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    Conceptualising historical literacy – a review of the literature. 

    Maposa, Marshall T; Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
    In a context of a continually widening range of disciplines and subjects available for learners to specialize in, it becomes increasingly critical for the value of particular subjects to be examined. Thus, while debates ...
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    Student History teachers' personal theories on teaching: autobiographies and their emerging professional identities. 

    Wassermann, Johan (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2009)
    Philosophy of teaching statements are autobiographical reflective statements on teaching and learning. Such statements can therefore be regarded as a window into the professional identities of teachers, and are increasingly ...
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    The value and role of cemeteries : designing a possible methodology for teaching heritage to history learners. 

    Warnich, Pieter (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 ...
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    Content choice: A survey of history curriculum content in England since 1944. A relevant backdrop for South Africa 

    Kukard, Kirsten (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
    What history should be taught is a question that has vexed curriculum designers from the earliest days of mass education. The question of content becomes particularly pertinent when applied to Key Stage 3 (ages 11-14) ...
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    History education at the crossroads: challenges and prospects in a Lesotho context 

    Fru, Raymond Nkwenti (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
    The status of History education within a Social Science education framework of the Lesotho educational system is a cause for concern. In an attempt to foster the development goals of the Kingdom of Lesotho, education and ...
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    Political economy of History textbook publishing during apartheid (1948-1994): Towards further historical enquiry into commercial imperatives 

    Nishino, Ryota (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2015)
    The provision of textbooks in apartheid South Africa (1948-1994), a source of controversy and media interest in recent years, is placed in historical perspective, with particular reference to History textbook production. ...
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    Developments in history education in Ghana 

    Boadu, Gideon (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 article employs historical records, cultural traditions, and insights from recent interviews with history teachers to trace the beginnings of history teaching and the political landscape that has shaped school history ...
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    “Better a barefoot than none”: Influences of Nationalist ideologies on girlhood in the history classroom 

    Woest, Y. (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 study adopted autoethnography as a research methodology to relive and reflect on my experiences as a White Afrikaner girl in a history class during the apartheid era in South Africa. This paper focuses on how the ...
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    Using a historical memoir to improve curriculum coherence in teacher education : The case of Trevor Noah's Born a Crime 

    Carolin, Andy; Bennett, Taryn (The South African Society forHistory Teaching (SASHT) under the patronage of the North-West University, 2022)
    Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing ...
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    Developing a serious game artefact to demonstrate World War II content to History students 

    Bunt, Byron J.; Bunt, Lance R. (The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University, 2019)
    The following design paper reports on a serious game project being made by interdisciplinary researchers at the North-West University (NWU), Vanderbijlpark Campus. The aim of this venture is to develop a trading card game ...
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    AuthorWarnich, Pieter (2)Wassermann, Johan (2)Bennett, Taryn (1)Boadu, Gideon (1)Bunt, Byron J. (1)Bunt, Lance R. (1)Carolin, Andy (1)Fru, Raymond Nkwenti (1)Kukard, Kirsten (1)Lubbe, Henriëtte (1)... View MoreSubject
    History education (12)
    Heritage (2)History (2)South Africa (2)Teacher education (2)Afrikaner (1)Alternative formative assessment (1)Apartheid (1)Assessment strategies (1)Autoethnography (1)... View MoreDate Issued2020 - 2022 (3)2010 - 2019 (7)2009 - 2009 (2)Has File(s)Yes (12)

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