Analysis of Critical Thinking Question in Physics Examination Papers Grade 10 Board of Secondary Education Karachi

Abstract

Critical thinking is a fundamental objective of science education and plays a significant role in developing students' analytical and problem-solving abilities. This study critically analyzes the extent to which higher-order thinking skills are assessed in Grade 10 Physics examination papers administered by the Board of Secondary Education Karachi (BSEK). Using Bloom's Revised Taxonomy as an analytical framework, examination questions were categorized according to cognitive levels. The analysis indicates that the majority of examination questions emphasize lower-order cognitive skills, particularly remembering and understanding, while relatively few questions assess application, analysis, evaluation, or creation. The findings suggest that the current examination pattern encourages rote memorization rather than conceptual understanding and critical thinking. The study recommends revising examination frameworks to incorporate more inquiry-based, application-oriented, and analytical questions that align with contemporary educational objectives. Critical thinking is an essential component of modern science education. Physics, being a conceptual and analytical subject, requires students to apply knowledge, analyze situations, solve problems, and evaluate scientific phenomena. This study analyzes the presence of critical thinking questions in Grade 10 Physics examination papers of the Board of Secondary Education Karachi (BSEK). The analysis indicates that most questions focus on recall, definitions, and routine numerical problems, while higher-order thinking skills such as analysis, evaluation, and problem-solving are assessed less frequently. The study recommends the inclusion of more application-based and reasoning-oriented questions to improve students' critical thinking abilities.