Group work in black history classes
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
- Full Text:
- Authors: Mrwetyana, Notemba
- Date: 1987
- Subjects: History -- Study and teaching (Secondary) , Group work in education
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1359 , http://hdl.handle.net/10962/d1001425
- Description: As a history teacher at Kuyasa High School in the Ciskei and afterwards as history method lecturer at the University of Fort Hare, visiting a large number of schools regularly for purposes of practice teaching with groups of students, I became aware of the problems encountered when history is taught to mixed ability groups. By far the most glaring problem is that of teaching methods. Teachers are in doubt concerning the teaching methodology to be adopted in classes where the spread of ability is wide. They face considerable difficulties in developing a role for themselves both in the classroom and in relation to their colleagues. The often noted tendency of teachers is to isolate themselves and guard the privacy of their classroom life. This realisation prompted me to undertake this study. The aim of this study is twofold. Having large classes in Ciskeian secondary schools, it is obvious that the spread of ability within classes is wide. The teachers then would have to form groups within the class. The first aim, therefore, is to develop and apply a reading comprehension test, with passages of varying difficulty. The performance of pupils in the test will serve as a guide when the children are put into groups. Secondly, I intend suggesting group activities which could be done by history pupils in such groups (Preface, p. iii)
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Some aspects of concept acquisition in history
- Authors: Macrae, Michael John
- Date: 1987
- Subjects: History -- Study and teaching -- South Africa , History -- Study and teaching -- Testing , History -- Study and teaching -- Methodology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1367 , http://hdl.handle.net/10962/d1001433
- Description: There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)
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- Authors: Macrae, Michael John
- Date: 1987
- Subjects: History -- Study and teaching -- South Africa , History -- Study and teaching -- Testing , History -- Study and teaching -- Methodology
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1367 , http://hdl.handle.net/10962/d1001433
- Description: There is concern that school history is often purposeless, taught by chalk and talk and textbook methods, giving thin and unassimilated information. At a time when subjects are under increasing scrutiny and pressure to justify their existence as relevant in the school curriculum, many of the defects inherent in the 'traditional' approach to history have made it difficult to present a forceful and valid argument for its continued inclusion as a school subject.This has led to the adoption of new approaches which are designed to get pupils more actively involved in their learning. One such approach was adopted by the Schools Council 13-16 project in Britain. It laid emphasis on the methodology of the subject and identified five ways in which history could prove to be a useful and necessary subject for adolescents to study. These were: as a means of acquiring and developing such cognitive skills as those of analysis, synthesis and judgement; as a source of leisure interests; as a vehicle for analysing the contemporary world and pupils' place in it; as a means for developing understanding of the forces underlying social change and evolutioni and, finally, as an avenue to self-knowledge and awareness of what it means to be human (Introduction, p. ii)
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