Spatial Thinking Skills Acquisition and Textbook Inclusion for Female 10th-Grade Social Studies Students in Oman

Abstract

Purpose: To investigate the inclusion of spatial thinking skills in 10^th-grade social studies textbooks and their acquisition by Omani female students.

Methodology: An analysis card was developed to evaluate the inclusion of spatial skills in 10^th-grade social studies textbooks according to a spatial skills thinking test, considering six skills. The study sample comprised 408 female students from Al-Batinah Province, Oman.

Findings: The six thinking skills were included 98 times in the reviewed social studies textbooks, and participants had a relatively low rate of acquisition of these skills (60%).

Unique contribution to theory, practice and policy: This study sheds light on the under-explored issue of spatial thinking skills, with particular insights on their acquisition among Omani female students in the 10^th grade, a population lacking pedagogical studies in general. Its findings support policy targeted to enhance the target group’s spatial thinking skills with improved learning resources provision.

Keywords: Oman, 10^th grade, social studies, spatial thinking

DOI: 10.7176/JEP/10-27-12

Publication date:September 30^th 2019