RESEARCH REPORT SUBMITTED TO THE FACULTY OF EDUCATION, UNIVERSITY OF THE W1TWATERSRAND, JOHANNESBURG, IN PARTIAL FULFILMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF EDUCATION JOHANNESBURG 1986 / This study investigated the effectiveness of a simulation game in the teaching of history to secondary school pupils at matriculation level. History as taught in the schools has for a long time been a source of criticism and many educationists are perturbed by this fact. It is with this in mind that this investigation has been undertaken. In order to facilitate the investigation fifty matriculation pupils were divided into two unmatched groups. One group, the experimental group, was exposed to instruction by the simulation technique and the other, the control group was exposed to instruction by conventional methods. Both groups wrote the same achievement t»st and the results showed that the control group's achievement was better than that oi the experimental group. There are various reasons for this result as the investigation will indicate. It is apparent from the result that using non-equivalent groups for the investigation could not substantiate the hypothesis.

A research report submitted to the Faculty of Education, University of the Witwatersrand, Johannesburg, In partial fulfilment of the requirements for the degree of Master of Education / 'Ihis research report examines the position and role of South African history thought to pupils in Black Secondary schools between 1953 and 1988. This includes the perceptions of those who were pupils in Black secondary schools from 1954 to 1975, and the views of teachers who offered South African history at these schools during the period examined. (Abbreviation abstract) / Andrew Chakane 2019

A research project report submitted to the Faculty of Science, University of the Witwatersrand, Johannesburg, in partial fulfilment of the requirements for the MSc in Science Education. Johannesburg, February 2017. / An understanding of the NOS is a basis for scientific literacy which is one of the major goals of science education the world over. This study compared Grade 11 High school learners (n=10) and third year Bachelor of Education, Pre-service teachers’ (n=10) understandings of Nature of Science (NOS). Data on participants’ understandings of NOS was collected by means of a Likert type questionnaire and through semi - structured interviews. Likert type questionnaire data was quantitatively analysed using a combination of descriptive statistics, the Mann-Whitney U test and graphical comparison of group median scores on questionnaire items to ascertain differences in NOS understandings between the Grade 11 learners and the B.Ed. Pre-service teachers. Semi-structured interview data was analysed through a combination of typological and interpretative analysis of interview transcripts to determine differences in NOS understandings between the two groups. The findings reveal that there are no significant differences in the understandings of the NOS between the Grade 11 learners and third year, Bachelor of Education, Pre-service teachers. The analyses reveal that overall; the Grade 11 Learners and third year B.Ed. Pre-service teachers’ understandings of NOS are not very different from each other. Both groups held such misunderstandings as; there is a single scientific method, scientific knowledge is not socially and culturally embedded, scientific knowledge is universal and can be proven through collection of empirical data. It is recommended that if the goal of science education for scientific literacy is to be achieved, initial teacher education training should do more to explicitly develop Pre-service teachers’ subject matter knowledge understandings, pedagogical skills and valuing of NOS, that is, their pedagogical content knowledge for nature of science. Explicit testing of learners’ NOS understandings is also suggested as a way of improving the school Physical Science curriculum. The effectiveness of the current science content and methods courses in improving the Pre-service teachers’ NOS understandings is questioned. Recommendations for further studies are suggested. / MT2017

by Siu Chi Kui. / Publication date from spine. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1995. / Includes bibliographical references (leaves 198-212). / by Siu Chi Kui. / ACKNOWLEDGEMENTS --- p.i / ABSTRACT --- p.ii / PREFACE --- p.iii / Chapter CHAPTER ONE - --- INTRODUCTION --- p.1 / Chapter 1.1 --- The substantive problem - the History curriculum in Hong Kong --- p.1 / Chapter 1.2 --- Context of the study - Hong Kong in political transition --- p.4 / Chapter 1.3 --- Perspective of the study - Sociology of curriculum --- p.6 / Chapter 1.4 --- Significance of the study --- p.8 / Chapter CHAPTER TWO - --- THE THEORETICAL CONTEXT OF THE STUDY: SOCIOLOGY OF CURRICULUM --- p.9 / Chapter 2.1 --- "Ideology, domination and curriculum" --- p.9 / Chapter 2.2 --- Political / cultural domination and curriculum --- p.13 / Chapter 2.2.1 --- Colonial relationship and curriculum --- p.14 / Chapter 2.2.2 --- Authoritarian states and curriculum --- p.18 / Chapter 2.2.3 --- Liberal states and curriculum --- p.22 / Chapter 2.3 --- Political evolution and curriculum change --- p.25 / Chapter 2.4 --- The History curriculum and local history --- p.27 / Chapter 2.4.1 --- The study of social subjects --- p.27 / Chapter 2.4.2 --- The History curriculum --- p.28 / Chapter 2.4.3 --- -Local history --- p.30 / Chapter CHAPTER THREE - --- HISTORICAL BACKGROUND OF THE STUDY: HONG KONG EDUCATION IN TRANSITION --- p.32 / Chapter 3.1 --- Hong Kong's special position - a dual colony --- p.32 / Chapter 3.2 --- Hong Kong in transition --- p.36 / Chapter 3.2.1 --- Political changes --- p.36 / Chapter 3.2.2 --- Rise of indignous culture --- p.38 / Chapter 3.3 --- Decolonization in Hong Kong --- p.41 / Chapter 3.2.1 --- Political decolonization --- p.42 / Chapter 3.2.2 --- Cultural decolonization --- p.44 / Chapter 3.4 --- Education of Hong Kong in the transitional period --- p.46 / Chapter 3.4.1 --- Government control over education in Hong Kong --- p.46 / Chapter 3.4.2 --- Educational changes in the time of political transition --- p.49 / Chapter CHAPTER FOUR - --- THE RESEARCH PROBLEM AND METHOD OF STUDY --- p.55 / Chapter 4.1 --- The research questions --- p.55 / Chapter 4.1.1 --- The process of curricular change --- p.55 / Chapter 4.1.2 --- The perspectives of the actors --- p.56 / Chapter 4.2.3 --- The content of the products of curricular change --- p.56 / Chapter 4.2 --- The scope of study --- p.57 / Chapter 4:3 --- Research design - qualitative studies --- p.58 / Chapter 4.3.1 --- Document study / content analysis --- p.60 / Chapter 4.3.2 --- Interview --- p.62 / Chapter 4.3.3 --- Comparative analysis --- p.64 / Chapter 4.4 --- Limitations of the study --- p.64 / Chapter CHAPTER FIVE - --- THE PROCESS OF INCLUSION OF LOCAL HISTORY IN THE HISTORY CURRICULUM --- p.65 / Chapter 5.1 --- Discussions on the History curriculum and teaching in the late 60s and 70s --- p.66 / Chapter 5.1.1 --- Comments on the traditional curriculum and pedagogy --- p.66 / Chapter 5.1.2 --- The rise of local identity --- p.69 / Chapter 5.2 --- Factors that affects the inclusion of local history --- p.77 / Chapter 5.2.1 --- The continuous need for pedagogical change --- p.78 / Chapter 5.2.2 --- The rise of local identity --- p.84 / Chapter 5.2.3 --- Political transition and educational change --- p.89 / Chapter 5.2.4 --- Conclusion --- p.91 / Chapter 5.3 --- The process of construction --- p.95 / Chapter 5.3.1 --- Policy making --- p.95 / Chapter 5.3.2 --- Implementation of the pilot scheme --- p.98 / Chapter 5.3.3 --- Working for the full implementation in all secondary schools --- p.100 / Chapter CHAPTER SIX - --- LOCAL HISTORY IN THE CURRICULUM (I): THE ADVANCED AND CERTIFICATE LEVELS --- p.102 / Chapter 6.1 --- Two interpretations of local history --- p.102 / Chapter 6.1.1 --- The colonial paradigm --- p.102 / Chapter 6.1.2 --- The critical perspective --- p.103 / Chapter 6.2 --- The lack of local history in the past --- p.104 / Chapter 6.2.1 --- Impact of colonialism on education --- p.104 / Chapter 6.2.2 --- The lack of indigenous identity and culture --- p.106 / Chapter 6.3 --- The inclusion of local history in the Advanced Level syllabus --- p.107 / Chapter 6.3.1 --- Placement of local history --- p.107 / Chapter 6.3.2 --- Proportion of local history in the syllabus --- p.108 / Chapter 6.3.3 --- Time period of local history --- p.108 / Chapter 6.3.4 --- Content of local history --- p.110 / Chapter 6.4 --- Local history in the Certificate level --- p.116 / Chapter 6.5 --- Discussion on the reinclusion of local history in the Advanced Level curriculum --- p.116 / Chapter CHAPTER SEVEN - --- LOCAL HISTORY IN THE CURRICULUM (II): THE THREE PACKAGES FOR JUNIOR LEVEL…… --- p.119 / Chapter 7.1 --- The role of local history in the past --- p.119 / Chapter 7.2 --- General features of the packages on local history for junior forms --- p.120 / Chapter 7.2.1 --- Placement and proportion of local history in the packages --- p.120 / Chapter 7.2.2 --- Time period of local history and its demarcation --- p.121 / Chapter 7.2.3 --- Teaching method and strategies --- p.123 / Chapter 7.3 --- Content of local history in the packages --- p.124 / Chapter 7.3.1 --- On Hong Kong people and identity --- p.124 / Chapter 7.3.2 --- Hong Kong and the British government --- p.129 / Chapter 7.3.3 --- Local responses to colonial rule --- p.135 / Chapter 7.3.4 --- Hong Kong and China --- p.140 / Chapter 7.3.5 --- Development and progress --- p.145 / Chapter 7.4 --- Conclusion..…...…… --- p.150 / Chapter 7.4.1 --- Absence of identity and class element --- p.151 / Chapter 7.4.2 --- The adoption of the colonial paradigm --- p.152 / Chapter 7.4.3 --- Hong Kong history as capitalist history --- p.153 / Chapter 7.4.4 --- Segregation of Hong Kong and Chinese history --- p.153 / Chapter CHAPTER EIGHT - --- CONCLUSION: THE SIGNIFICANCE OF THE INCLUSION OF LOCAL HISTORY IN THE CONTEXT OF POLITICAL TRANSITION --- p.156 / Chapter 8.1 --- Nature of curriculum reconstruction - the case of local history --- p.156 / Chapter 8.1.1 --- Local history as a curriculum innovation --- p.157 / Chapter 8.1.2 --- Local history: colonial or national history9 --- p.160 / Chapter 8.1.3 --- Local history as a rise of local culture and identity --- p.166 / Chapter 8.2 --- Local history in the context of political transition --- p.170 / Chapter 8.2.1 --- Central intervention against academic autonomy --- p.171 / Chapter 8.2.2 --- National cultural hegemony against local cultural identity --- p.174 / Chapter 8.2.3 --- Decolonization and recolonizatlon?........ .............… --- p.177 / Chapter 8.3 --- Towards a direction for further research --- p.181 / Chapter 8.3.1 --- Are national culture and local identity in contradiction?.........…… --- p.181 / Chapter 8.3.2 --- "Redefinition of ""political transition""" --- p.184 / Chapter 8.3.3 --- Another half of the story: classroom interaction --- p.186 / APPENDIXES --- p.189 / Chapter 1. --- "The Advanced Level Examination Syllabus, 1994 - History (part on local history)" --- p.189 / Chapter 2. --- A.L. questions on Hong Kong --- p.190 / Chapter 3. --- Contents of the 3 packages on local history for junior level --- p.192 / Chapter 4. --- "Draft syllabus for History (Secondary I-III), 1995" --- p.195 / REFERENCES --- p.198 / REFERENCES IN CHINESE --- p.208

The purpose of this study was to apply the research technique, content analysis, to the five most widely used United States high school history textbooks. The textbooks were investigated to obtain an objective, systematic, quantitative, and qualitative description of the textual content concerning the period of World War II.The population studied consisted of the five most widely used high school United States history textbooks. Three categories, people, events, and themes were researched in all five textbooks. Each of 126 specific items were coded from each textbook according to inclusion, frequency, magnitude, and direction. Jury validity was utilized, and three professional historians used as independent coders confirmed instrument reliability.Findings1. Events were included in a greater percentage than people or themes.2. American, British, and German political leaders were included more frequently than Russian, Italian, or Japanese leaders.3. Allied leaders were treated more favorably than the Axis leaders.4. The specific items were superficially treated with the textbook lacking indepth presentation of many specific items.Conclusions1. There exists a commonness and similarity among the most widely used United States history textbooks with a distinct lack of differences in that they generally present a series of chronological events and facts.2. The textbooks less than fully achieve the goals established for history courses by state and national organizations.3. Omissions, biases, inaccuracies, and distortions appear in the most widely used American history textbooks because of the forces of the mass market and apparent inadequate usage of current historiography.

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Does it matter how history is interpreted? If two historians interpret the same events in different ways, as they quite often do, does it make any difference to anyone? Should anyone care whether the interpretations differ? Similarly, if history textbooks used in the schools vary in their interpretations of the same story, should anyone be concerned? [...]

This project explores the racialized construction of the Canadian nation through the teaching of history and the discourse of multiculturalism, and investigates the ways in which young people experience and make sense of history, nation and race in the context of 'official' narratives of the nation. I begin by reviewing the literature of critical race theory, then use this theoretical framework as a lens through which to review the literature of qualitative studies of young people's historical meaning-making. Following a discussion of the methodological approach, I analyse the construction of race and nation through the discourse of Canadian history, as manifested in a variety of sites, including federal policy, curriculum frameworks, textbooks, and the Historica Foundation's Heritage Minutes. Finally, I present the results of a conversation with youth about their experiences with and views of race, nation and history.