The State of Social Studies in Basic Education Schools in Oman

Al-Maamari, Saif; Al-Nofli, Mohammed Abdullah; Al-Gharibi, Zainab Mohammed Salim

doi:10.5539/ass.v10n7p213

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…In line with this finding, the participants stressed the importance of social studies in Omani schools as a vehicle to teach about various aspects of the pandemic along with other rationales-teaching important knowledge, skills, and values associated with the subject. Surprisingly, their view of the importance of social studies contradicts previous research findings, which reflect the view that social studies is a marginalized school subject (e.g., Al-Maamari et al, 2014;Leming et al, 2006).…”

Section: Discussionmentioning

confidence: 56%

“…As with other subjects, the status of social studies in Omani schools has improved since the implementation of the Basic Education Reform in 1998 (Al-Maamari et al, 2014;Al-Nofli, 2013;Ministry of Education, 2006). For example, the reform places great emphasis on student-centered approaches and continuous assessments.…”

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

“…Despite the importance of social studies, social studies teachers have traditionally viewed the subject as less important than other ones (e.g., mathematics, science, Arabic, English, and Islamic education) (Al-Maamari et al, 2014). In addition, Al-Kharousi (2014) found that students showed negative attitudes toward social studies using a sample of 1,000 post-basic education students (grades 11-12) in public and private schools.…”

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

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Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Al-Nofli¹

2022

INT J INSTRUCTION

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Education in Omani schools switched to online learning in response to the COVID-19 crisis. Within this context, the purpose of this qualitative study was to explore pre-service social studies teachers' perceptions of some aspects of teaching social studies. In particular, the study explored pre-service social studies teachers' perceptions of the positive and challenging aspects of teaching social studies, ways of integrating COVID-19 into social studies instruction, the importance of social studies, and suggestions for improving social studies. The participants were a cohort of 16 pre-service social studies teachers participating in the practicum for one semester. The data were collected using open-ended online surveys, semistructured interviews, and portfolios. Overall, the participants were positive in their perceptions of social studies and their teaching experiences. The most positive aspects of teaching social studies were the integration of technology, diversity of teaching approaches, and collegial support received. On the other hand, the most challenging aspects were related to weak Internet networks, a lack of communication, difficulty in implementing assessments, a lack of instructional time, and difficulty in executing hands-on activities. The findings of the study have important implications for social studies and efforts to improve pre-service teacher education in Oman.

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Section: Discussionmentioning

confidence: 56%

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

Section: Geography and Modern Technologies (Elective) 12mentioning

confidence: 99%

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Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Al-Nofli¹

2022

INT J INSTRUCTION

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“…Second, teachers require some training to development their homework practice. In previous study, social studies teachers reported that they offering very limited opportunity for participate in professional development programme (Al-Maamari, Al-Nofli, & Al-Gharibi, 2014). According to Farkas, Johnson and Duffett (1999), training is the main issue that teachers complained about most and Omani teachers are not exceptional.…”

Section: Discussionmentioning

confidence: 99%

Social Studies Teachers’ Homework Practices in Oman

Al-Maamari¹

2020

ASS

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This study aims at discovering the homework practices of ten social studies teachers in basic education schools of the second cycle (grades 5-10) in Muscat governorate, Oman. The sample comprised of (10) teacher’ planning books (5 male teachers and 5 female teachers) distributed in ten schools. The researchers designed a check list for analyzing the planning books of teachers consists of four domains: the types of homework tasks, the levels of knowledge of homework according to Bloom's taxonomy, the resources required to answer homework tasks, and the nature of working on homework. Findings of the study showed that social studies teachers assigned conventional homeworks, which might not be consistent with new goals of social studies in Oman.

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“…The social studies program for postbasic education is organized around two core subjects and four elective subjects. (Al-Gharibi, 2008;Al-Kharousi, 2014). Al-Kharousi (2014) found that post-basic education students (Grades 11-12) viewed the subject as providing fewer career opportunities than other subjects (e.g., mathematics and science).…”

Section: The Place Of Social Studies In Omani Schoolsmentioning

confidence: 99%

Pre-service Teachers’ Reflections on Prior Experiences of Learning Social Studies

Al-Nofli,

Saleh Alajmi,

Al-Saeedi

2023

IJLTER

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Reflection on prior learning experience is important for the professional development of pre-service teachers. Yet, little attention has been paid to how prior learning experiences influence pre-service teachers’ instructional practices. The purpose of this study was to examine pre-service teachers’ prior learning experiences of social studies and how they influence their instructional practices. This study involved a sample of 108 pre-service teachers in one teacher education institution in Oman. Qualitative data were gathered through online open-ended surveys and unstructured interviews. The findings indicated that pre-service teachers had been subject to a wide range of positive and negative experiences relating to their teachers, teaching and learning, and the subject. Given some issues in participants’ statements on memorization, overloaded content, and limited outdoor activities, it appeared that textbook-centered instruction dominated social studies classrooms. The findings from the interviews revealed that prior learning experiences influenced pre-service teachers’ instructional practices in three ways, encouraging them to: implement student-centered approaches, care about student engagement, and develop student interest in the subject. The study showed evidence that although participants associated their teachers with both positive and negative learning experiences, the teacher played a key role in shaping their prior learning experience and instructional practices.

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The State of Social Studies in Basic Education Schools in Oman

Cited by 9 publications

References 7 publications

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Pre-Service Teachers’ Perceptions of Teaching Social Studies in the Context of COVID-19 in Oman

Social Studies Teachers’ Homework Practices in Oman

Pre-service Teachers’ Reflections on Prior Experiences of Learning Social Studies

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