مدى تضمين مستويات العمق المعرفي (DOK) في وثيقة منهج العلوم بالمرحلة الأساسية في اليمن

Abstract

The current study aimed to identify the extent to which the Depth of Knowledge (DOK) levels are inclusion in the science curriculum document for the basic education stage in Yemen. To achieve this, the study adopted the descriptive approach (content analysis). The researcher developed an analysis form consisting of the four DOK levels and 24 indicators (six indicators for each level). A group of experts for face validity validated the form, and its reliability was confirmed. 396 learning outcomes were analyzed, of which 154 belonged to the second cycle (grades 4, 5, 6), while the remaining 232 belonged to the third cycle (grades 7, 8, 9), distributed across three subject areas: Physical Sciences, Life Sciences, and Earth Sciences. The results revealed that all four levels of Depth of Knowledge were represented in the learning outcomes of the science curriculum document for basic education. The second level (Application of Concepts and Skills) ranked first, with 198 outcomes, representing 51%. The first level (Recall and Reproduction) came second with 135 outcomes, representing 35%. The third level (Strategic Thinking) ranked third with 39 outcomes, accounting for 10%, which is below the desired level. The fourth level (Extended Thinking) came last with only 14 outcomes, making up 4%. These results indicate a stronger emphasis on applying concepts and skills rather than simple recall and inclusion. Strategic thinking was moderately represented, while extended thinking was weakly represented. In light of these findings, the researcher presented several recommendations and suggestions.