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Perceptions and experiences of cyberbullying amongst university students in the Eastern Cape province, South Africa
(AOSIS, 2021)
Cyberbullying in South Africa has become a problem in the recent past. However, there is a
lack of research focusing on cyberbullying at the university level. This study investigates the
perceptions and experiences of ...
History education and citizenship conundrum: Experiences and perspectives of Lesotho General Certificate of Secondary Education history teachers in Lesotho
(AOSIS, 2021)
There have been serious efforts across countries to make history education more relevant. One
such global effort is the integration of citizenship values into the history curriculum and syllabus
of schools. Despite the ...
Chronicling teachers’ experiences on integrating information and communication technology across the curriculum
(AOSIS, 2021)
The national curriculum in South Africa demands that children in secondary schools
become computer literate and that schools incorporate information and communication
technology (ICT) into the curriculum. This is not ...
How should a national curriculum for History be quality assured? The case of the South African Curriculum and Assessment Policy Statement (CAPS)
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
The South African Council for Quality Assurance in General and Further Education and
Training, known as Umalusi, embarked on a project to quality assure the South African
Curriculum and Assessment Policy Statement (CAPS) ...
The role of undergraduate laboratories in the formation of engineering identities: A critical review of the literature
(AOSIS, 2021)
Background: There was growing recognition worldwide by professional engineering bodies,
engineering faculties and researchers on the need to pay attention to engineering students’
emerging identities and how they were ...
Decolonising an introductory course in practical theology and missiology : some tentative reflections on shifting identities
(AOSIS, 2021)
Background: The shifting identity of a first-year class over a decade in terms of demography
and representation, inevitably led me to reflect deeply on what I teach them and how
I facilitate the learning process. I had ...
Utilizing a Historically Imbedded Source- Based Analysis Model (HISBAM) in the History school classroom
(South African Society for History Teaching (SASHT) under the patronage of the Department of Humanities Education in the Faculty of Education at the University of Pretoria, 2021)
This paper aims to elucidate upon a model that imbeds historical skills, concepts and
categorizations into a source-based analysis approach utilizing levels of cognitive
complexity by combining different types of sources ...