The Level of Inclusion of Lateral Thinking Skills in Middle School History Textbooks

Nibras Mosafar Shaker Al-Shammari; Qabas Alaa Hussein Al-Janabi

doi:10.51699/cajotas.v6i3.1588

Nibras Mosafar Shaker Al-Shammari Al-Muthanna University / College of Education for Pure Sciences, Iraq
Qabas Alaa Hussein Al-Janabi University of Babylon / College of Basic Education, Iraq

DOI: https://doi.org/10.51699/cajotas.v6i3.1588

Keywords: Inclusion of lateral thinking skills, history textbooks, middle school

Abstract

This study aims to evaluate the extent to which social studies textbooks focus on enhancing lateral thinking skills in the early stages of development. The study objectives were achieved using the descriptive analytical approach, specifically using the content analysis methodology. The study sample included social studies textbooks specifically prepared for middle school students for the next two academic years 2023 and 2024. The scholars developed a criterion that includes indicators of scientific reasoning abilities in the book (study sample) to achieve the objectives of this study. The results showed that the social studies textbooks for the first and second grades did not enhance the acquisition of lateral thinking abilities, while the third grade textbooks did. Through the investigation, it was found that the social studies textbooks used in the middle school (within the study sample) lack the ability to develop lateral thinking skills. However, although the third grade social studies textbook includes lateral thinking skills, the first and second grade books lack these abilities. The results indicate that curriculum developers should be provided with guidance. The goal is to re-evaluate the content of social studies textbooks for first and second grade students, with the aim of integrating a greater focus on lateral thinking skills in a lateral manner, while ensuring that no important topics are omitted. The scholars suggested conducting a study to determine the extent to which social studies textbooks for high school students contain lateral thinking skills.

Downloads

Download data is not yet available.

References

1- Abu Asaad, Ahmed Abdullatif, & Sami Al-Khatana (2011). Developmental Psychology, De Bono Center for Teaching Thinking.
2- Ismail, Baligh Hamdi (2011). Arabic Language Teaching Strategies: Theoretical Frameworks and Practical Applications, Dar Al-Manahj for Publishing and Distribution, Amman, Jordan.
3- Jaber, Jaber Abdel Hamid (2008). Thinking Frameworks and Theories - A Guide to Teaching, Learning, and Study, Dar Al-Masirah for Publishing and Distribution, Amman.
4- Al-Jubouri, Saadoun Imran Gharib (2020). Evaluating the Content of Secondary School Physics Textbooks in Light of Higher-Order Thinking Skills. Unpublished Master's Thesis, Al-Qadisiyah University, College of Education.
5- Al-Halfi, Intisar Awda Musa (2020). Lateral Thinking, 1st ed., Al-Amir Library for Printing and Copying, Baghdad, Iraq.
6- Radhwan, Radhwan et al. (2014). The Textbook, Its Philosophy, History, and Evaluation Foundations. Dar Al-Masirah Publishing House, Amman, Jordan.
7- Al-Rayashi, Manal Saleh, et al. (2021). Higher-Order Thinking Skills Included in the Arabic Grammar Curriculum for Female Student Teachers at Palestine University in Gaza.
9- Abdulaziz, Saeed (2009). Teaching Thinking and Its Skills, 2nd ed., Dar Al-Thaqafa for Publishing and Distribution, Jordan.
10- Abdulmoneim, Thanaa (2009). A Proposed Program for Teaching Higher-Order Thinking and Its Effectiveness in Developing Reading Comprehension Skills and Awareness of Thinking Processes among Middle School Students. Journal of Studies in Curricula and Teaching Methods. Volume 2, Issue 83.
12- Al-Ajrash, Haidar Hatem Faleh, and scholar Adhraa Bassem Abis Al-Rubaie (2016). Evaluation of the Content of the General Geography Principles Book for the First Middle school Grade in Light of American Educational Quality Assurance Standards, Journal of the College of Basic Education for Educational and Human Sciences, University of Babylon, Issue 25.
13- Attia, Mohsen Ali (2013). Modern Curricula and Teaching Methods, Dar Al-Manahj for Publishing and Distribution, Jordan.
15- Al-Laqani, Ahmed Hussein (2013): Curricula between Theory and Practice, 4th ed., Alam Al-Kutub for Printing and Publishing, Cairo.
16- Marzano, Roberto et al. (2004). Thinking Dimensions - A Framework for Curriculum and Teaching Methods, (2), translated by Yaqoub. Nashwan and Muhammad Khattab, Supervision and Development Association, Virginia.
17- Marai, Ahmed, and Mohammed Mahmoud Al-Hila (2015). Modern Educational Curricula: Concepts, Elements, Foundations, and Processes, Dar Al-Masirah for Publishing, Distribution, and Printing, Jordan.
18- Al-Mahdawi, Adnan, and Saad Kadhim (2015). Higher-Order Thinking, Diyala Journal of Humanities, Issue 68, pp. 22-40.
19- Al-Kubaisi, Wahib Majeed (2010): Applied Statistics in Social Sciences, United for Publishing and Distribution, Beirut, Lebanon.
20- Al-Hashemi, Abdul Rahman, Mohsen Ali Attia (2009). Content Analysis of Arabic Language Curricula: A Theoretical and Applied Perspective, Safaa Publishing, Printing, and Distribution House, Amman, Jordan.
21- Al-Sultan, Samer Saber Awad (2022). The Level of Lateral Thinking and Its Relationship to Linguistic Ability among Students in Arabic Language Departments, Unpublished Master's Thesis, Iraq, Al-Qadisiyah University, College of Education.
22- Mohammed, Mohammed Abdulraouf Abd Rabbah, (2016): Habits of Mind Predicting Lateral Thinking, Journal of Arab Studies in Education and Psychology, Arab Republic of Egypt, Menoufia University, College of Education, Issue No. (77).
23- Stennberg, R.J. (1997), Allowing for thinning educational leadership, vol.. 62, No. 3.
24- Damyanov, I. & Tsankov, N. (2018). The Role of Infographics for the -1 Development of Cognitive Modeling in Education, International Journal of Emerging -2 Technologies in learning, 13(1), pp. 82-9.
25- De Bono, Edward (1998): Lateral thinking concepts.