17 research outputs found
Leadership of learning and change for successful learning outcome in History Education
Managing History learning and teaching in schools of South Africa over the years has been characterised by diverse opinions regarding the causes of learner underperformance, who is to be held responsible over learner performance and possible leadership influence on History learner performance. In addressing the problem of underperformance in History from a leadership point of view, the researchers were guided by the managerial leadership and humanism learning theories. The selected qualitative methodology adopted an ethnographic design to establish hidden inferences. A sample of thirty participants comprising the provincial coordinator for History, subject advisor, principals, departmental heads, teachers and learners was obtained based on the availability of History-offering schools in the study area. Data collection was mainly through interviews and meta-analysis of documents. Both deductive and inductive reasoning was applied using ATLAS.ti version 8.4 and thematic analysis in the data analyses process. The findings suggest several managerial leadership measures ranging from policy to practice. These amongst others include the recommendation that History as part of social science should be separated in totality from Geography
Die toepassing en invloed van slawewetgewing in die landdrosdistrik Tulbagh/Worcester, 1816-1830
Proefskrif (M.A.) -- Universiteit van Stellenbosch, 1988.AFRIKAANSE OPSOMMING: Slawerny in die Kaapkolonie bied 'n wye veld van ondersoek
en bly daarom steeds 'n gewilde studieterrein wat deur sowel
plaaslike as oorsese historici ontgin word. Om die een of
ander rede is neentiende-eeuse studies, wat 'n deurlopende
mikro-analitiese ondersoek na 'n faset van slawerny in een
van die buitedistrikte van die kolonie as tema vereis, tot
op hede jammerlik afgeskeep. Om hierdie rede en oak vanwee
my groat belangstelling in mens like verhoudingstudies, het
ek op hierdie studie besluit.
Ten opsigte van hierdie onderwerp is geen histories-wetenskaplike
studie tot dusver onderneem nie. As logiese vertrekpunt
is die jaar 1816 gekies, toe goewerneur lord
Charles Somerset begin het om die eerste van 'n reeks slawewetgewing
ter verbetering van die lot van die slawebevolking
in die Kaapkolonie uit te vaardig. Hierdie studie strek tot
26 Augustus 1830. Op hierdie datum het die Bevel-in-Rade van
2 Februarie 1830 wat verdere regte aan die slawebevolking in
die Kaapkolonie verleen het, wet geword
Utilizing a Historically Imbedded Source Based Analysis Model (HISBAM) in the history school classroom
This paper aims to elucidate upon a model that imbeds historical skills, concepts and
categorizations into a source-based analysis approach utilizing levels of cognitive
complexity by combining different types of sources into a coherent system. This model will
focus on the South African school context. In this paper, concepts such as cause and effect
and chronology will be explored, as well as historical categorizations of social, economic
and political history. The taxonomy of source-based questioning will also be highlighted, as
well as the variety of sources that could be used in a history classroom. Various theories and
perspectives have emerged in the field of History, and these will also be explored to better
understand the model in question. The paper will conclude with an in-depth explanation
as to how this Historically Imbedded Source-Based Analysis Model could be used in the
history classroom and the potential benefits that this model holds.https://upjournals.up.ac.za/index.php/yesterday_and_today/article/view/3741pm202
Secondary school History teachers assessing Outcomes Based Education (OBE): a case study.
In 2008 was dit 'n dekade gelede dat Kurrikulum 2005 met ‘n uitkomsgebaseerde benadering deur die ANC-regering geïmplementeer is om onder meer die ongelyke Suid-Afrikaanse onderwysstelsel van die apartheidsbewind te herstruktureer. Hierdie nuwe onderwysbenadering is deur sommige opvoedkundiges beskryf as 'n "paradigma skuif" omdat dit op radikale wyse afgewyk het van die vorige kurrikulum in terme van teoretiese begronding, struktuur, organisasie, die onderrig- en leerprosesse en assessering.
Uitkomsgebaseerde Onderwys (UGO) verteenwoordig 'n gewysigde metodologie van 'n suiwer inhoudgerigte transmissie-model onderwys (waar die onderwyser hoofsaaklik kennis aan passiewe leerders oordra) na 'n interaktiewe en leerdergesentreerde benadering. Voorsiening moet vir elke leerder in die klas gemaak word om teen sy eie tempo en volgens sy eie doelwitte te kan vorder na die bereiking van die leeruitkomste. Van die onderwyser, as die fasiliteerder van leergebeure, word verwag om 'n groter mate van individuele aandag aan elke leerder te skenk, addisionele leerbehoeftes te diagnoseer en om verrykende en alternatiewe remediërende leergeleenthede te ontwerp. Op sy beurt beteken dit dat addisionele assesseringsgeleenthede en -strategieë ook deurentyd geskep moet word. Al hierdie veranderinge het outomaties ook die Geskiedenisonderwyser beïnvloed.
In hierdie artikel word gepoog om deur middel van 'n gevalle-studie sekondêre Geskiedenisonderwysers (n=85) van voorheen bevoordeelde Model C-skole sowel as benadeelde skole se houding, ingesteldheid, oortuigings en ervarings te peil ten opsigte van hierdie onderwysmodel.
Die vernaamste bevindings is dat meer as die helfte van die deelnemers 'n positiewe ingesteldheid teenoor UGO gehad het en gemaklik daarmee was om dit in hulle onderrig- en leerpraktyke te inkorporeer. Ten spyte hiervan is ook probleme geïdentifiseer, waarvan die belangrikste was: 'n toename in werkslas wat meegebring word deur groot klasse en administratiewe take wat met te veel assessering verband hou; die aard en omvang van indiensopleidingskursusse; die beskikbaarheid en toeganglikheid van onderrig-en leersteunmiddele en om die leeruitkomste en assesseringstandaarde te belyn
Erdmann, E. & Hasberg, W. (Eds.) 2012. Mapping – Bridging Diversity. Foundation of a European Discourse on History Education. Part 2. [Book review]
The value and role of cemeteries : designing a possible methodology for teaching heritage to history learners.
Teaching heritage to History learners is imperative as an aid to help them
discover their uniqueness but also their commonalities. A sense of heritage
does not only contribute to a feeling of belonging and identity, but also
promotes social cohesion, mutual understanding and unity in a multi-cultural,
multi-national country. Due to its perceived value, heritage as a theme is
recognised as one of the knowledge focuses for History as prescribed in the
National Curriculum Statement. However, for various reasons, heritage does
not receive the attention in the teaching and learning of History it deserves.
By concentrating on the value and role of cemeteries, the purpose of this article
is to provide History teachers with a step-by-step methodology in support of
the effective teaching of heritage
The source-based essay question (SBEQ) in history teaching for the further education and training (FET) phase.
Paper presented at the SASHT conference during 23-24 September 2005 in Durban, South Africa
Trainee teachers' observation of learner–centered instruction and assessment as applied by history and social sciences teachers
A growing body of research shows that the overall quality of teaching and learning is improved when learners have the opportunity to become actively involved in the learning process through which ample opportunities are given to question, apply and consolidate new knowledge. With the dawning of a new South Africa in 1994, more emphasis was placed on learner-centred instruction and assessment which is the reason why policy documents such as the National Curriculum Statement (NCS) and the Curriculum and Assessment Policy Statement (CAPS) endorsed this educational approach. The aim of this study is to investigate through the observation of trainee teachers to what extent History and Social Sciences teachers have adjusted from their predominately traditional educational paradigm of transmitted and absorbed knowledge by passive learners to employ different learner-centred instructional and assessment practices that emphasise the responsibility of learning into actively engaging learners. By means of a structured questionnaire a small scale study (n=51) was done in urban, rural, township, and private schools in the North West and Gauteng provinces. The findings, inter alia, suggest that although History and Social Sciences teachers showed a willingness to utilise some of the learner-centred instruction strategies, their tendency to implement the traditional teacher-centred instruction strategies were much stronger. The findings further show that teachers preferred to be the primary assessors of the learning results
Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.
A growing body of research shows that the overall quality of teaching and learning
is improved when learners have the opportunity to become actively involved in the
learning process through which ample opportunities are given to question, apply
and consolidate new knowledge. With the dawning of a new South Africa in 1994,
more emphasis was placed on learner-centred instruction and assessment which
is the reason why policy documents such as the National Curriculum Statement
(NCS) and the Curriculum and Assessment Policy Statement (CAPS) endorsed
this educational approach. The aim of this study is to investigate through the
observation of trainee teachers to what extent History and Social Sciences teachers
have adjusted from their predominately traditional educational paradigm of
transmitted and absorbed knowledge by passive learners to employ different learnercentred
instructional and assessment practices that emphasise the responsibility of
learning into actively engaging learners.
By means of a structured questionnaire a small scale study (n=51) was done
in urban, rural, township, and private schools in the North West and Gauteng
provinces. The findings, inter alia, suggest that although History and Social Sciences
teachers showed a willingness to utilise some of the learner-centred instruction
strategies, their tendency to implement the traditional teacher-centred instruction
strategies were much stronger. The findings further show that teachers preferred to
be the primary assessors of the learning results