This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)

This study emerged from a desire to put to an end the crisis mentality surrounding the status of History as a subject in the secondary school. There appears to be consensus amongst didactitions and practitioners of the subject that the present malaise from which History teaching suffers derives from a number of complex sources. The study, however, takes as its point of departure the problem of the content orientated (product) syllabus which over-emphasises the acquisition of factual information and neglects the conceptual understanding (process) of the subject. Experience is providing the futility of teaching only content (information) to the modern adolescent. Therefore in order to resolve the problem the study focuses, inter alia, on concepts, structures and syllabuses. It is concluded that all subjects are based on conceptual structures which, in turn, have a direct bearing on the authentic education of pupils in general and conceptualization in particular. It is suggested, therefore, that historical content (product) can only have formative value if it is harnessed to facilitate conceptualization (process). Towards this end a History syllabus which embraces both the product and process approaches is advocated for implementation. In essence this means that the content of History is organised around concepts, that is, relevant concepts are chosen as themes around which the syllabus content is structured. Such an approach, it is believed, would not only help to develop universally valid generalizations but also facilitate the conceptualization process necessary for obtaining historical insight. A model, with examples, is presented as a suggestion for implementation in the classroom. Altenative proposals are also mentioned. If historical conceptualization is to be effevively realised in the classroom, then it becomes necessary to obtain a perspective on the learning-psychological processes involved in conceptualization. In this regard, specific theoris are highlighted to guide the History teacher in the classroom. Ti is finally hoped that the new approach suggested would assist teachers, at least to some extent, to resolve the problem of conceptualization in History teaching and thereby help to store the subject to its original position of respect in the school curriculum / Curriculum and Instructional Studies / D.Ed. (Didactics)