The primary aim of the research was to identify different aspects that need to be taken into
account when structuring a powerful learning environment for the teaching and learning of
history in the FET Band. In doing so the researcher focused on and adopted the Flemish
notion of âPowerful Learning Environmentâ as espoused by amongst others De Corte and
Masui (2004), and Donovan and Bransford (2005).
History teaching in South African schools has faced challenges and was subject to change
throughout the ages. Some of these challenges included the way in which history was taught
in schools, the nature of its content and the impact that these had on peopleâs perception of
history as a school subject (Kapp, 1994, Pandor, 1994, De Villiers, 1998, Van Eeden, 1999,
Twala, 2003, Asmal, 2003).
The researcher focused on two challenges, namely to determine history teachersâ and
learnersâ perception of the teaching and learning of history as well as determining the
current status of the teaching and learning of history in the FET Band of schools with the
Free State province. Findings from these two aspects were used to create guidelines for the
structuring of a powerful learning environment for the teaching and learning of history.
The study further proposes that history teachers require a thorough understanding of
Outcomes-based education in South Africa, historical developments in the teaching of
history in South Africa and internationally, learning and developmental theories and
knowledge about learning environments so that they can structure powerful learning
environments.
The research design involved a quantitative method and the data was collected by means of
a five point Lickert scale questionnaire. The questionnaires included statements about
perception of history teaching and also sought to determine the current status of history
teaching and learning by focusing on the teaching and learning strategies employed. The
sample consisted of 96 teachers and 697 learners throughout the Free State province who
participated in the study. The data for the research was analyzed by means of the SPSS at
the University of Free State.
The research findings suggest that both learners and teachers of history have a positive
attitude towards History as a school subject. With regard to the approaches that are used
during history lessons, the research revealed that there was a need to improve on the
following three characteristics of learning environment, namely community-centred learning environment, learner-centred learning environment and assessment-centred learning
environment.
History teachers therefore need to be empowered to use constructivist teaching
methodologies that will not only ensure the development of appropriate historical skills and
the acquisition of historical content, but will also improve interaction within the class and
enhance the nature of assessment.
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:ufs/oai:etd.uovs.ac.za:etd-07272010-090214 |
| Date | 27 July 2010 |
| Creators | Moreeng, Boitumelo Benjamin |
| Contributors | Prof R van der Merwe, Dr ER du Toit |
| Publisher | University of the Free State |
| Source Sets | South African National ETD Portal |
| Language | en-uk |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.uovs.ac.za//theses/available/etd-07272010-090214/restricted/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached hereto a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to University Free State or its agents the non-exclusive license to archive and make accessible, under the conditions specified below, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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