Historical Thinking Skills Necessary for Social Studies Teachers at the Basic Education Level in Amanat Al-Asimah, Sana’a, from Their Perspective.

Abstract

The research aims to identify the historical thinking skills necessary for social studies teachers at the basic education level from their perspective. A descriptive survey approach was employed, utilizing a questionnaire consisting of (27) skills distributed across five main areas of historical thinking. The research was conducted with (71) mentors and teachers.

The results indicated that the importance of historical thinking skills was rated high. Among these, the skills of chronology of events and historical understanding and comprehension were deemed the most crucial, with a rating of (86%). This was followed by the skill of historical research at (83%), and then the skills of historical interpretation, analysis of historical issues, and decision-making, each rated at (82%).