In the previous section, we proposed and reviewed the major theoretical underpinnings of revised

Bloom's taxonomy and the analytic categories derived from the questions of Socratic taxonomy which

was a framework used by Ilyas (2015). In this section, key points in the content analysis of textbooks

used to explore the reflection of critical thinking skills in the text-based questions incorporated in the

textbooks are summarized based on the connection and linkage of six levels of revised Bloom's

taxonomy and Socratic questioning.

In addition, the researcher clearly defines the theoretical lens used to frame the current study.

The six levels of Bloom's taxonomy suggest that the first three levels (remembering, understanding,

applying) can be considered as lower-order thinking states, whereas the last three levels (analyze,

evaluate, and create) depict higher-order thinking states. Hence, this approach provided a guideline

regarding what to identify in critical thinking skills. As critical thinking is one of the higher-order

thinking skills, it suggests that the ability to think critically must include the ability to analyze,

evaluate, synthesize and generate. The components dealing with memorization, remembering,

knowledge, understanding, and application of what is learned represent lower-order thinking skills,

though needed but when it is said that education is essential to develop students into critical beings

and problem solvers, the higher-order thinking skills are bring focused. Therefore, the conceptual

framework of this study is comprised of two parts. Firstly, it is derived from the cognitive domains

depicting six levels of revised Bloom's taxonomy. Secondly, the interconnection of those cognitive

domains with the nine analytic categories derived from Socratic questioning.

Moreover, a schematic diagram of the conceptual framework

David Kolb, educational researcher, developed a four-stage reflective model. Kolb’s Learning

Cycle (1984) highlights reflective practice as a tool to gain conclusions and ideas from an

experience. The aim is to take the learning into new experiences, completing the cycle. Kolb's

cycle follows four stages.

First, practitioners have a concrete experience. This means experiencing something new for the

first time in the classroom. The experience should be an active one, used to test out new ideas

and teaching methods. (Watson et al., 2019)

 The practitioner considers how they are going to put what they have learnt into practice.

The practitioner’s abstract concepts are made concrete as they use these to test ideas in future

situations, resulting in new experiences. The ideas from the observations and conceptualizations

are made into active experimentation as they are implemented into future teaching. The cycle is

then repeated on this new method.

Kolb’s model aims to draw on the importance of using both our own everyday

experiences and educational research to help us improve. It is not simply enough for you to

reflect. This reflection must drive a change which is rooted in educational research.

Gibb’s Reflective Cycle (1988)

This six-stage framework shows the continuous development of teachers’ reflective

thinking. The six stages are described in the following order:

Stage 1: Description

This stage asks Teachers to revisit the puzzling incident that made them curious or wish

to understand better. They then describe the details of the situation. It is important for pre-service

teachers not to make any judgements or draw any conclusions about the incident.

Stage 2: Feelings

Teachers explore the thoughts or feelings that they were having when the incident

occurred. They should not make any analysis or judgements, but they have to be aware of how

their thoughts and feelings were impacted by the incident.

Stage3: Evaluation

Teachers can evaluate what was good or bad about the incident, and this also includes

what others did well or did not do well. Pre-service teachers should consider both, although the

incident may seem totally negative.

Stage 4: Analysis

Teachers can justify or critique their actions based on their existing knowledge, on the

relevant academic literature, or outside perspectives.

Stage 5: Conclusion

Teachers bring together what they have reflected on previously in order to draw logical

conclusions about what they have learned or what they could have done differently.

Stage 6: Action plan

Considering the previous stages of the cycle, pre-service teachers suggest a plan for

improvement in a similar situation.