No description available.

This study explores attitudes to school history and 'senses of the past' among a sample of Grade 12 learners in a selection of six schools in the Durban area. It traces the history of history education in South Africa from its formal introduction to the Cape Colony in 1839 to the debates surrounding the revision of the history syllabus and the introduction of Curriculum 2005 in the present day. It makes the point that the context within which school history in South Africa arose and developed has led history education authorities to view school history as a subject with 'problems' for which they need to find 'solutions' from the top down. Thus, learners who come to school with an insufficient knowledge or awareness of the past must be encouraged to become more 'historically aware'. Recent developments within western academic history have led a number of historians to acknowledge the significance of histories produced outside the realms ofthe academy. Some of their literature points to complex and diverse ways in which ordinary people make and use the past in their everyday lives. These developments are of particular relevance when one considers learners at school because school history education authorities have given very little attention to the ways in which learners make and use histories in their everyday lives. This study set out to explore whether further investigations into learners' attitudes to history, their senses of the past and the relationship between the two would be a valuable line of enquiry for future research. It concludes that adolescents are just as much 'producers' of pasts as they are 'learners' of history and that far from showing how little learners know about the past, these senses tell us much about how learners feel in the present. / Thesis (M.A.)- University of KwaZulu-Natal, Pietermaritzburg, 2004.

As the title of this thesis indicates, the researcher was concerned at the high failure rate in the Standard 10 history examinations in the Alice circuit. This problem is confined neither to history as a subject nor to a single area in the Ciskei.

D.Phil. / History education is part of the intellectual project of high school education and its textbooks matter in terms of their educational brief. History textbooks have a significant role to play, especially in South African classrooms where many teachers have no access to any other media or subject knowledge. Moreover, textbooks represent a sample of a body of knowledge, which can be understood to pass on a sociocultural inheritance, encoded in language and images, as they record the education system's epistemological position in a 'slice in time' with the prevailing mindset in it. This mindset is partly captured in the curriculum, which can be interpreted to affirm that controlling the present and shaping the future rely to some extent on controlling the manner in which the past is presented. The study aims to find out how texts construct or encode this mindset, and how the strategy of their constructors can be recognised or decoded. This aim is realised through exploring a particular topic, namely that of theories of race and racism and their impact, in a set of 10 officially approved grade 11 history textbooks and their teacher guides. To fit the aim of this study, sociocultural theory was deemed as appropriate for the overall lens informing the methods of text analysis and the discussion of the findings. From such a theoretical perspective, instruction and accompanying semiotic tools are considered to be a major avenue for mediating students' /pupils' motives, cognition, and their social development, and hence textbooks, as instructional media, can be regarded as important mediating tools. To investigate this dynamic I pose two research questions: Firstly, how can an interdisciplinary approach to textual analysis be utilised to construct a model for textbook analysis? This question arises from a lack of theoretical, epistemological and ontological considerations of textbook research and addresses a gap in the literature. The second question is, how can such a model be demonstrated 'in action' to analyse one theme in a series of 10 grade 11 history textbooks? Given the historical theme of the impact of 19th century race theories leading to genocide, this research has a humanistic interest in the subject matter and this, in turn, defined the bounded case of this inquiry. The methods are my own hybrid of hermeneutic analysis, discourse analysis, visual analysis, question (pedagogic) analysis, critical analysis, and semiotic analysis. These are all interpretive methods, which are suitable for an inquiry into meaning-making. To realise the aim of constructing an interdisciplinary model for text analysis, I devised five categories or dimensions, namely "making own historical knowledge", "learning empathy", "positioning a textual community", "fashioning stories", and "orientating the reader". These five dimensions are explained in detail, both their deduction from theory and their induction into the research process. These dimensions, once stabilised, had become heuristic devices that guided not only the way I looked for 'answers' to the research questions, but also the overall structure of the thesis.

The study sought to understand how Grade 9 History teachers perceive and implement learner-centered education (LCE) in selected schools in Caprivi educational region in the Republic of Namibia. It concentrated on three teachers in two combined and junior secondary schools. The research employed a qualitative approach and three data instruments were used: interviews, class observations and document analysis. The findings of the study show that in their interview discussions of the principles, intent and recommended key features of LCE, the three participating teachers generally correctly captured some of the essential intentions of a LCE approach. At times in the interviews they seemed to strongly grasp the essence of a key strategy and its intent, but at other times their views were sketchy. Their view of different teaching strategies at times appeared integrated but not always that strongly. When it came to their classroom practice they could and did use a number of appropriate LCE teaching approaches. The level of effectiveness in their use of many of the approaches varied from effective to far from ideal and in need of quite big improvement. In the area of resources the three classrooms were extremely limited in what they displayed, had and used. There were too few textbooks and almost no posters and wall displays on history and the geography of the world and its peoples that the students were studying. An especially interesting feature was that they all seemed to be consciously engaged in an on-going teaching experiment with the LCE approaches. The LSC [sic] practices were clearly not yet strongly imbedded as solid classroom habits or dispositions, with perhaps the exception of questioning. But this experimenting made them much more self-conscious and reflective about their experiences. They all frankly identified some tensions that they felt existed between the espoused official features of a LCE class and the demands of the covering the curriculum, size of classes etc. Overall it was an encouraging picture of teachers eager to find ways to improve their teaching and experiment with new ideas. But also a picture of people not properly exposed to good or best practice in each teaching strategy and having to reinvent and rediscover on their own even the basics of reasonable practice often making very basic mistakes, for example in questioning.

No description available.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / Education / Master / Master of Education

張行健 = The development of world history in the secondary school of ... / 據稿本影印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju gao ben ying yin. / Includes bibliographical references (leaves 212-227). / Zhang Xingjian = The development of world history in the secondary school of ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一篇 --- 導論 --- p.1 / Chapter 第壹章 --- 研究的動機與目的 --- p.1 / Chapter 第貳章 --- 研究的方法與限制 --- p.5 / Chapter ¯第ё章 --- 有關文獻的引述　　 --- p.9 / Chapter 第肆章 --- 戰後香港的政治經濟社會轉變概述 --- p.17 / Chapter 第伍章 --- 戰後香港的教育發展概述 --- p.24 / 註釋 --- p.37 / Chapter 第二篇 --- 中學歷史科課程的轉變及特色 --- p.41 / Chapter 第壹章 --- 香港初中歷史科課程 --- p.41 / Chapter 第貳章 --- 香港中學會考歷史科課程 --- p.50 / Chapter ¯第ё章 --- 香港預科歷史科課程概述　 --- p.64 / Chapter 第肆章 --- 香港中學歷史科課程所傳遞的歷史意識和世界觀 --- p.76 / Chapter 第伍章 --- 香港中學歷史科課程轉變的原因試析──兼論其與政治的關係 --- p.84 / Chapter 第陸章 --- 英國、中國大陸、台灣中學歷史科課程概述 --- p.93 / Chapter 第柒章 --- 香港、英國、中國大陸及台灣中學歷史科課程的比較 --- p.111 / 註釋 --- p.116 / Chapter 第三篇 --- 中學歷史教科書的內容分析 --- p.119 / Chapter 第壹章 --- 概論 --- p.119 / Chapter 第貳章 --- 香港初中歷史教科書 --- p.122 / Chapter ¯第ё章 --- 香港會考歷史教科書 --- p.136 / Chapter 第肆章　 --- 香港預科歷史教科書概述 --- p.147 / Chapter 第伍章 --- 英國、中國大陸、台灣中學歷史教科書概述 --- p.149 / Chapter 第陸章 --- 香港、英國、中國大陸及台灣中學歷史教科書所傳遞的歷史意識和世界觀的比較──兼論不同類型歷史教學的優劣 --- p.160 / 註釋 --- p.165 / Chapter 第四篇 --- 香港中學歷史科公開考試所反映的實際教學情況 --- p.168 / Chapter 第壹章 --- 中學會考的內容及考生表現和反映的教學情況 --- p.168 / Chapter 第貳章 --- 預科歷史科考試概述　 --- p.199 / 註釋 --- p.204 / Chapter 第五篇 --- 結論及建議 --- p.206 / 註釋 --- p.211 / 參考書目 --- p.212

published_or_final_version / Education / Master / Master of Education