, and educators to enhance the development of higher-order thinking skills in science education. This research contributes to ongoing discourse on improving educational materials in line with 21st-century competencies.

Keywords
Thought provoking questions and activities Real-world applications and connections Conceptual understanding over rote learning Hand-on experiment and demonstrations Historical context and scientific discoveries
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