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dc.contributor.authorWarnich, Pieter
dc.contributor.authorVan Eeden, Elize S.
dc.contributor.authorMeyer, Lukas
dc.date.accessioned2012-01-18T07:53:44Z
dc.date.available2012-01-18T07:53:44Z
dc.date.issued2010
dc.identifier.citationWarnich, P., Van Eeden, E.S. & Meyer, L. 2010. ‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (deel twee). New Contree : A journal of Historical and Human Sciences for Southern Africa. 59:85-110, May. [http://dspace.nwu.ac.za/handle/10394/4969]en_US
dc.identifier.issn0379-9867
dc.identifier.urihttp://hdl.handle.net/10394/5230
dc.description.abstract• 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 the USA, Australia, England and New Zealand. Secondly, the article attempts to describe the impact that OBE had on the teaching and learning of History in South Africa, with specific reference to its effect on teachers and learners. Regarding the first objective, it was concluded that the design of the History curriculum frameworks of the mentioned overseas countries fundamentally influenced the design of the OBE History framework in South Africa. There are similarities with regard to not only the processes for acquiring the outcomes skills, but also the prescribed assessment practices. For instance, the requirements and expected levels of performance of learners in all the countries are determined by targets or standards that progressively increase in degree of difficulty for each year of schooling. As regards the second objective, it was found that the new teaching model was acceptable in principle to many teachers – as the implementers of the curriculum. These teachers therefore adapted their teaching and learning methods innovatively and in accordance with OBE directives. In contrast, there were teachers who had a negative attitude towards OBE, owing to difficulties in implementing OBE effectively. The obstacles centred on aspects such as the large number of learners in a class, the lack of sufficient physical resources and teaching and learning support materials, problems with assessment, and insufficient support of subject and curriculum advisers. Some of the History teachers were also of the opinion that the in-service training programmes intended to equip them to implement OBE effectively lacked practical relevance.en_US
dc.language.isootheren_US
dc.publisherSchool for Basic Sciences, Vaal Triangle Campus, North-West Universityen_US
dc.subjectHistory teaching
dc.subjectOBE
dc.subjectOutcomes-based assessment
dc.subjectCurriculum frameworks
dc.subjectForeign countries
dc.subjectCurriculum development
dc.subjectEducational change
dc.subjectGrade 10 history
dc.title‘n Vergelykende internasionale perspektief op die historiese verloop en invloed van Uitkomsgebaseerde Onderwys (UGO) op Geskiedenis as skoolvak in Suid-Afrika (deel twee)en_US
dc.typeArticleen_US
dc.contributor.researchID12923079 - Warnich, Pieter Gabriël
dc.contributor.researchID10065016 - Van Eeden, Elize Sonja


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