published_or_final_version / abstract / Education / Master / Master of Education

The InterdIsciplInary and exploratory nature of thIs thesis has made It difficult to write. The thesIs is InterdIscIplinary in the sense that it touches on a number of broad areas of study. The methodology which was adopted, In partIcular the use of content analysis and of certaIn statIstical processes rests on a knowledge of psychology. The category system which is made up of a number of types of hIstory could only be constructed after an extensIve consideration of the nature of history. The discussIon of the case for and agaInst the current syllabus,and the proposal for a new alternative syllabus at '0' and 'A' level (see Chapters 13 and 14), draws mainly on an understanding of the theoretical debates about the teaching of history which have occurred since the Second World War. FInally throughout the thesis references are made to the evidence and Ideas put forward by historians about particular periods of history. The thesis Is also exploratory.· The findings which are reported arise from the use of a category system drawing on the different types of history developed by hIstorians. No other researchuhas attempted to create such a broad category system, to assess Its valIdIty and reliability and then to employ It to code material dealinq with extensive periods of British and European history. At the same time the arguments, whIch are employed to defend and to attack the existinq syllabus (see Chapter 13), and to construct the outlines of a new syllabus (see Chapter 14), had to be created almost ab initio, since the dominance of particular types of history. both at university and school level. has not been debated extensively. either by historians. or by those writers. who discuss the teaching o f h·I story. These two asoects of the thesis have had a number of reoercussions. First of all vast topics have had to be discussed in a cursory fashion. For example all the arguments for the inclusion or exclusion of oartlcular types of history in the category system had to be reviewed in one chapter. a few pages being devoted to each of the types of history. Secondly maior themes and arguments relating to the nature of history. and to history teachinQ. have had to be exemplified with disturbing brevity. Thus the debate over the impact of oarticular types of history on the community(l) had to be illustrated by a small number of examples when the whole thesis could have been devoted to the discussion. Thirdly. and finally. the wide ranging nature of the thesis has made it impossible to conduct the exhaustive study of every aspect of the subject which would have been appropriate had the topic been more narrowly defined. However. despite these disadvantages. it is to be hoped that this interdisciplinary and exploratory study will throw light on a vital area of the history syllabus in schools.

The problem of this study was to determine whether Kenyan Bible college students who receive instruction using a modified (highly structured) mastery learning model will demonstrate greater achievement in knowledge of Christian Church history as compared to Kenyan Bible college students who receive instruction using a traditional (minimally structured) non-mastery learning model. The subjects were 17 second-year Kenyan Bible college students enrolled in a course on Christian Church history, and they were randomly assigned to the two treatment conditions. The researcher served as instructor for both groups. The experimental group used a textbook, detailed syllabus, 200 page study guide (featuring an advance organizer to provide an ideational scaffolding), and a lesson-development feature (providing an enabling objective, congruent questions, and informative feedback for each lesson segment). The control group used a textbook and a less-detailed syllabus. Both groups shared the same classroom lectures, class discussions, required assignments, examinations, and review of examination items. Five tests of Christian church history were administered, including a pretest, three unit tests, and a comprehensive course examination. Test data were analyzed using a 2 x 5 (treatment x testing occasion) repeated measures analysis of variance (RM ANOVA). The percentage of students performing at mastery level (80% correct) on each test was also calculated. Results indicated that, from the second unit test to the comprehensive examination, the modified mastery learning group achieved slightly but consistently higher mean percentage correct scores than the traditional group, but there was no significant main effect for treatment. In contrast, the main effect for testing occasion did reach statistical significance. Across the five test occasions, 8% to 51% more students in the modified mastery learning group attained mastery level as compared to the traditional learning group.

The purpose of this study was to test the effectiveness of studies in depth utilizing selected materials which had been developed for teaching high school American history.

The problem of this study was the effectiveness of directed study as a method of teaching American history at the college level. This method involved the use of small discussion groups, independent reading, and a limited use of special lectures.

Ph.D. (Didactics) / This study deals with the problems encountered in the teaching of history in black secondary schools . Amongst others it refers to the poor performance in examinations, and the general apathy of pupils towards the subject . It is proposed that empathy should be an integral part of history teaching - from a teaching strategy to evaluation. The study consists of six chapters. Chapter 1 serves as introduction and states the problems and subsequent methodology of the research. Chapter 2 further analyses the reality of history teaching in black secondary schools. Attention is specifically given to how history is taught and textbooks are analysed from an empathic perspective. Chapter 3 contains an exposition and analysis of the concept "empathy". An attempt is made to establish whether an empathic -approach· is feasible in South Africa. Chapter 4 considers the thorny issue of the evaluation of empathy and seeks to integrate the divergent standpoints on evaluation into a theoretical model. In Chapter 5 a trial-run is undertaken in a few secondary schools to qualitatively test this model for the teaching and evaluation of empathy. The final chapter draws the findings together. The central argument is that , aside f rom the present political reality , there is nothing basically wrong with e subject history at school , but that there are several lacunae in the presentation of history . The teaching and learning is generally centred on the teacher , consequently pupils are not really able to experience the past empathically . Therefore it is necessary to strive after empathy-related skills and evaluation techniques . These ills could be useful in the struggle of history to survive as a subject.

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

The introductory art history course at the university level is the focus of this study. Recognized inadequacies of the traditionally conceived course prompt the development and implementation of a new course humanistically oriented and characterized by innovative methodologies derived from encounter group processes. The course develops through formative processes of examining three deviating teaching approaches: traditional, transitional-exploratory, and alternative-innovative. The resultant format applies concepts of art history, art education,general education, and humanistic psychology to needs of art and non-art students. Course implementation reveals experiences conducive to both art and personological student self-development. The conclusion is that a new art history course was developed and merits empirical testing.

Can old history text books (written in the Apartheid Era) be used to promote the new democratic ideals in Curriculum 2005? This investigation addresses this question through an analysis of selected chapters of two history text books presently used in Katlehong schools. The analysis deploys an instrument developed at the University of Belgrade by members of the Democracy Education Project, in conjunction with the project team from the University of the Witwatersrand. Through the instrument, the democratic content of the textbooks was analysed and assessed. The analysis focus on declarative, elaborated and implied democratic content. The conceptual framework for the investigation draws from recent philosophical and sociological work on democracy. Amy Gutmann’s principles of non-repression and nondiscrimination, for example, provide the main argument for the necessity of equal and critical education in South Africa. The analysis and discussion show both text as deeply floored regarding the availability and nature of the democratic concepts. However, if used by critical teachers both texts are suitable for promoting democracy in South Africa.

Orientador: João Pedro Pezzato / Coorientador: Carmen Maria Aguiar / Banca: Dagoberto José Fonseca / Banca: Maria Rosa Rodrigues Martins de Camargo / Resumo: este trabalho apresenta uma reflexão frente à história do Brasil e a Cultura Afro-brasileira, tendo como base algumas experiências no município de Rio Claro, SP, junto à implementação da Lei 10.639/03, que instituiu a obrigatoriedade do ensino da História da África e da Cultura Afro-Brasileira nas redes de ensino do país. Em Rio Claro, a lei abriu caminhos para que novos pontos de vista frente à história e o território do município entrassem nas instituições municipais de ensino. Passaram a ser identificadas mudanças históricas nos territórios, manifestações culturais, festas e lutas que permeiam a memória e a vivência da comunidade negra da cidade. Utilizou-se, como base para este trabalho, os pontos de vista dos sujeitos envolvidos, além de revisão bibliográfica acerca do tema e coleta de dados in loco através da pesquisa participante. Verificou-se, também, a implementação de projetos pedagógicos que buscavam dar suporte ao assunto em questão: a formação em História da África e Cultura Afro-brasileira, iniciada em 2012, destinada a coordenadores da rede municipal, e o projeto A comunidade negra vai à escola, de 2013, ação que se estendeu aos professores de 4ª e 5ª séries e Artes; esses projetos possibilitaram não só a entrada de um novo olhar, mas também de novas práticas, como conversas Griô nos espaços escolares, justificando-se pela importância do registro e divulgação de uma nova perspectiva histórica da população brasileira, visto os poucos documentos oficiais sobre os territórios e expressões culturais dos negros que, em sua maior parte, permanecem vivos na memória e na oralidade, sendo essas detentoras de parte importante da história de nosso país / Abstract: this paper presents a reflection about the history of Brazil and Afro- Brazilian Culture, based on some experiences in Rio Claro city, SP, with the implementation of 10.639 / 03 Law, which established the compulsory teaching of African History and Afro-Brazilian Culture in the school systems of the country. In Rio Claro, the law has enabled new insights about the history and the territory of the municipality entered in educational institutions. Historical changes in the territories, cultural events, celebrations and struggles that permeate the memory and the experience of the black community in the city began to be identified. Was used as the basis for this work, the views of the individuals involved, as well as literature review about the topic and collect data locally through participatory research. Also have been verified the implementation of educational projects seeking to support the matter in question: training in African History and Afro-Brazilian Culture, started in 2012, aimed at the municipal coordinators, and the project The black community into the school, 2013, action that extended to teachers of 4th and 5th grades and Arts; These projects not only allowed the entry of a new look, but also new practices, such as conversations Griô in school space, justifying the importance of recording and dissemination of a new historical perspective of the Brazilian population, since the few official documents about territories and cultural expressions of blacks who, for the most part, remain alive in memory and orality, with those holding important part of the history of our country / Mestre