2024-03-29T10:24:46Zhttps://repository.nwu.ac.za:443/oai/requestoai:repository.nwu.ac.za:10394/105212020-12-08T08:19:23Zcom_10394_5126com_10394_1149col_10394_10496
Erdmann, E. & Hasberg, W. (Eds.) 2012. Mapping – Bridging Diversity. Foundation of a European Discourse on History Education. Part 2. [Book review]
Warnich, Pieter
12923079 - Warnich, Pieter Gabriël
2014-05-15T08:20:20Z
2014-05-15T08:20:20Z
2014-05-15T08:20:20Z
2013
Article
Warnich, P. 2013. Mapping - Bridging Diversity. Foundation of a European Discourse on History Education. Part 2 by E. Erdmann & W. Hasberg (Eds.). (2012) [Book review] Yesterday & today, 9:130-131, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10521
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105172019-06-24T08:45:25Zcom_10394_5126com_10394_1149col_10394_10496
A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives.
Seroto, Johannes
WWM Eiselen
“Volkekunde”
Eiselen Commission
Bantu education
Culture
Ethnos theory
This article discusses the philosophical ideology advocated and promoted by the
academic, anthropologist and politician, Dr WWM Eiselen, during different
periods of history in South Africa. The central focus is on the ideology that influenced
his academic writings and the consequent influence of this academic knowledge on
government theory and practice. The need to preserve Bantu institutions and the
emphasis of language to promote ethnic culture were central aspects of his political
project has been demonstrated. Further it is pointed out that these recurring themes
had a significant influence on the crafting of education for Bantu people. In
conclusion Eiselen’s pronouncements and writings, which were underpinned by
his philosophical and political theories, should be understood in terms of what was
happening at that particular period in South Africa’s history.
2014-05-15T08:05:38Z
2014-05-15T08:05:38Z
2014-05-15T08:05:38Z
2013
Article
Seroto, J. 2013. A revisionist view of the contribution of Dr Eiselen to South African education: New perspectives. Yesterday & today, 9:91-108, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10517
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105202019-06-24T08:45:01Zcom_10394_5126com_10394_1149col_10394_10496
Bundy, C. 2012. Govan Mbeki: Tribute or treatise?. [Book review]
Grainger, Glenda
2014-05-15T08:17:58Z
2014-05-15T08:17:58Z
2014-05-15T08:17:58Z
2013
Article
Grainger, G. 2013. Govan Mbeki: Tribute or treatise? by C. Bundy. (2012) [Book review] Yesterday & today, 9:129-130, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10520
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105192019-06-24T08:42:54Zcom_10394_5126com_10394_1149col_10394_10496
Harvey, E. 2012. Kgalema Motlanthe: The Situation? A Political Biography. [Book review]
Ngwane, Simphiwe
2014-05-15T08:14:22Z
2014-05-15T08:14:22Z
2014-05-15T08:14:22Z
2013
Article
Ngwane, S. 2013. Kgalema Motlanthe: The Situation? A Political Biography by E. Harvey. (2012) [Book review] Yesterday & today, 9:125-128, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10519
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105162019-06-24T08:45:20Zcom_10394_5126com_10394_1149col_10394_10496
Presentation technology as a mediator of learners’ retention and comprehension in a History classroom.
Schoeman, Sonja
Constructivism
PowerPoint slides
Retention
Comprehension
History-friendly pedagogy
Nutshell narratives
The insistence that presentation technology should be incorporated into all areas
of the curriculum applies to the teaching of History equally as to other subjects.
Although technology has been placed in the hands of teachers, little training on
how to adapt the technology to History has come with it. Three explanatory research
questions were formulated for this study dealing with South African History
teachers’ experiences of presentation technology as teaching and learning tool, and
the format of more history-friendly PowerPoint slides to maximise History learners’
long-term retention and comprehension of the subject content. The purpose of this
study was to put forward History teachers’ opinion on the role of presentation
technology as a mediator of learning, and to use the outcomes of the empirical
study to identify ways in which PowerPoint slides can be best designed and used
to improve the learners’ long-term retention and comprehension. A qualitative
intrinsic case study research design was used for the study. Individual one-toone
interviews were conducted with two teachers. A deductive approach was used
for the data analysis. The results of the data analysis revealed that both of the
interviewees experienced the use of PowerPoint presentations as an improvement
in their classes. However, both indicated that one of the greatest disadvantages of
the use of PowerPoint slides was the lack of interactivity and discussions during the
slide shows. Johnson’s (2011) history-friendly PowerPoint pedagogy (interactivity,
nutshell narratives, meta-cognition and timelines and flow charts) was put forward
to promote interactivity and discussion during PowerPoint slide shows.
2014-05-15T08:03:30Z
2014-05-15T08:03:30Z
2014-05-15T08:03:30Z
2013
Article
Schoeman, S. 2013. Presentation technology as a mediator of learners’ retention and comprehension in a History classroom. Yesterday & today, 9:67-90, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10516
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105142020-12-08T08:22:45Zcom_10394_5126com_10394_1149col_10394_10496
Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.
Warnich, Pieter
Meyer, Louisa
12923079 - Warnich, Pieter Gabriël
10471529 - Meyer, Louisa Jacoba
Learner-centred instruction strategies
History teaching
Social Sciences teaching
Teaching and learning
Assessment
A growing body of research shows that the overall quality of teaching and learning
is improved when learners have the opportunity to become actively involved in the
learning process through which ample opportunities are given to question, apply
and consolidate new knowledge. With the dawning of a new South Africa in 1994,
more emphasis was placed on learner-centred instruction and assessment which
is the reason why policy documents such as the National Curriculum Statement
(NCS) and the Curriculum and Assessment Policy Statement (CAPS) endorsed
this educational approach. The aim of this study is to investigate through the
observation of trainee teachers to what extent History and Social Sciences teachers
have adjusted from their predominately traditional educational paradigm of
transmitted and absorbed knowledge by passive learners to employ different learnercentred
instructional and assessment practices that emphasise the responsibility of
learning into actively engaging learners.
By means of a structured questionnaire a small scale study (n=51) was done
in urban, rural, township, and private schools in the North West and Gauteng
provinces. The findings, inter alia, suggest that although History and Social Sciences
teachers showed a willingness to utilise some of the learner-centred instruction
strategies, their tendency to implement the traditional teacher-centred instruction
strategies were much stronger. The findings further show that teachers preferred to
be the primary assessors of the learning results.
2014-05-15T07:58:01Z
2014-05-15T07:58:01Z
2014-05-15T07:58:01Z
2013
Article
Warnich, P. & Meyer, L. 2013. Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers. Yesterday & today, 9:13-44, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10514
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105222019-06-24T08:45:19Zcom_10394_5126com_10394_1149col_10394_10496
Stress management and History skills training for History teachers in the Lejweleputswa District, Free State Province.
Lubbe, Henriëtte J
2014-05-15T08:23:42Z
2014-05-15T08:23:42Z
2014-05-15T08:23:42Z
2013
Article
Lubbe, H.J. 2013. Stress management and History skills training for History teachers in the Lejweleputswa District, Free State Province. Yesterday & today, 9:133-137, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10522
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105152019-06-24T08:45:16Zcom_10394_5126com_10394_1149col_10394_10496
The powerful learning environment and history learners in the Free State Province.
Moreeng, Boitumelo B
Du Toit, Erna
Powerful learning environment
Teaching and learning of history
Learner-centredness
Constructivism
Enquiry-based approach
Active learning
The Curriculum and Assessment Policy Statement for History (2011) encourages
an active and critical approach to learning. This principle requires History teachers
to structure learning environments that will enable active learner participation
and meaningful learning. This article reports on a quantitative research study
conducted in schools in the Free State Province to establish the extent to which
History learners are exposed to the different characteristics of a powerful learning
environment (PLE) as espoused by both De Corte and Masui (2004) and Donovan
and Bransford (2005). Findings revealed that History learners are exposed to the
different aspects of PLEs, albeit at different levels.
2014-05-15T08:00:49Z
2014-05-15T08:00:49Z
2014-05-15T08:00:49Z
2013
Article
Moreeng, B.B. & Du Toit, E. 2013. The powerful learning environment and history learners in the Free State Province. Yesterday & today, 9:45-66, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10515
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105182020-11-30T07:03:05Zcom_10394_5126com_10394_1149col_10394_10496
“Can Foucault come to the rescue?” - From dogma to discourse: Deconstructing the History of education for democratic subjects.
Davids, M. Noor
2014-05-15T08:07:44Z
2014-05-15T08:07:44Z
2014-05-15T08:07:44Z
2013
Article
Davids, M.N. 2013. “Can Foucault come to the rescue?” - From dogma to discourse: Deconstructing the History of education for democratic subjects. Yesterday & today, 9:109-123, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10518
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University
oai:repository.nwu.ac.za:10394/105132019-06-24T08:42:45Zcom_10394_5126com_10394_1149col_10394_10496
Mobilising History for nation-building in South Africa: A decolonial perspective.
Ndlovu, Morgan
History
Decoloniality
Nation-building
Eurocentricism
Knowledge production
One of the greatest challenges facing people in the process of becoming South
Africans today is that of building a cohesive national identity out of diverse and
competing national, cultural and ethnic aspirations and identities that were never
imagined as belonging to a single nation-state. This challenge has been made worse
by the fact that the advent of the post-apartheid dispensation came with liberal
democratic values of diversity, tolerance and various forms of freedom such as those
of choice, association and speech. All of these freedoms have brought about an
impediment to the cultivation of the spirit of patriotism, common belonging and
unity among the peoples meant to become South Africans. While a number of
obstacles have been identified in the quest to develop a sense of common belonging
among the peoples who occupy the cartographic space known as South Africa today,
the question of knowledge production and its divisive role in the making of South
Africa has not yet been comprehensively addressed. This gap needs to be addressed
urgently with specific reference to the field of producing historical knowledge
because the manner in which historical events and narratives are imagined and
reconstructed in South Africa today has the potential to constrain and/or enhance
common belonging. This article is a decolonial epistemic perspective on the
production of historical knowledge in South Africa and it argues that a decolonised
historical narrative can possibly lead to the emergence of a cohesive South African
national identity.
2014-05-15T07:53:37Z
2014-05-15T07:53:37Z
2014-05-15T07:53:37Z
2013
Article
Ndlovu, M. 2013. Mobilising History for nation-building in South Africa: A decolonial perspective. Yesterday & today, 9:1-12, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126]
2223-0386
http://hdl.handle.net/10394/10513
en
The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University