本研究的目的不僅是根據布盧姆修訂分類學的認知水平來檢驗泰國高中化學教科書中的問題分佈，還評估每個子主題的問題 - 有機化學，碳氫化合物和碳氫化合物的介紹衍生品 - 在低階思維技能和高階思維技能方面。本研究使用內容分析方法來分析問題;特別是，分析框架改編自布魯姆修訂分類法的六個認知層次 - 記住，理解，應用，分析，評估和創造。每個問題根據分析框架分為六個級別;此外，他們被分為低階思維技能或高階思維技能。計算每個級別的頻率並將其轉換為百分比，以便仔細檢查與Bloom的修訂分類法相關的問題分佈。結果表明，問題的分佈不均衡。本章中的大多數問題都是衡量低階思維技能;然而，關於碳氫化合物的子主題在測量更高階思維技能的問題中具有可接受的比例。本研究對教科書作者和未來研究趨勢的研究結果進行了討論。

The purposes of this study is not only to examine the distribution of questions in Thai senior high school chemistry textbooks based on the cognitive levels of Bloom’s Revised Taxonomy, but also evaluated the questions each sub-topic – Introduction to Organic Chemistry, Hydrocarbons, and Hydrocarbon Derivatives – in terms of low order thinking skill and higher order thinking skill. This study used a content analysis approach to analyze the questions; in particular, the analytical framework was adapted from the six cognitive levels of Bloom’s Revised Taxonomy – remember, understand, apply, analyze, evaluate, and create. Each question was classified into six levels based on the analytical framework; moreover, they were classified into lower order thinking skill or higher order thinking skill. Frequency of each level was counted and converted to percentages so as to scrutinize the distribution of questions in relation to Bloom’s Revised Taxonomy. The results showed that the chapter mostly contained questions testing understand; besides, the distribution of questions was unbalanced. Most of the questions in the chapter measure lower order thinking skill; however, the sub-topic on Hydrocarbon has acceptable proportion of questions measuring higher order thinking skill. The implications of this study’s findings for textbook authors and future research trends are discussed.

ABSTRACT…………………………………………………………………… i
CHINESE ABSTRACT……………………………………………………… ii
ACKNOWLEDGEMENT………………………………………………………… iii
TABLE OF CONTENTS…………………………………………………………iv
LIST OF TABLES ………………………………………………………………vi
LIST OF FIGURES………………………………………………………………vii

CHAPTER 1: INTRODUCTION………………………………………………… 1
1.1 Research Background and Motivation……………………1
1.2 Purpose of the Study…………………………………………………… 4
1.3 Research Questions…………………………………………………… 5
1.4 Definition of Key Terms……………………………………………… 5
1.6 Limitations……………………………………………………………… 6
CHAPTER 2: LITERATURE REVIEW………………………………………… 7
2.1 Critical Thinking and Textbooks……………………………………… 7
2.2 Science Textbooks’ Questions Analysis……………………………… 9
CHAPTER 3: METHODOLOGY……………………………………………… 17
3.1 Selection of Chemistry Textbook……………………………………… 17
3.2 Analytical Framework………………………………………………… 18
3.3 Analysis of Questions…………………………………………………… 24
3.4 Interrater Reliability of Coding ……………………………………31
3.5 Data Collection and Data Analysis……………………………………32
CHAPTER 4: RESULTS AND DISCUSSION………………………………… 39
4.1 Distribution of Questions by Six Cognitive Levels of BRT…… 39
4.2 Distribution of Questions by LOTS and HOTS………………………… 40
CHAPTER 5: CONCLUSION…….……………………………………………… 44
5.1 Main Finding…………………………………………………………… 44
5.2 Limitation and Suggestion …………………………………………… 44

REFERENCES…………………………………………………………………6

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