The Levels of Depth of Knowledge (DOK) Embedded in the High School Chemistry Textbooks in Palestine and the Extent to which Students Acquire them

Abstract

The study aimed to reveal the levels of cognitive depth embedded in secondary school chemistry textbooks in Palestine, identify the differences between them, and determine the level of 11th grade students' acquisition of these levels. The descriptive approach was followed using both survey and analytical methods. The study sample consisted of two different samples: the sample of chemistry textbooks for the 11th and 12th grades, and the student sample which comprised (275) male and female students. Two study instruments were used: a content analysis card according to the levels of cognitive depth, and a cognitive depth test. The results of the study revealed that the level of recall and reproduction was most prevalent in secondary school textbooks, followed by extended thinking in small percentages, then concepts and skills, and finally the level of strategic thinking, revealing an imbalance in cognitive representation. The results also showed no statistically significant differences between the 11th and 12th grade textbooks. Regarding students' acquisition levels, it was high at the recall and reproduction level, followed by the concepts and skills level at a medium level, then the extended thinking level, and finally strategic thinking. The study concluded that the lower levels of cognitive depth were available in good proportions in chemistry textbooks, compared to a relative weakness in the other levels, particularly strategic thinking. Students possessed good proportions of chemical knowledge but showed deficiencies in possessing higher-order levels. The study recommended a comprehensive reconstruction of the secondary school science curriculum based on systematic progression in embedding cognitive depth levels, and adopting the cognitive depth model as a foundation for building the secondary school chemistry curriculum.