This is a small-scale research study on the discovery method of teaching history through the medium of small-group discussion. The study begins with a brief outline of the theoretical background to these topics, as well as of some of the extant research in the field. The class selected for the study is the standard seven class of a boys' high school. After the researcher has instructed the whole standard in an historical area which is unfamiliar to the pupils, twelve groups of three each are selected and withdrawn from the rest of the class, one group at a time. These thirty-six pupils become the "experimental" group; the rest of the pupils become the "control" group . The groups are selected according to different intellectual criteria and presented with stimulus material of one of three kinds, which is intended to aid them in their discourse. Each group is given the same set of three questions to discuss and, without further assistance by the researcher, the discussion takes place. This is recorded on audio-tape. After all the group discussions have been recorded, an assessment test is given to the whole standard, both experimental and control pupils. At the end of the school term a compulsory examination question is inserted in the history examination. The statistical data forthcoming from these assessments are correlated and the results analysed. Meanwhile, transcripts of all the group discussions have been made and these are analysed on a qualitative basis in terms of the groups' intellectual composition and according to the type of stimulus material used, and the results are recorded. The concept of "leaderless" groups is briefly discussed in the light of the dealings of the various groups in the study. The researcher finally feels justified in concluding that small groups are an ideal medium for the handling of evidence- based learning in history. He also has certain observations to make on the performance of groups of mixed (as opposed to homogeneous) ability as well as on the success of certain types of stimulus material towards initiating profitable discussion.

Text in Afrikaans / Relevante Geskiedenisonderrig in ajgelee gebiede: enkele onderrigstrategiee vir die intermediere ~kooljase is 'n didakties-pedagogiese ondersoek na die grondliggende redes waarom leerders geskiedenis nie as 'n relevante skoolvak beleefnie. Vanuit hierdie kemprobleem is drie onderliggende subprobleme ge'identifiseer, naamlik: •:• Geskiedenis is nie 'n relevante skoolvak nie; •:• Intermediere leerders in afgelee gebiede ervaar geskiedenis nie as 'n relevante skoolvak me, en •:• Die gebruik van die konvensionele onderrigmetodes in geskiedenisonderrig is onvoldoende om die relevansie van geskiedenis as 'n skoolvak vir leerders te verhoog. Die ontwikkeling van vernuwende onderrigstrategiee in geskiedenisonderrig vir intermediere leerders in ajgelee gebiede kan hulle dus help om die vakinhoud te verstaan, en tot lewenslange en gemotiveerde leerders en burgers te ontwikkel. Die hipotese kan dus aanvaar word dat die ontwikkeling van innoverende onderrigstrategiee die relevansie van geskiedenis vir die intermediere leerders in afgelee gebiede kan verhoog. / Relevant history instruction in isolated areas: Some teaching strategies for the intermediate school phase is a didactic pedagogical investigation into the basic reasons why learners at school do not experience history as a relevant school subject. From this core problem, three underlying sub-problems were identified, namely: •!• History is not a relevant school subject; •!• Intermediate learners in isolated areas do not experience history as a relevant school subject, and •!• The use of conventional teaching methods in history teaching is inadequate for increasing the relevance of history as a school subject for learners. The development of innovative teaching strategies in history instruction for intermediate learners in isolated areas can therefore enable them to understand history as a relevant school subject and to develop into permanent and motivated learners and citizens. We can therefore accept the hypothesis that the development of teaching strategies can increase the relevance of history teaching for intermediate learners at school in isolated areas. / Curriculum and Instructional Studies / M. Ed. (Didaktiek)

M.Ed. / Please refer to full text to view abstract

M.Ed. (Didactic Education) / All over the world History as a school subject is on the defensive. This phenomenon is usually attributed to a variety of causes. In general however, the reason for this crisis is seldom seen in the traditional approach and teaching of the subject. At university, the secondary and even the primary school the understanding of the past is the cornerstone for the study of History. Accordingly History has only by accident any real value for the child living in the present day society. potentially however, History is, due to man's historicity, one of the most fundamental ways of broadening his perspective. Unfortunately this basic fact is often neglected in the approach to and teaching of the subject. Educational principles are neglected and the content seems to be relatively meaningless to the pupils. There has been a general neglect of play or simulation games as a subject for research or study. Scientists, biologists, anthropologists and psychologists have studied play, but in most cases it has been concerned with animals. It is believed that in future the power of simulation as a learning tool will attain the consideration and support it should have. Only if History is restructured at all levels in accordance with sound educational principles and in an existentially relevant way, the subject will, at least in principle, regain the ground that has been lost.

M.Ed. (Didactical Education) / Please refer to full text to view abstract

As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)

This thesis examines briefly the problems of learning and understanding history when the subject is taught through the medium of a second language. It assesses the difficulty levels (for first language speakers) of the history textbooks commonly used in Ciskei secondary schools and considers the implications of these levels for second language speakers. It assesses the ability of 400 pupils in standard 8 and standard 10 to comprehend an English text which is deliberately written at a lower level of difficulty than that of the current secondary school texts. Comparisons are made of the comprehension scores of those pupils whose answers are written in English with those who are allowed to answer in Xhosa on questions based on the simple text. Finally, it compares the quality of the pupils' answers in Xhosa and English. Tentative recommendations are made about the language implications of history teaching which emerge from the results of the research.

This study investigates the relationship between history and literature in the English curriculum of the school. The investigation moves in two directions, one leading to an examination of the boundary between English and history to see if the barrier between these two humanistic studies can be lowered. The other leads to an analysis of the prescribed texts to determine the times in literary history from which the selections in these texts were taken and the effects the times are likely to have on students’ understanding of their own culture. The teaching of historical literature contributes to students’ enjoyment of literature. For the purpose of this study this hypothesis limits the definition of "historical" literature to imaginative writing describing historical events, attitudes, and characters; expository accounts of exploration; and to literature written before this century. "Enjoyment" refers to immediate pleasure and also to enduring insights; that is, to a sense of heritage, understanding of desirable and possible values, and recognizing the attitudes to recurring themes expressed at different points in time. In this thesis I have examined the purpose of general education and then the contributions of English literature to the curriculum of general education. When I realized the effects of fragmentation of learning on general education and on English teaching, I began to consider how this trend toward subdividing knowledge could be reversed. The common interest of English and history in human beings suggested that their contiguity could be exploited and I have therefore written at length on the relationships between them. The correlation of these subjects in the classroom has rewards as well as perils, as I have pointed out, but by relating my personal experience I have shown that it can be done by one teacher in normal teaching conditions. The concluding parts of the thesis deal with the extension of selections into the past and offer annotated bibliographies. Rather than a "proof" or a "disproof," this thesis is designed to give a new and interesting approach to old ideas. / Education, Faculty of / Graduate

This research examines three central questions: What are teachers' conceptions of history education?, What are the constituent components of these conceptions?, and Upon what sources of teacher knowledge are these conceptions based? To elicit data relevant to these questions a phenomenographic research methodology is utilised. In this phenomenographic inquiry, a conception is defined as the broadest possible understanding teachers have of what they teach, why they teach it, and how they teach it. The phenomenon in this inquiry is history education. Of primary interest are the ways in which teachers understand their purpose for history education. This inquiry utilises teachers' descriptions of their agendas and curriculum scripts to examine conceptions of history education. Certain foundational elements are used to analyse the data: a broad understanding of history education in which purpose is a salient feature; a tactical plan or the parts of instruction necessary to accomplish their purpose; reflective rationalisation which explains the knowledge upon which the purpose is predicated; and the extent to which the conception is consistent. Data is analysed from fourteen teachers who represent a cross section of teachers in secondary schools. Teachers have six ways of seeing their purposes. The conceptions include purposes focusing upon historiography, developing social studies methodology, developing a national collective identity, developing a non - national identity, developing an understanding of antecedents of current issues, and developing lessons from the past. Within conceptions representing more than one teacher, individual variations are found in the tactical plan, yet each retains enough similarity to suggest the broad categorisation. Teachers were asked to reflect upon the likely source of this conception. As phenomenography seeks to examine understanding, there is no need nor is there a way to confirm if the results reflect the actual source of their conception. However, it is significant that teachers state they believe they have developed their conception based upon certain sources. University scholarship, educational materials, the wisdom of practice, the role of students and collegial interaction are discussed as prominent in shaping conceptions. This research has important implications for teacher education and educational policy. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate

D.Phil. / The aim of this research is to determine the state of concept learning and concept teaching in History at Vista University. In order to determine this, the following objectives were formulated: To determine the role of concepts in History. To determine, from a learning-psychological perspective, the importance of concept-learning as a significant part of the process of meaningful learning. To identify factors which influence concept learning. - To determine guidelines for the meaningful learning and teaching of concepts from a didactical perspective. - To illustrate the link between the learning theories and the distinctive nature of History as an academic discipline by means of an example. In order to address the aim and objectives, an extensive and comprehensive literature study was undertaken. The literature study firstly focussed on the various conceptualizations regarding concepts, its value in teaching and learning, its distinctive nature, as well as its general and unique characteristics. The differences between the use of concepts in the Natural Sciences and Social Sciences were highlighted. It was further established that concepts in History have a significant structuring value as well as formative value. For this very reason, the close link between concepts and generalizations in History was elaborated upon. Generalizations in History should however not be equated to laws formulated in the Natural Sciences. Generalizations in History have no control or predictive value, but rather explain historical events by providing detail (local expressions in time, place and circumstance). These local expressions are made up of concepts. Attention was given to the theoretical substructure of concept learning in general by studying the learning theories of Piaget, Bruner, Ausubel, Gagne and Vygotsky. Concept learning was identified as an integral link in the chain/process of meaningful learning.