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)

本研究透過分析四十多份數學史教學實證研究，發現過往的研究較少以了解數學歷史演變及發展作為研究內容、亦鮮有對學生的數學觀進行分析。為了填補這些研究上的缺口，本研究從了解演變及發展的角度出發，在設計函數的課程時，以歷史角度及學重演法則，由接觸巴比倫列表，到不連續函數，探討在學習過程中加入數學史怎樣影響學生的數學觀，包括數學趣味、數學人性化量表、數學演變、對數學的看法。 / 本研究於一所中學內進行，以兩班數學成績相近的中四學生為測試對象，一班是實驗組，一班是參照組。實驗組使用的教材由研究者設計出來，參照組則使用教科書。 / 透過認知測試、問卷調查、訪談、概念圖、教師日誌等量化、質化的研究方法，探討是次在教學上使用數學史教學怎樣影響學生的數學觀及老師對是套教材的建議，例如：數學史如何影響學生的數學認知層面、又如何影響學生的數學態度、老師使用這套教材時的困難、老師認為是次數學史教學與平常的教學有何不同、任教老師有否對數學史觀感上的改變、老師會否把數學史在高中教學上使用等。 / 是次研究發現，數學史對不同數學能力學生產生不同層次的效用。在選取數學史材料時，需要注意學生的數學能力及興趣，教學時應作出適切的調整，才能讓不同數學能力的學生之數學觀獲得不同層次的擴展。 / This study, with an analysis of over 40 empirical researches about the history of mathematics teaching, discovered that only a few studies conducted research about the evolution and development of history of mathematics and they seldom analysed students’ mathematical beliefs. In order to fill the gap, this study is aimed to design the topic of function through the perspective of the evolution and development, namely from the Babylonian tables to discontinuous function. It also seeks to explore how that affects students' mathematical beliefs including math fun, math humane scale, mathematical evolution, and students’ views of mathematics. / The study was conducted among two classes of F.4 students who have the similar mathematics abilities in a local secondary school. One is the experimental group and another one is the reference group. The teaching materials developed by the researcher were used in the experimental group while the textbooks were used in the reference group. / Through cognitive tests, questionnaires, interviews, concept maps and teacher journals, the way in which the history of mathematics affects students’ mathematical beliefs is explored .The subsequent analysis of the data attempts to answer the following questions: How the history of mathematics affects students' mathematical cognitive level? How history of mathematics affects students' mathematics attitudes? What difficulties the teacher suffers when using this teaching material? Are there any differences between the normal teaching and history of mathematics teaching? Are there any changes in teacher’s mathematical belief? Is it appropriate to conduct history of mathematics teaching in senior form? / This study discovers that history of mathematics has different effects on students of various mathematical abilities. When selecting the material of history of mathematics, stakeholders need to pay attention to students’ mathematics abilities and interests as well as make appropriate adjustments to teaching, so that students of different mathematical ability canobtain different levels of expansion on their mathematical beliefs. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / Detailed summary in vernacular field only. / 張慧珊. / Parallel title from added title page. / Thesis (Ed.D.) Chinese University of Hong Kong, 2014. / Includes bibliographical references (leaves 134-143). / Abstracts in English and Chinese. / Zhang Huishan.

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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.

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The purpose of this study was to investigate the team-taught United States history programs in six Indiana schools. The research was designed to obtain information that would apply to the following seven hypotheses:1. When team teaching is used, there will be evidence of joint-planning to implement instruction.2. Team teaching will result in technical aids being used fifty per cent of the time.3. Team teaching will restructure the course content upon the use of multi-texts and supplementary printed materials.4. Team teaching will utilize student groups that vary in size depending upon the learning activities.5. Team teaching will involve the utilization of special teacher skills as teachers perform their tasks in large group presentations, small group work and independent study.6. Team teaching will result in students who express a positive attitude toward the class activities.7. Team teaching will emphasize the mastery of basic study skills.The sample consisted of team-taught United States history programs found in six Indiana schools. Data was collected from five principals, twelve teachers and eight hundred and twenty-one students.One method used to collect data, consisted of interviewing the principals, teachers, and selected students. In addition to the interviews, the teachers checked a questionnaire, and all of the students marked an opinionnaire. The responses were classified according to the various hypotheses.A summarization of the findings in light of the responses follows:1. Team teaching did not assure that co-operative planning would occur either with other teachers or students.2. Team teachers did not use any of the technical aids fifty per cent of the time, but both teachers and students mentioned the use of technical aids during the interviews. The two aids most frequently used were the 16mm and overhead projectors.3. Team teaching did not assure that instruction would be changed from one that is textbook-centered in content.4. Student group size did vary in each school; however, the change in the number of students in the groups did not alter the teacher-centered instruction.5. Though team teaching advocates often state that teacher capability will be better utilized, there was no evidence that any school was making an effort to determine the most capable person for the tasks to be executed.6. The students did express a positive attitude toward most of the team program, particularly the small group activity.7. There was evidence of emphasis upon skill mastery in only one school, and in this school the activities were the result of teacher-assigned reports.Among the conclusions drawn from the study the writer states that team teaching, as practiced in the schools in the study, did not result in co-operative planning by students and teachers, student involvement in learning activities, student-centered instruction, or study skills being emphasized. Students did have a positive attitude toward the small group activities, and team teachers and students frequently mentioned the use of technical aids-especially the 16mm projector. The teams that seemed to function most smoothly were the ones in which the teachers had time for extensive planning prior to the actual beginning of the school year. Finally, the ability of teachers to work together with other teachers loomed highly significant to the apparent success of the team-taught program.