Coding of Critical Thinking Skills in Quantum Physics Education Using a Philosophical Didactic Strategy: Subcategories, Session-Based Ratios, and Cohort Comparison

This document contains the full coding matrices used in the analysis of critical thinking skills in the context of introductory quantum physics education. It includes six tables detailing the qualitative categorization of students’ open-ended responses, divided into three higher-order thinking skills according to Bloom’s taxonomy: analysis, synthesis, and evaluation. For each skill, subcategories were applied to responses from two cohorts of engineering students across 10 instructional sessions. Each table presents the frequency of codes per session and the corresponding ratio, calculated as the proportion of relevant critical thinking codes relative to the total number of responses analyzed in that session. This structure allows for a comparative view of cognitive development throughout the sequence.