published_or_final_version / Education / Master / Master of Education

published_or_final_version / abstract / Education / Master / Master of Education

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.

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.

This mixed-methodology study examined the effect of using Electronic textbook highlight and animation tools on the knowledge and comprehension achieved by10th grade students. Eighty-two students enrolled in a regular World History course were purposefully selected and assigned to 1 of 4 groups: (a) Highlight, (b) Animation, (c) Highlight-and-Animation, or (d) Comparison. A One-Way ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the results of the knowledge and comprehension World History pretest and posttest that were administered. A Factorial ANCOVA with a Bonferroni Adjusted Alpha was used in analyzing the influence of the Scholastic Reading Inventory (SRI) moderator. Using the eEdition World History textbook tools of highlight and animation did not significantly impact the World History knowledge and comprehension scores achieved by participants and the participant's SRI level did not significantly moderate the relative effectiveness of the conditions. Interview data from 3 Student Focus groups and 1 Teacher Focus group were analyzed with an open exploratory coding strategy. The resulting classification code of "ease of use" was characterized by: (a) time required to learn to use the tools, and (b) time to complete the tasks. A second code, "choice" was characterized by: (a) choice of instruction tools, and (b) choice in monitoring and assessing student activity. The focus groups indicated that they would use the tools in the future due to benefits such as the ability to modify the information to match their learning and instructional preferences. They also stressed that more instruction on the use of eEdition tools was needed. / by Cathy E. Bonner. / Thesis (Ph.D.)--Florida Atlantic University, 2011. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2011. Mode of access: World Wide Web.

龐朗華 = The development of Chinese history in the secondary school of ... / 據手稿複印. / Thesis (M.A.)--香港中文大學硏究院敎育學部. / Ju shou gao fu yin. / Includes bibliographical references (leaves 213-225). / Pang Langhua = The development of Chinese history in the secondary school of ... / Thesis (M.A.)--Xianggang Zhong wen da xue yan jiu yuan jiao yu xue bu. / Chapter 第一章 --- 緒論 / Chapter 一 --- 研究目的 --- p.1 / Chapter 二 --- 研究範圍 --- p.2 / Chapter 三 --- 文獻述評 --- p.4 / Chapter 四 --- 研究方法 --- p.22 / Chapter 五 --- 論文限制 --- p.25 / Chapter 六 --- 香港中學中國歷史科課程轉變的社會背景──香港和會的發展 --- p.26 / Chapter 第二章 --- 香港中學會考中國歷史科課程之轉變 --- p.33 / Chapter 甲 --- 導言 --- p.34 / Chapter 乙 --- 英中會考課程 --- p.35 / Chapter 丙 --- 中中會考課程 --- p.41 / Chapter 丁 --- 英中和中中會考課程之異同(1952-1973) --- p.47 / Chapter 戊 --- 合併後的課程(1974-1988) --- p.49 / Chapter 第三章 --- 從會考命題及評鑑所見課程之偏重 --- p.57 / Chapter 第四章 --- 香港初中和預科中國歷史科課程之轉變 --- p.76 / Chapter 一 --- 導言 --- p.77 / Chapter 二 --- 初中中國歷史科課程之轉變 --- p.78 / Chapter 三 --- 一年制預科(中大入學誠)中國歷史科課程之轉變 --- p.82 / Chapter 四 --- 兩年制預科(港大入學誠)中國歷史科課程之轉變 --- p.88 / Chapter 五 --- 初中、一年制預科、兩年制預科中國歷史科課程轉變與會考中國歷史科課程之關係 --- p.93 / Chapter 第五章 --- 課程內所傳遞的古代中國形象 --- p.98 / Chapter 第六章 --- 中國大陸和台灣中學的中國歷史科課程 --- p.128 / Chapter 一 --- 導言 --- p.128 / Chapter 二 --- 台灣中學的中國歷史科課程的轉變與特色 --- p.130 / Chapter 三 --- 中國大陸中學的中國歷史科課程的轉變與特色 --- p.132 / Chapter 四 --- 中國大陸、台灣和香港中學的中國歷史科課程的比較 --- p.135 / Chapter 第七章 --- 香港中學中國歷史科教科書之編排與轉變 --- p.149 / Chapter 一 --- 導言 --- p.150 / Chapter 二 --- 香港會考中國歷史科散科書各項編排之轉變 --- p.150 / Chapter 三 --- 香港會考中國歷史科教科書編排之轉變的原因 --- p.163 / Chapter 四 --- 與中國大陸．台灣中國歷史科教科書的比較 --- p.165 / Chapter 第八章 --- 香港中學中國歷史科課程轉變的因素 --- p.197 / Chapter 第九章 --- 緒論 --- p.209 / 附參考書目 / Chapter 一 --- 中文書目 --- p.213 / Chapter 二 --- 英文書目 --- p.222 / 附大表a-w --- p.226

published_or_final_version / Applied English Studies / Master / Master of Arts in Applied Linguistics

published_or_final_version / Education / Master / Master of Education

The purpose of this study is to investigate how the knowledge structures in Grade 6 History textbooks have altered since 1994 and how learners in History may be inducted differently into the discipline of History. The transformation from a ‘content-heavy’ to a ‘skills-based’ History curriculum, and the teaching of History as a ‘mode of enquiry’ has resulted in an altered form, shape and character of History, as it exists in the learning area of the Social Sciences in the National Curriculum Statement. Bernstein’s concepts of curricula types and discourses as well as Bertram’s ‘historical gaze’ have been used to frame the study. Bloom’s Revised Taxonomy has been used to identify knowledge types and the cognitive demand of the textbooks. This study is located within the interpretive paradigm using the methodology of content analysis. It utilises the mixed-mode approach, combining both qualitative and quantitative methods. The sampling of the four textbooks (data sources) was purposive due to their popularity, accessibility, publication and prestige. Similar content in the chapter on the “History of Medical Science” was analysed across all four textbooks. Whilst the expectation of the NCS is one of high skill and high knowledge, the findings show that there seems to be a lack of congruence between curriculum requirements and textbook representations. An analysis of the two new textbooks indicate that both content of History (substantive knowledge) and historical procedures (procedural knowledge) are in danger as everyday knowledge is prioritised in its integration with substantive History knowledge in Grade 6 History textbooks. The content analysis also reveals an undeveloped sense of chronology; space and time which has implications for History learners and their appropriate induction into the discipline of History. / Thesis (M.Ed.)-University of KwaZulu-Natal, Pietermaritzburg, 2009.

The National Curriculum Statement (NCS) for history, in accordance with the pedagogy of Outcomes Based Education (OBE) and Curriculum 2005 (c2005), aims to make history learner-centred, emancipatory and skills-based . The inclusion of oral history in the Further Education and Training (FET) phase speaks to this methodology and aim , along with addressing the need to rewrite South Africa 's history and acknowledge the biases that exist in the written record. This study aimed to determine the perceptions, opinions and experiences in the implementation of oral history in the FET phase in selected schools in KwaZulu-Natal (KZN) through the 'voices' of history subject advisors, history teachers and former history learners. To determine such perceptions, opinions and experiences, the methodology of qualitative research was employed. This included convenient sampling, semi-structured interviews and a document study. Data and document analysis followed, using the methods of coding. The research revealed that while the sampled history subject advisors, teachers and former learners view oral history in the FET classroom in a positive light, problems and difficulties are being encountered. The implementers of oral history and of all official curriculum policy documents are the subject advisors and the teachers. The various levels of implementation that take place based on the Department of Education (DoE) and the KwaZulu-Natal Department of Education (KZNDOE) policy documents, are being carried out to the best of the implementers' abilities under difficulties that can be associated with a new curriculum, new methodologies, and a new content that has to be delivered in accordance with the NCS and c2005. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.