Barriers to Implementing Critical Thinking Exercises in the General Geography Course for the Tenth Preparatory Literary Grade: Views of Geography Teachers in Erbil Governorate
Keywords:
Geography Teachers, Critical Thinking, Curriculum Constraints, Descriptive Study, Erbil GovernorateAbstract
This study aimed to ascertain the obstacles encountered by geography educators when incorporating critical thinking activities into the Tenth Preparatory Literary Grade curriculum in Erbil Governorate. Employing a descriptive study approach, the inquiry focused on the complete population of geography educators within the specified-grade level for the academic year 2022-2023. The researcher used a stratified random sampling technique, resulting in a sample size of approximately 100 teachers. The process of data collection involved the administration of a structured questionnaire, which was prepared after conducting an extensive assessment of the relevant literature. The questionnaire comprised a combination of closed-ended and open-ended items. The instrument in question completed a process of expert validation and subsequent refinement through a pilot test. Following the distribution, educators were given a period of two weeks to complete the task. The main discoveries brought attention to limitations in the curriculum, a dearth of appropriate resources that prioritize critical thinking, student opposition to novel instructional approaches, and a stated requirement for specialized instruction in critical thinking pedagogy.
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