Studying the position of critical thinking teaching in the National Curriculum Document of Islamic Republic of Iran

The purpose of this study was to investigate the importance of considering the components of critical thinking in the national curriculum document. The statistical population of the study was the National Curriculum Document, which was considered as a sample in terms of the nature of the research of 5 parts of the document. Shannon entropy content analysis was used in this study. The results of the data analysis indicate the relative importance of the document to the components of critical thinking. In the philosophical and scientific bases, the highest coefficient of importance is related to the self-sustaining component, in the section governing the curriculum and training, the highest coefficient of importance to the analysis component in the approach section and the general integration of the highest importance factor to the evaluation component, in the most targeted target segment The importance coefficient is assigned to the evaluation component and in the domains of component identification, the most important factor is analyzed. In general, the most important factor is the analysis component, and other components have a lower coefficient, which means that in the national curriculum document no attention is paid to the components of critical thinking. Regarding the findings of this study, reviewing the curriculum in order to pay more attention to critical thinking components is considered as less important.