Historical Thinking Skills
2 articles filed under this keyword.
The Range of Using Historical Thinking Skills by History Teachers at High Schools in Sulaimani
Nazeera Salih Mohammed, Pshtiwan Othman Ahmed
This research aims to assess the utilization of historical thinking skills among history teachers in high schools in Sulaimani. To achieve this objective, a descriptive analysis method was employed. A survey was administered to a sample of 94 teachers, comprising 35 males and 59 females, selected randomly from the Eastern and Western Sulaimani directorates of Education. The research instrument, developed by the researcher, consists of 30 items categorized into five topics. The response options are graded as ( Often (3), Sometimes (2), and Never (1) ). Upon data analysis, the research findings indicate a statistically significant difference in the average historical thinking skills between history teachers. Notably, there is no significant discrepancy in the level of evidence between male and female history teachers, nor are there significant differences in skills such as chronology, historical research skills, and analysis of historical issues and decision-making based on the age variable. However, a statistically significant difference is observed in skills related to historical reception and understanding, as well as historical explanatory analysis, in relation to age. Additionally, no significant variation is found in the level of evidence between historical thinking skills in the Eastern and Western education centers, based on location. Concerning years of service, there are no significant differences in skills like chronology, historical explanatory analysis, and historical research skills. Yet, a significant statistical difference is identified in skills associated with historical understanding, analysis of historical issues, and decision-making based on years of service. Finally, the researcher made some recommendations based on the results of the research.
Volume 11 · Issue 4 · August 2024The Effect of PDEODE and SWOM Strategies in Developing 10th Grade Literary Students’ Historical Thinking Skills
Azhi Hama Qazi Rahim, Saman Hussein Ahmad, Zana Othman Muhammad
The current study which is an extract from a PhD dissertation adopted a mixed- method, experimental-design to find out the effect of PDEODE and SWOM strategies in developing tenth- grade literary students’ historical thinking skills. The sample of the study consists of sixty tenth grade students from the literary branch at Tafan Preparatory School for Girls. After equalizing them, they are divided in this way: Group A regarded as the first experimental group taught by PDEODE strategy, Group B as the control group taught conventionally and group C taught by SWOM strategy as the second experimental group. For each of these groups, a twenty- four daily teaching plan was used and a 30- item test was prepared by the researcher to know the effect of these strategies in developing historical thinking skills. After analyzing the data through the statistical method ONE- WAY ANNOVA, it was displayed that there are statistically significant differences among the groups in a way the first experimental group is better than the second experimental and control groups. It was also concluded that PDEODE and SWOM as two new teaching strategies can provide appropriate platform for improving teaching and learning processes as they focus on students’ intellectual, psychological and personal dimensions, making them the center of the process which enables them to apply their knowledge in different contexts.