An investigation into the use of weather type models in the teaching of South African climatology at senior secondary school level
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
- Authors: Schürmann, Leon
- Date: 1992
- Subjects: Climatology -- Study and teaching (Secondary) , Geography -- Study and teaching (Secondary)
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:2009 , http://hdl.handle.net/10962/d1015948
- Description: The synoptic chart encodes climatological and meteorological information in a highly abstract manner. The pupil's level of cognitive development, the nature of the syllabus and the teaching strategies employed by the geography teacher influence the pupil's conceptualisation of information. The synoptic chart is a valuable tool for consolidating the content of the S.A climatology syllabus. Recent research has established that climatology-meteorology, and especially synoptic chart reading and interpretation, is difficult for the concrete thinker. These pupils find difficulty in visualising the weather processes and systems. Provided that they are simple and clear, models are useful teaching devices that integrate and generalise information in a manner that is easily retrievable. The intention of the author is to provide weather type models and other supporting strategies and aids as a means to improve the senior secondary pupil's assimilation of southern African climatological-meteorological information. This model-based approach is tested in the classroom using an action research framework to judge its efficacy. Conclusions are drawn and recommendations are made.
- Full Text:
The administration and organisation of independent study topics with special reference to secondary school geography
- Authors: Van Harmelen, U
- Date: 1992
- Subjects: Geography -- Study and teaching (Secondary) , Project method in teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1419 , http://hdl.handle.net/10962/d1003300
- Description: Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.
- Full Text:
- Authors: Van Harmelen, U
- Date: 1992
- Subjects: Geography -- Study and teaching (Secondary) , Project method in teaching
- Language: English
- Type: Thesis , Masters , MEd
- Identifier: vital:1419 , http://hdl.handle.net/10962/d1003300
- Description: Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study Topics as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of IST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.
- Full Text:
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