The Extent to Which Sixth Grade Social Studies Teachers Possess Generative Thinking Skills from Their Perspective

Abstract

This study aimed to identify the extent to which sixth-grade social studies teachers possess generative thinking skills from their perspective. The study sample consisted of 50 male and female teachers from the Al-Rusafa II Education Directorate in Baghdad who teach social studies to sixth-grade students. The research instrument was a questionnaire consisting of 20 items, the validity and reliability of which were verified by the researcher. The researcher analyzed the data using the weighted mean, percentage weight, Pearson correlation coefficient, and percentages.

The study results showed that social studies teachers possess generative thinking skills to varying degrees in their teaching. Based on these findings, the researcher presented several conclusions, including that most social studies teachers are keen to develop generative thinking skills in their students by posing questions that encourage innovation. Recommendations included establishing training programs and workshops for teachers based on active learning strategies and the development of generative thinking. Suggestions included conducting a study on the relationship between generative thinking skills among primary school social studies teachers and the variables of years of experience and academic qualifications.