Textbook Analysis from Critical Thinking Perspectives

This study is based on qualitative research methods and data are generated by using focus group discussion, interview and in-depth analysis of social studies textbook. It focuses mainly on exploring social studies textbook of lower secondary schools of Nepal from critical thinking perspectives. The book discusses essential components of textbook, qualities of textbook and its role in student learning, principles of critical thinking for textbook analysis. Critical thinking approach is being widely used in the different corners of the globe but in Nepal both teachers and students are not familiar with it. Very few attempts have been made in textbook analysis from critical thinking perspectives in the globe but no any attempts have been made in Nepal. Thus, this study tries to view existing social studies textbook from the eye of critical thinking. The findings of the study reveals that existing social studies textbook do not promote collaborative learning and interaction. Similarly, it lacks higher order questions, essential text book components, opportunity for students to construct knowledge and critical thinking principles of textbook writing. Furthermore, texts are teacher cente

Autorentext

Khim Raj Subedi is Teaching Assistant at TU, P N Campus,Pokhara.He has been teaching program evaluation for M.Ed. students for about a decade. He has coauthored books in curriculum and evaluation. Also, he has conducted researches and published number of articles in journals. His areas of interest include curriculum, pedagogy, assessment and CT.