The Level of Inclusion of Lateral Thinking Skills in Middle School History Textbooks

This study aims to evaluate the extent to which social studies textbooks focus on enhancing lateral thinking skills in the early stages of development. The study objectives were achieved using the descriptive analytical approach, specifically using the content analysis methodology. The study sample included social studies textbooks specifically prepared for middle school students for the next two academic years 2023 and 2024. The scholars developed a criterion that includes indicators of scientific reasoning abilities in the book (study sample) to achieve the objectives of this study. The results showed that the social studies textbooks for the first and second grades did not enhance the acquisition of lateral thinking abilities, while the third grade textbooks did. Through the investigation, it was found that the social studies textbooks used in the middle school (within the study sample) lack the ability to develop lateral thinking skills. However, although the third grade social studies textbook includes lateral thinking skills, the first and second grade books lack these abilities. The results indicate that curriculum developers should be provided with guidance. The goal is to re-evaluate the content of social studies textbooks for first and second grade students, with the aim of integrating a greater focus on lateral thinking skills in a lateral manner, while ensuring that no important topics are omitted. The scholars suggested conducting a study to determine the extent to which social studies textbooks for high school students contain lateral thinking skills.