The advent of democracy in South Africa necessitated a radical transformation in education. It was recognised from the outset that the revision of History education was an activity that had to be accorded special consideration if the renaissance of education in South African public schools was to become a reality. Yet, precisely at a time when the nurturing of historical consciousness, especially among the youth, is so urgent an undertaking, the subject History is increasingly being judged as lacking in utilitarian purpose, and is deemed irrelevant and meaningless. A strong need is thus felt among History educationists to strengthen History studies because of its importance not only in itself but also because a knowledge of the past is crucial to an understanding of the present. In a South African educational context this thesis attempts to make a contribution to this worthwhile endeavour. It investigates the nature, functions, changing modes and historical role of historical consciousness in the writing and teaching of History in South Africa; proposes a heightened interest in adopting an outcomes-based approach to the teaching of history; and advocates an historical consciousness approach to the teaching of History to learners in the Further Education and Training phase (schools), within the framework of the above-mentioned Outcomes-based Education system. It recommends, among others, the training and retraining of teachers in the historical consciousness approach; the adoption of a fresh methodology; and the revamping and strengthening of the content and scope of the present curriculum to accommodate the new historical consciousness approach. The thesis concludes with a set of recommendations which could serve as a basis for the nurturing of historical consciousness in the South African History classroom. / Educational Studies / D.Ed. (Didactics)

Human activities that involve interactions amongst three players i.e. nature, humans and technology, continue to impact negatively on the Earth's biosphere. The impact is tremendous: consumption of resources at an unsustainable level leading to rapid loss of natural resources and biodiversity. The plea to reverse this negative trend is as valid now as it were many years ago. While some progress has been made to develop strategies to wisely manage and protect the Earth's resources, the state of the environment is still fragile. Strategies are far from satisfactory: hence the grounds for a new commitment in a manner best suited to a country's needs and resources. In recent years, research in indigenous knowledge systems has been pursued in an attempt to develop a deeper understanding of its complex linkages with the environment. Incorporating some of these linkages in the science curricula provides opportunities for learners to make informed choices to address individual and society's needs by extracting relevant elements from Western science and indigenous knowledge systems. This research focuses on the use of indigenous knowledge in science education offered to grade eight and nine learners in South African schools. As part of this education, science curricula, teaching methodologies and resources therefore should be developed in response to the changing needs of learners and their communities. A close look at the natural science learning area of Curriculum 2005 shows that the South African curriculum developers have under-used indigenous knowledge in the teaching and learning of science at school level. The conceptualization of an inclusive and just science education has been evaded. Perceptions elicited from a small group of academics, well versed in IK, indicate that the majority of South African science teachers will embrace the inclusion of indigenous knowledge in the natural science learning area but will require significant assistance from the Department of Education. The key to deal with this daunting task is for the relevant role players to establish partnerships with the knowers and holders of indigenous knowledge and to operate in a neutral, noble and altruistic manner and that in itself in the present context is highly problematic. / Educational Studies / Thesis (D. Ed.)

This study begins by analysing and exploring problems associated with (a) history teaching as part of the Human and Social Sciences learning area, (b) history teaching within an Outcomes-based approach, and (c) history teaching and racism. In an effort to provide solutions to these problems the study proceeds to propose a framework for teaching history within the Human and Social Sciences learning area, to suggest a viable Outcomes-based approach to teaching history in the context of this learning area, and an attempt is also made to provide criteria for an anti-racist approach to history teaching. Further, teaching and learning strategies of how far learners can exhibit antiracist perspectives and attitudes have been developed. Overall, the study found that an interdisciplinary approach - intended to preserve history's identity within the Human and Social Sciences learning area- is worthwhile and essential, given the rich potential of the discipline to enrich and even gain from the unique insights that other disciplines within the learning area can provide. It is evident that history, either by itself or in association with other disciplines, lends itself well to Outcomes-based Education; and that while it is important and necessary to differentiate between learning outcomes on the one hand, and aims and objectives on the other, the former and the latter two demonstrate some significant overlaps. Given the crucial importance of improving race and a range of other relations in South Africa, the findings of the study seem to prove to be a feasible and indeed critically important way in which history teaching could deal with racial and other forms of viprejudice, injustice and discrimination. This seems to be the case because the findings reveal that learners registered progress in various aspects of anti-racist history teaching. Given the gains by learners, therefore, an Outcomes-based history teaching within the Human and Social Sciences learning area would seem to be an essential approach to learning programme development in the South African system of education and training. / Educational Studies / D. Ed. (Didactics)

Thesis (MA)--Stellenbosch University, 2002. / ENGLISH ABSTRACT: This study looks at a watershed period in the history of Judaism. In 175 B.C.E. a group of Jews sought to break Judaea out of the isolation in which it had stood since the Persian period. They wished to develop closer ties with their neighbours in Coele-Syria and Phoenicia and the Greek world in general. Since the Persian period the people of Judaea had been governed by high priests according to the 'ancestral laws' i.e. the Torah and its interpretation by Ezra. This 'ancestral law' had been confirmed as binding on all Jews by Antiochus III in his decree of 198 B.C.E. In order to move beyond the restrictions placed on contact between Jews and other peoples, it would be necessary to have the political status of Judaea changed. A change of political status could only be brought about by the king or one of his successors. In 175 B.C.E. a group of Jews requested Antiochus IV to permit them to transform Judaea from an ethnos into a polis. He agreed and the transformation was begun. It is these events of 175 B.C.E. that form the base of this study. The writer uses the model of Cultural Anthropology to form a framework in which these and subsequent events can be analysed. In this way we can get a better understanding of how events progressed. How a political reform ended in a religious suppression and persecution and finally a successful revolt against the Seleucid kingdom. The Torah and its interpretation stood at the center of Jewish life. Each group interpreted the law in their own way and understood events in relation to this interpretation. Therefore no analysis of this period can be undertaken without taking the law and its various interpretations into account. The law is the thread that holds all facets of this work together. / AFRIKAANSE OPSOMMING: Hierdie studie handeloor 'n tydperk van waterskeiding in die geskiedenis van die Judaïsme. In 175 ve. wou 'n groep Jode in Palestina wegbreek uit die isolasie waarin hulle hulleself bevind het sedert die oorname deur die Persiese ryk. Hulle wou graag nouer bande met hulle buurstate en die Griekse wêreld aanknoop. Sedert die Persiese tydperk is die mense van Juda deur hëepriesters regeer, volgens die 'voorvaderlike wette', dws die Torah en sy vertolking volgens Esra. Alle Jode was gebind deur hierdie 'voorvaderlike wette' deur Antiogus III se dekreet van 198 ve. Indien die mense die beperkings teen kontak met ander volke sou wou ophef, sou dit nodig wees om die politieke status van Juda te verander. Net die koning of een van sy opvolgers kon die politieke status van Juda verander. In 175 ve. word Antiogus IV deur 'n groep Jode gevra om verlof om Jerusalem in 'n Griekse polis te omskep. Hy het ingestem en die omskepping het begin. Hierdie gebeurtenisse van 175 ve. vorm die basis van hierdie studie. Die skrywer gebruik die kutuur-antropologiese teoretiese model as raamwerk vir die ontleding van hierdie en opvolgende gebeurtenisse. Hierdie model stelons in staat om die ontwikkelinge in Juda beter te verstaan en meer spesifiek 'n antwoord op die volgende vraag te kry: "Hoekom het politieke hervorming tot godsdienstige verdrukking en vervolging aanleiding gegee en in die finale instansie tot 'n suksesvolle opstand teen die Seleukied koninkryk gelei?" Die Torah en sy vertolking het die sentrum van die Joodse lewe gevorm. Elke groep in Juda het die 'wet' op sy eie manier vertolk en ontwikkelinge in verband daarmee probeer verstaan. Daarom is dit nie moontlik om hierdie tydperk te bestudeer sonder 'n erkenning van die waarde van die 'wet' en sy verskillende vertolkings nie. Die 'wet' is die goue draad wat hierdie studie byeen hou.

No description available.

The curriculum developed in this project was designed to meet the requirements of the Clay County gifted program. It provides a comprehensive American history curriculum, discovery through the Civil War, to promote mastery of the content area, increase involvement and interest of students in learning through the reduction of irrelevant and redundant material, and encourage individual initiative for one/sown investigations. The program consists of a series of independent studies in which the teacher is a facilitator who sets the stage and encourages students' endeavors. The study units developed for this project include objectives representing all levels in Bloom/s Taxonomy. The curriculum was evaluated by pilot-testing and surveying the students involved, as well as by surveying a team of teachers of the gifted and a university faculty member in social studies education.

The unique characteristics and needs of artistically talented students were explored. World history students at the Douglas Anderson School of the Arts were used as a test group for the utilization of a variety of art forms in teaching world history. Lesson plans using art media for each unit of study in world history were constructed. Students responded to each lesson by completing an attitude survey. The conclusion was that the use of a variety of art in world history increased student interest and motivation. The increased student motivation resulted in a failure rate of approximately 5%, significantly lower than the previous failure rate of 12%.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-09-05T12:09:25Z No. of bitstreams: 1 Emerson Porto Ferreira.pdf: 2666342 bytes, checksum: c3b505420e7a9fac450f75e7d4c7e812 (MD5) / Made available in DSpace on 2018-09-05T12:09:25Z (GMT). No. of bitstreams: 1 Emerson Porto Ferreira.pdf: 2666342 bytes, checksum: c3b505420e7a9fac450f75e7d4c7e812 (MD5) Previous issue date: 2018-08-10 / Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPq / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present dissertation aims to study the sambas enredos of the School of Samba Nenê da Vila Matilde, in the city of São Paulo, especially regarding the Afro Brazilian theme. The research is part of the broad field of actions that include didactic resources for implementation and discussion of Law 10.639 / 03. Our questioning will be to understand if and how the samba African-themed saga of Nenê de Vila Matilde can be used as a classroom document, helping in the pedagogical work and in the implementation of said law. The research in question is based on the Afro-Brazilian sambas of the school, with emphasis on sambas: "Chica da Silva", from 1959; "Sonho de um rei negro", 1978; "Palmares, raízes da liberdade", 1982; "Eu tenho origem", of 1989; "Narciso Negro", from 1997 and "Chica convida ... No palácio da Nenê, a festa é para você!", 2012. These sambas, along with written sources and interviews with three members of the association, hypothesis that such sambas plot can constitute symbolic and imaginative value in the practice of history teaching, in particular, the insertion of new discussions about the history of black and racism in Brazil. Thus, we also discuss the São Paulo samba within the theoretical and discursive scenario of carnival in Brazil / A presente dissertação tem como objetivo estudar os sambas enredos da Escola de Samba Nenê da Vila Matilde, da cidade de São Paulo, em especial, no que se refere à temática afro brasileira. A pesquisa se insere no amplo campo de ações que contemplam recursos didáticos para implementação e discussão da Lei 10.639/03. Nosso questionamento será perceber se e como o samba enredo de temática afro brasileira da Nenê de Vila Matilde pode ser usado como documento em sala de aula, auxiliando no trabalho pedagógico e na implementação da referida lei. A pesquisa em questão tem como fonte os sambas enredos afro brasileiros da escola, com destaque aos sambas: “Chica da Silva”, de 1959; “Sonho de um Rei Negro”, de 1978; “Palmares, raízes da liberdade”, de 1982; “Eu tenho origem”, de 1989; “Narciso Negro”, de 1997 e “Chica convida... No palácio da Nenê, a festa é para você!”, de 2012. Esses sambas, junto às fontes escritas e às entrevistas realizados com três membros da agremiação, fazem nascer a hipótese de que tais sambas enredo podem constituir valor simbólico e imaginativo na prática do ensino de história, em especial, na inserção de novas discussões acerca da história do negro e do racismo no Brasil. Dessa forma, também discutimos o samba paulistano dentro do cenário teórico e discursivo do carnaval no Brasil

No description available.

Estudos mostram que motivar professores e alunos para o ensino e aprendizagem de números complexos no Ensino Médio pode ser uma tarefa difícil. Esse trabalho investiga as causas dessa dificuldade e propõe uma abordagem de ensino dos números complexos baseada em história, aplicações e fractais. Além disso, apresenta alguns recursos digitais para explorar lições e atividades mais interativas dos conceitos matemáticos envolvidos. / Literature shows that motivating teachers and students for studying complex numbers in high school can be a challenging task. This work investigates such issue and proposes an approach for teaching complex numbers based on their history, applications and fractals. In addition it provides some digital resources to explore interactive lessons and activities of this content.