Browsing North-West University Journals by Author "Warnich, Pieter"
Now showing items 1-12 of 12
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Erdmann, E. & Hasberg, W. (Eds.) 2012. Mapping – Bridging Diversity. Foundation of a European Discourse on History Education. Part 2. [Book review]
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013) -
From a concentration camp to a post-apartheid South African school: a historical-environmental perspective in developing a new identity.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2012)The overall goal of the Decade of Education for Sustainable Development 2005-2014, as proclaimed by the United Nations, is to integrate the principles, values and practices of sustainable development into all aspects of ... -
The integration of cell phone technology and poll everywhere as teaching and learning tools into the school History classroom
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)In recent years there has been a growing amount of research concerned with integrating mobile technologies for teaching and learning purposes. In spite of the rapid proliferation of the cell phone as an indispensable ... -
‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (deel een)
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2009)• Summary: Over the past decades many countries experimented with the Outcomes-Based Education (OBE) model. OBE was often accepted as a curriculum alternative when international curriculum transformation took place in ... -
‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (deel twee)
(School for Basic Sciences, Vaal Triangle Campus, North-West University, 2010)• Summary: The purpose of this follow-up article is twofold. Firstly, the article attempts to indicate how the teaching and learning of History in South Africa were influenced by the OBE History curriculum frameworks of ... -
Reflecting the 2018 History Ministerial Task Team Report on compulsory History in South Africa
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2018)The History Ministerial Task Team Report (MTT), published in February 2018, has been awaited by educators of History in South Africa for them to be informed on thoughts, trends and statuses of compulsory History Education ... -
Secondary school History teachers assessing Outcomes Based Education (OBE): a case study.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2008)In 2008 was dit 'n dekade gelede dat Kurrikulum 2005 met ‘n uitkomsgebaseerde benadering deur die ANC-regering geïmplementeer is om onder meer die ongelyke Suid-Afrikaanse onderwysstelsel van die apartheidsbewind te ... -
The source-based essay question (SBEQ) in history teaching for the further education and training (FET) phase.
(School of Basic Sciences, Vaal Triangle Campus, North-West University, 2006) -
Taking the sting out of assessment: The experiences of trainee teachers experimenting with innovative alternative performance assessment in the History classroom
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment ... -
Trainee teachers’ observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2013)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 ... -
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 ... -
The value and role of cemeteries : designing a possible methodology for teaching heritage to history learners.
(The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2010)Teaching heritage to History learners is imperative as an aid to help them discover their uniqueness but also their commonalities. A sense of heritage does not only contribute to a feeling of belonging and identity, but ...
