Historical thinking skills necessary for history teachers in the middle school From their point of view

Abstract

Abstract:

This study aims to identify the historical thinking skills required for history teachers at the intermediate (secondary) level in Iraq from their own perspectives. The study adopted the descriptive survey method to achieve its objectives. The research instrument consisted of a questionnaire including (27) skills distributed across five main domains representing historical thinking skills. The instrument was administered to a sample of (71) male and female teachers.The results revealed that the importance of historical thinking skills was rated as high. The skills of chronological sequencing of events and historical understanding and comprehension were ranked as the most important, each with a percentage of (86%). These were followed by the skill of historical inquiry at (83%), and then the skills of historical interpretation, analysis of historical issues, and decision-making at (82%).