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1
Sichombe, Beatrice Sinyama. "Grade 5 teachers' understanding and development of concepts in social studies in selected schools in Namibia." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1005856.
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After the introduction of Learner Centred Education in Namibia, a number of studies were conducted on how teachers either perceived learner centred education or implemented it. However, very few studies investigated the teachers' understanding of both subject matter knowledge and pedagogical content knowledge; primarily, how they understand and develop key concepts. The purpose of this study was to investigate how Grade 5 teachers' understand and develop key concepts in Social Studies in selected schools in Namibia. The study focused on three teachers in three primary schools in the Caprivi educational region of Namibia. These teachers were purposefully selected as graduates of the teacher education programme instituted at the time of the Namibian education reform process. As a teacher educator, my main motive of conducting this study was to gain a better understanding of some of the issues that have been raised about these graduates' lack of content knowledge. The study adopts a qualitative approach and seeks to investigate (a) how the three teachers in this study understand key concepts and (b) the strategies they use to develop such concepts. Three data collection instruments were employed: interviews, document analysis and class observations. The findings indicate that despite the training that all three teachers in this study received, their understanding of the concepts they taught is problematic. Furthermore, some of the strategies that the teachers used did not bring about learning with understanding. The results of the study revealed how these teachers' problems with concepts and the development of conceptual understanding are related to specific issues and can be attributed to a number of factors. Because of this, the study has provided valuable insights into aspects of teacher education that need to be addressed both in terms of in-service and pre-service programmes to support teachers in teaching for understanding, a key idea underpinning the reform process.
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Matheus, Hilya. "Investigating the implementation of continuous assessment by grade 7 Social Studies teachers in the Oshana education region." Thesis, Rhodes University, 2007. http://hdl.handle.net/10962/d1003475.
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Since independence in 1990, Namibia’s Ministry of Education Sport and Culture has focused on curriculum and assessment reforms. The introduction of Continuous Assessment (CA) for appraising learners’ achievement was considered to be a very important aspect of teaching and learning. This study focused on the implementation of CA in schools. The study explores how the selected grade 7 Social Studies teachers understand and implement CA. This study was conducted in the Oshana region of Namibia. Four grade 7 Social Studies teachers participated from two different schools. This study was done through a case study to gain insight into the implementation of CA in schools. Semi-structured interviews, observations and document analysis were the research methods used to collect the data. The findings indicate that these teachers have a theoretical understanding of what CA implies and what role it plays and are aware of assessment strategies. However these theoretical perspectives are not translated into practice. This implies a limited understanding of CA and reflects a gap between the teachers’ theoretical understanding of CA and its practical implementation. The study also identified various systemic factors that hamper the implementation of CA, which include overcrowded classrooms, increased teachers’ workload by CA, shortages of resources such as textbooks and lack of professional development. The nature of pre-service teacher education the participants went through, professional development programmes that are given to teachers as in-service training and a lack of guidelines in the syllabus on how to approach continuous assessment are clearly evident in the findings as factors that contribute to the teachers’ gap between theory and practice. The study concludes that even though a number of workshops on continuous assessment were conducted, the teachers still could not implement it as expected. The study findings inform my professional context as an Advisory Teacher and that of my colleagues. Therefore it made me realize what the teachers’ needs are and what kind of support they require.
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Hamukwaya, Shemunyenge Taleiko. "An investigation into parental involvements in the learning of mathematics : a case study involving grade 5 San learners and their parents." Thesis, Rhodes University, 2010. http://hdl.handle.net/10962/d1003480.
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The purpose of this study was to investigate and document parental involvement in a San community in Namibia over a period of two months. The emphasis was to investigate whether San parents in the Omusati region were involved in the learning of mathematics of their children. The learner participants were selected according to those who were open to sharing their ideas. An interpretive approach was used to collect and analyse data. The collected data was gathered from 9 participants (4 learners in grade 5 together with their parents, plus their mathematics teacher). Semi-structured interviews, parental contributions and home visit observations were the three tools that I used to collect data. The selected school is located in a rural area in the Omusati region of northern Namibia. The interviews were conducted in Oshiwambo (the participants‟ mother tongue) and translated into English and then analyzed. I discovered that the selected San parents were involved in some but limited school activities. The findings of this study emphasizes that illiteracy may be one of the contributing factors of low or non-involvement of parents among the San community. Other factors which I found caused parents not to assist their children with homework was parents spending much of their time at the local cuca shops during the day until late in the evenings. The study also highlights possible strategies that can be carried out by teachers to encourage parental involvement in school activities.
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Hoepfner, Narenda. "An investigation into how two Natural Science teachers in the Khomas region mediate learning of the topic of atoms and molecules in Grade 7 : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017342.
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The teaching of abstract concepts requires higher cognitive thinking skills and thus presents a challenge for most subjects in the curriculum, in particular, science subjects. Teachers often complain that they struggle to develop higher cognitive skills in learners in such topics. As a result, learners fail to understand science concepts and then complain that science is boring and hence lose interest in the subject. The main reason for this study was to investigate how Grade 7 Natural Science teachers mediate the learning of abstract topics, in particular, atoms and molecules which are regarded as the building blocks in chemistry. This study further sought to develop a teaching unit of work on atoms, molecules and the Periodic Table in partnership with the participating teachers, in order to help improve teaching and learning of the topic. The study is located within an interpretive paradigm. Within this paradigm, a qualitative case study approach was adopted whereby two Grade 7 Natural Science teachers in the Khomas Region were the research participants. This approach enabled me to seek for answers beyond the obvious classroom experiences by using document analysis, semi-structured interviews and classroom observation (which were video-taped and transcribed). The theoretical frameworks underpinning this study focused on mediation of learning and social constructivism as expounded by Vygotsky, in conjunction with Shulman’s pedagogical content knowledge. Hence, emphasis was placed on the teaching strategies used by teachers, such as elicitation of prior knowledge during the lessons, language used, interaction of learners and ways how teachers deal with the challenges faced by them in the mediation of learning. An inductive analysis to discover patterns and themes was applied during the data analysis process. The themes were further turned into analytical statements to interpret the data. The validation process was achieved by using a variety of data gathering techniques. I watched the videotaped lessons with the observed teachers and I made use of member checking in the form of stimulated recall interviews and transcripts of the interviews. Thus, a summary of discussions were given back to the respondents to verify their responses and check for any misinterpretations. Different chapters of my study were given to colleagues to read through as a means of the validation process. Herein lies the importance of a critical friend in qualitative research. The findings of the study revealed that concepts of high cognitive demand should not be oversimplified when introduced to learners, as learners might find it difficult to define and conceptualise concepts as they do not have proper insights into the concepts. The findings further illuminated that teachers should develop a strong subject content knowledge as well as pedagogical content knowledge to have the best strategies in place to mediate learning of this topic. The study concludes, with Phase 2, that the exposure of and cooperation between teachers plays an indispensable role in their professional development. Essentially, this enables teachers to make use of different teaching styles as they scaffold learners in the process of making sense of, in particular, abstract science concepts. Finally, this study recommends that teachers need to engage in on-going professional development opportunities and be equipped with suitable learning support and other necessary physical resources, as a way of motivation and to be in a position to deal with all the many challenges they have to face during the mediation of learning.
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Silas, Fenni. "Understanding Grade 10 Life Sciences teachers’ perceptions and experiences of teaching topics on human reproduction." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1020305.
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This study was conducted in order to understand Grade 10 Life Science teachers’ perceptions and experiences of teaching human reproduction topics in the Ohangwena political region in the northern part of Namibia. It also explored how the culture of the majority of the inhabitants of Ohangwena region who are Oshiwambo speaking impacts the teaching of human reproduction topics. The study was prompted by the fact that the Grade 10 Life Science syllabus requires learners to learn details of human reproduction although in Oshiwambo culture such things are not discussed openly. And this section has proven to be one of the poorly answered sections in the Grade 10 national examinations. A total of thirty five (35) Grade 10 Life Science teachers participated in this study. It is a qualitative case study underpinned by an interpretive paradigm. The unit of analysis for this study was teachers’ perceptions and experiences of teaching the topic of human reproduction. Data were generated through document analysis, questionnaires and tape recorded semi-structured interviews. Such data were analysed inductively by sorting them into categories and then into emerging themes. Categories included teachers’ views and experiences of being taught and teaching human reproduction, how culture influenced the manner in which teaching and learning of human reproduction takes place as stated in the socio-cultural theory, and how teachers of different gender perceived and experienced the teaching of human reproduction according to the feminist standpoint theory. The emerging themes were colour coded and then developed into analytical statements. Data triangulation, member checking, and follow up interviews ensured data validity and trustworthiness. This study revealed that the cultural belief of the Owambo people that prohibits adults to talk to children about things related to sex because it encourages them to practice sex is still strong among individuals in the community including teachers themselves. As a result, teachers are not comfortable with teaching human reproduction topics. From the findings, it is recommended that teachers should be empowered to teach Life Science, specifically human reproduction topics, with confidence. Furthermore, parents should be made aware of the importance of including human reproduction topics in the school curriculum so that they can motivate their children to study it with an open mind.
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Gagnon, Helen A. "Teaching the fifth grade social studies curriculum through thematic units." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/792.
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Nyambe, Thomas Nyambe. "Primary school teachers' experiences of implementing assessment policy in social studies in the Kavango region of Namibia." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/96958.
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Thesis (MEd)--Stellenbosch University, 2015.ENGLISH ABSTRACT: The aim of the study was to investigate primary school teachers’ experiences of implementing assessment policy in the Social Studies learning area. After adopting the new learner-centred schooling to replace the old teacher-centred education system in Namibian schools in 1990, the Ministry of Education made it mandatory to implement assessment policy in the schools. During the implementation of assessment policy teachers were forced to change their assessment practices from traditional testing and evaluation to continuous assessment. The study employed an interpretive research design to construct data during the exploration of the teachers’ experiences in teaching. Document analysis, lesson observations and in-depth interviews were used to collect the data. One of the main findings of the study is that teachers do not use assessment to inform their own practices, but rather only to record marks. Despite a world trend towards assessment for teaching, assessment, in this case, was only used as an instrument of teaching. It was also found that assessment policies did not take local contextual circumstances of schools and communities into consideration. As a result, of the de-contextualization of these policies, teachers are negatively positioned in the system because they have to adhere to departmental demands and policy prescriptions on the one hand while, on the other, working in contexts that are not conducive to effective teaching. Schools in such contexts therefore, need to be provided with the necessary infrastructure, guidance and support to facilitate the effective implementation of assessment policies.
AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om laerskoolonderwysers se ervarings van die implementering van assesseringsbeleid in die Sosiale Studies leerarea te ondersoek. Na die goedkeuring van die nuwe leerder-gesentreerde onderrig om die ou onderwyser-gesentreerde onderwysstelsel in Namibiese skole in 1990 te vervang, het die Ministerie van Onderwys dit verpligtend gemaak om ʼn nuwe assesseringsbeleid in die skole te implementeer. Onderwysers was dus genoodsaak om hul assesseringspraktyke aan te pas vanaf tradisionele toetsing en evaluering na deurlopende assessering. Die studie het ’n interpretatiewe navorsingsontwerp gebruik om data tydens die verkenning van die onderwysers se ervarings te konstrueer. Dokument-analise, les observasies en in diepteonderhoude is gebruik om data te versamel. Die vernaamste bevindings van die studie is dat opvoeders nie assessering gebruik om hul eie praktyke te informeer nie, maar eerder net op punte op te teken. Ten spyte van ʼn teenoorgestelde wêreld-tendens, was assessering, in hierdie geval, nie aangewend vir onderrig nie, maar slegs van onderrig. Daar is ook bevind dat assesseringsbeleide nie plaaslike teenwerkende kontekstuele omstandighede van skole en gemeenskappe in ag neem nie. As gevolg van die dekontekstualisasie van hierdie beleide, word onderwysers negatief geposisioneer in die stelsel omdat hulle moet uiting gee aan departementele voorskrifte binne kontekste wat nie bevorderlik is vir effektiewe onderrig nie. Daarom moet skole in sodanige kontekste voorsien word van die nodige infrastruktuur asook leiding en ondersteuning ten einde die implementering van assesseringsbeleide meer effektief te maak.
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Po, Sum-cho, and 布森祖. "Value education in social studies for primary schools in Hong Kong: a study of the different approaches used byteachers of social studies." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1989. http://hub.hku.hk/bib/B31955873.
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Smith, Janet L. "Integrating language arts and social studies through the use of literature." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/736.
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Lee, Suk-ching Penelope, and 李淑靜. "Teachers' usage of textbooks in primary six classes: an investigation on how primary six social studies andmathematics teachers use textbooks in their teaching." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958783.
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Nelson, Michelle RaeLynn. "A comprehensive approach to using primary sources in elementary curriculum development." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3229.
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A teacher resource packet was created that teachers can use at the third through sixth grade levels to effectively implement the use of primary sources into their existing curriculum to promote greater historical understanding, imagination, emapthy and critical thinking. This project is intended to change teacher behaviors of teaching using an archival view of history to one that applies critical thinking and promotes in-depth student understanding of historical events.
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Davis, Melanie D. "Pre-reading strategies for content area reading instruction: social studies." CSUSB ScholarWorks, 1987. https://scholarworks.lib.csusb.edu/etd-project/400.
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Panzo, Barbara Ann. "Inclusion of Alaska natives in history/social science curriculum for fifth grade." CSUSB ScholarWorks, 2000. https://scholarworks.lib.csusb.edu/etd-project/1680.
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This project addresses the need for more authentic multicultural curriculm in the elementary schools within California, specifically concerning Native Americans in Alaska Natives. This projects supports the need to include Alaska Natives in the California History/Social Science curriculum for fifth grade.
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Camicia, Steven Paul. "Teaching the Japanese American internment : a case study of social studies curriculum contention /." Thesis, Connect to this title online; UW restricted, 2007. http://hdl.handle.net/1773/7839.
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Merrill, Jean Collins. "Eureka: A gold rush play integrating the performing arts into elementary social studies curriculum." CSUSB ScholarWorks, 2004. https://scholarworks.lib.csusb.edu/etd-project/2566.
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The purpose of this project is two-fold. The first purpose is to explore the benefits of incorporating the arts in the education of all students. Incorporating the arts into other curricular areas enhances learning and makes it more meaningful to the student. The second purpose is to develop a performance program that brings the California Gold Rush era and the cultural diversity of that period of history alive.
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Hatfield, Denise Truex. "Addressing second and third grade California science and social science content standards through environmental literature." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3056.
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In response to the federal legislation No Child Left Behind, schools across the country implemented required reading programs for classroom instruction. Open Court's Reading program meets this criterion for many schools. The text in Open Court Reading for grades two and three was evaluated for science and social science content standards that would be supportive of environmental education. Supplemental lessons from Project Learning Tree, Project WILD, and Project WET were identified.
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Loveless, Linda H. "Staff development training for implementing a history-social science curriculum." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/848.
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Scallan, Bob. "The Effect of Guided Practice on Student Achievement in Social Studies and Science in Grades Five and Six." Thesis, North Texas State University, 1987. https://digital.library.unt.edu/ark:/67531/metadc332421/.
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The purpose of this study was to assess whether guided practice is more effective than no guided practice (1) in fifth and sixth grade classrooms, (2) in fifth and sixth grade social studies classrooms and fifth and sixth grade science classrooms, and (3) in science classrooms and social studies classrooms.
In this experimental study, all fifth and sixth grade students in a small school district in north Texas were randomly assigned to two experimental groups and two control groups in each grade. Over the course of one month two teachers who had previously been trained in the use of guided practice procedures taught the experimental groups in each grade, using, extensive guided practice. Two other teachers taught the control groups in each grade without the use of guided practice. Students in both groups were administered a pretest before beginning each of two chapters in each textbook, while a posttest was administered after the study of each chapter.
The analysis and interpretation of data yielded the conclusions that the use of guided practice in classes can be expected to result in higher student achievement than in classes using little or no guided practice in the following areas: science classes, social studies classes, sixth grade classes in general, fifth grade classes in general, fifth grade science classes, and fifth grade social studies classes. The use of guided practice did not result in significant gains in student achievement in sixth grade science classes and sixth grade social studies classes when compared with classes which used little or no guided practice.
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Gamez, Octavio Rodolfo. "The effectiveness of direct vocabulary instruction strategies to increase the comprehension of fifth grade students during social studies lessons." CSUSB ScholarWorks, 2006. https://scholarworks.lib.csusb.edu/etd-project/3050.
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Designed to answer the overarching question: does the implementation of direct vocabulary instruction strategies improve the comprehension of fifth grade students during the social studies lessons? The study included three fifth grade classes in the Corona-Norco Unified School District. To answer the question seven areas were considered: lesson selection, word selection, developing a vocabulary note guide, developing the test with a rubric, making handouts with critical analysis questions, designing semantic maps and semantic feature analysis handouts of the lesson design. Results showed that students who received the direct instruction in vocabulary words benefited greatly and in most cases doubled their score from the pretest to the posttest. The control group showed minimal to no growth from the pretest to the posttest.
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Rossi, Christine Skei. "After the sixties : anthropology in sixth grade social studies textbooks." PDXScholar, 1986. https://pdxscholar.library.pdx.edu/open_access_etds/3691.
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During the 1960s, anthropology was an important part of the social studies curriculum. This study explores the question of whether twenty years later, anthropology is still an important part of primary and secondary school curricula and textbooks. To answer that question, the author used content analysis to analyze 13 sixth grade social studies textbooks for their anthropological content. Results of the research indicate that there is very little anthropology in the texts, the same topics and concepts are covered in most of them, and that most of the anthropological material is narrative or descriptive in form rather than theoretical. The exclusion of anthropology from the textbooks would seem to be tied in with the process of textbook production, publishing, and adoption. If anthropologists wish to see more anthropology in textbooks, then they will have to involve themselves in the textbook process.
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Gibson, Michael K. "Enhancing the social studies: A literature based program for fifth grade." CSUSB ScholarWorks, 1988. https://scholarworks.lib.csusb.edu/etd-project/338.
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Carder, Lou Anne. "A teachers' guide to integrating middle-grade science into language arts." CSUSB ScholarWorks, 1993. https://scholarworks.lib.csusb.edu/etd-project/646.
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Woodring, Betty Gregory. "The Use of Learning Styles in Teaching Social Studies in 7th and 8th Grade: A Case Study." Thesis, University of North Texas, 1990. https://digital.library.unt.edu/ark:/67531/metadc332110/.
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This qualitative case study examined the extent to which learning styles were used by teachers in four seventh and eighth grade social studies classrooms in a large suburban north Texas junior high school.
The conclusions were as follows:
1) The environment on the junior high level did not afford the flexibility found in the elementary classroom. The changing of students, teachers, and the multi-purpose use of rooms did not afford flexibility of light, temperature, sound, and design preference.
2) The physical and the psychological categories had elements within each category that overlapped. A right brain activity closely aligned to a tactile/kinesthetic activity. A parallel between physical-mobility and psychological-global was noted, as well as a pattern between the global and the tactile/kinesthetic projects.
3) The split lunch period created problems for the global, kinesthetic, impulsive students. The academic environment was interrupted for a thirty minute period; students had to re-acclimate to a more analytic environment after lunch.
4) Each teacher alternated between primary style and secondary and tertiary styles. This mediation ability enabled each teacher to use all styles in lessons the researcher observed.
5) Abstract random and concrete random teachers did more group and team teaching than concrete sequential and abstract sequential teachers. Further, dominant sequential ordering in a teacher limited random activities. Whereas, dominant random ordering in a teacher limited sequential ordering activities. Both groups of teachers experienced teacher burnout when forced out of their primary style.
6) It was easier for those teachers whose primary and secondary ordering were opposite (CS/CR or AS/AR), as opposed to those whose primary and secondary ordering were the same (CS/AS or CR/AR), to align to a different environment.
7) These results suggest that teachers should not be required to stay in any one style. The flexibility of being able to alternate between styles will conserve energy and prevent teacher burnout.
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Smith, Heidi R. "An analysis of social studies in the public elementary school: A consideration for motivation." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/730.
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Farragher, Matthew F. "Getting to know my downtown in the 3rd grade : a local history handbook for use in the Youngstown City Schools." Virtual Press, 2007. http://liblink.bsu.edu/uhtbin/catkey/1371191.
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My creative project is the construction of a local history handbook to be used by third grade teachers in the Youngstown City Schools to teach their students the history of Youngstown as a part of their social studies curriculum. The local history handbook that I have constructed has two main parts; a teacher's edition and a student's edition. The teacher's edition is detailed history of Youngstown, written to an adult level of comprehension, and is meant to prepare the teacher with the information needed to answer students' questions. The student's edition is based on the teacher's edition. The student's edition is written to a student's level of understanding and is highlighted with numerous images and activities to further the students' learning of the subject matter.The local history handbook is one component of a larger program, Getting to Know my Downtown in the 3rd Grade, aimed at teaching local third graders the history of their town. Other parts of the program include local history experts and local government leaders coming to speak with the students; traveling activity resource packets; a three — dimensional, interactive map of the downtown; and a culminating field trip to the downtown where students visit many locations important to local history and government. One objective of this project is to establish and strengthen the students' "pride of place" and to prepare them to be better stewards of their local history and built environment in the future. A second objective is to give students a better understanding of how local government operates and the numerous ways for them to make a positive impact on their community.Department of Architecture
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Fisher, Susan. "The effect of a study strategy, SQ3R, on the ability of fifth-grade students to read a social studies textbook." Virtual Press, 1985. http://liblink.bsu.edu/uhtbin/catkey/457829.
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The purpose of this study was to examine the effect of teaching a study strategy on the ability of fifth-grade students to read a social studies textbook. The specific strategy was survey, question, read, recite, and review (SQ3R) (Robinson, 1961). It was taught as an integral part of the social studies lesson. The effect of gender and reading level on the SQ3R strategy was studied.The subjects were 72 students enrolled in four intact fifth-grade classrooms of two schools in an urban, midwestern school district. The classes were randomly assigned to a control group consisting of 37 subjects and an experimental group consisting of 35 subjects.The instrument used was the Sequential Tests of Educational Progress III (STEP III). The ability to read a social studies textbook was measured by the social studies subtest during pre- and posttesting procedures. The reading grade level indicator was determined by the reading subtest during the pretesting procedures.An inservice session conducted by the researcher trained the teachers of the experimental group in the SQ3R strategy. Traditional teaching procedures were followed by the control group teachers for the 9-week period.An analysis of covariance was used to examine the results at the p<.05 level of significance. The pretest score of the social studies subtest of the STEP III was used as the covariant.Statistical analysis of data generated the following results:1. There was a significant difference in the preinstructional knowledge of social studies between the experimental and control groups.2. There was no significant difference in the mean scores of the social studies subtest of the STEP III of fifth-grade students taught the SQ3R strategy and those taught the traditional way.3. There was no significant difference in the mean scores of the social studies subtest of the STEP III of males and females taught the SQ3R strategy and those taught the traditional way.4. There was no significant difference in the mean scores of the social studies subtest of the STEP III of above-average, average, and below-average readers taught the SQ3R strategy and those taught the traditional way.5. There was no interaction among the mean scores of the social studies subtest of the STEP III, the gender, and the reading level of fifth-grade students taught the SQ3R strategy and those taught the traditional way.
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Ouellet, Micheline. "Discours de classe et littératie en sciences humaines au primaire : études de cas de deux enseignantes en FL1 et en FL2." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape10/PQDD_0021/NQ44544.pdf.
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O'Brien, Eileen Marie. "Women in history: A vanishing act." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/762.
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Waner, Lisa Marie. "An integrated, thematic, literature-based unit for middle school." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/876.
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Hildreth-Blue, Cynthia. "Enlivening California's sixth grade history/social sciences curriculum with historical fiction." CSUSB ScholarWorks, 1990. https://scholarworks.lib.csusb.edu/etd-project/562.
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Posiviata, Susan Renee. "California women's history: A teacher resource book for the elementary social studies classroom." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1636.
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Salman, Rania Camille. "The (Mis)representation of the Middle East and Its People in K-8 Social Studies Textbooks: A Postcolonial Analysis." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799522/.
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Critical examinations of cultural groups and the ways in which they are presented in schools are missing from current elementary and middle school curricula. Issues of this nature often fall under the umbrella of “multicultural education” or “cultural pedagogy,” but this rhetoric is dismissive in nature. Constructing the non-Western child as “culturally deprived,” “culturally disadvantaged,” or “at-risk” perpetuates an “us/colonizer” versus “them/colonized” mentality. The purpose of this study was to examine critically how the Middle East and its people are represented in U.S. social studies textbooks. Through the use of qualitative content analysis, 10 elementary and middle school social studies books from Florida, Texas, and Virginia were analyzed. Drawing largely from the postcolonial Orientalist work of Edward Said (1978/2003), this study unveiled the ways in which American public schools other children, specifically children of Middle Eastern or Arab descent. Othering occurs anytime an institution in power constructs a certain reality for a marginalized group of people.
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Duffett, Kristen Gayle. "Integrating literature and California history in fourth grade social studies." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1853.
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Corioso, Erica Lian. "Three branches of government webquest." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3294.
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The general purpose of this project was to enhance the retention of social studies curriculum via internet technology. Specifically, this project involved a webquest about the three branches of government.
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Steury, Cynthia L. "The effects of a trade book on attitudes and achievement in social studies." Virtual Press, 1996. http://liblink.bsu.edu/uhtbin/catkey/1041809.
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The purpose of the study was to determine if social studies achievement and positive attitudes about social studies would increase when the traditional single textbook approach was supplemented by a related work of children's literature. Two intact classes were randomly assigned to the treatment group which received instruction based on the regularly adopted textbook and the trade book My Brother Sam Is Dead, by James Lincoln Collier and Christopher Collier. Two randomly assigned classes composed the control group and received instruction based on the textbook only.The participants in the study were filth grade students at an urban magnet school. Each of two teachers served as instructors working with one control class and one treatment class. The instruments used were the Attitudes Toward Social Studies instrument and the Macmillan test written for the unit of instruction entitled The Colonies Become a Nation. Pretests and posttests were administered to students in each group to assess differences in mean gain scores between groups in both attitude and achievement. In order to determine if the difference between mean gains between the two groups was significant, t-tests were used. An analysis of variance and the Tukey HSD multiple comparison procedure were used to determine how the four sections differed in attitude toward social studies and which differences were significant.There was no significant difference in mean social studies achievement gains between the treatment group and the control group. A significant difference in mean attitude gains between control and treatment groups was found. The results of the t test showed a significant mean gain in positive attitudes about social studies favoring the control group. Evidence from the analysis of variance and the Tukey HSD multiple comparison procedure indicated that the positive attitude gain was linked to the Hawthorne Effect.Department of Elementary Education
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McComb, Bonnie Jean. "The effect of pictures in a visually structured lesson on the comprehension and recall of grade 5 and grade 7 social studies text." Thesis, University of British Columbia, 1987. http://hdl.handle.net/2429/26870.
Full textAbstract:
The effects of instruction integrating pictorial and textual components in a fifth and a seventh grade Social Studies lesson were investigated. Measures of recall were examined both immediately after the lesson and after a two week delay. Experimental instruction focusing on the integration of illustrations with the expository text was compared to the more conventional classroom procedure of focusing on the written text through guided silent reading. The fifth grade experimental group outperformed the conventional group on all measures of immediate and delayed recall. The seventh grade experimental group had higher scores than the conventional group on one delayed measure of recall, a short answer test. No particular reading ability level was benefited more than another by the experimental treatment in either grade. An examination of gender differences revealed that fifth grade females in the experimental group outscored males on one immediate measure of recall, a short answer test. Implications for instruction and further research are discussed.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Baysinger, Kristi M. "Using readers theater to improve reading comprehension and reader self-efficacy in elementary students." Scholarly Commons, 2005. https://scholarlycommons.pacific.edu/uop_etds/615.
Full textAbstract:
Previous research provides support for the use of Readers Theater as a way to teach literacy and improve reading comprehension. Readers Theater involves listening to a story, engaging in repeated readings of the story, and performing the story using vocal intonation, reading rate, facial expressions, and body movements to accurately portray the meaning of each line. An empirical demonstration of the effect of Readers Theater on reader self-efficacy has yet to occur. Further, previous research rarely evaluated the magnitude of improvements associated with Readers Theater with the magnitude of improvements associated with maturation and traditional classroom instruction. The purpose of the present study was to evaluate the efficacy of a Readers Theater intervention on improving reading comprehension and reader self-efficacy in elementary students, beyond that related to maturation or traditional classroom instruction. It was expected that participants receiving the Readers Theater intervention would exhibit greater improvements in reading comprehension and reader self-efficacy when compared to a control group. It was also anticipated that when the second group received the intervention, the findings would be replicated. Participants were 24 fourth, fifth, and sixth graders. Results support the use of Readers Theater as a supplemental technique for reading instruction. Participants displayed some improvements in reading comprehension and various aspects of reader self-efficacy. Further research is needed to extend the findings to a larger population and refine techniques to maximize benefits.
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Allred, Carol Bunnell. "Rationale and implementation strategies for interdisciplinary instruction in the 6th grade social science curriculum for California public schools." CSUSB ScholarWorks, 1991. https://scholarworks.lib.csusb.edu/etd-project/753.
Full text
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Johnson, Wanda Hughes. "A Study of the Relationship Between Self-Concept and Heterogeneous and Homogeneous Grouping Procedures with Seventh-Grade Students." TopSCHOLAR®, 1992. http://digitalcommons.wku.edu/theses/1760.
Full textAbstract:
Homogeneous grouping, a technique which assigns learners by ability levels into class sections for instruction, has undergone considerable controversy. This study investigated the relationship between global self-concept and two procedures used to group seventh-grade students for instruction. The two procedures were heterogeneous and homogeneous grouping The Piers-Harris Children’s Self-Concept Inventory Scale was administered to 76 heterogeneously grouped students and 70 homogeneously grouped students. A T-Test was applied to study the data by total groups. It was concluded that there was insufficient evidence to reject the hypothesis that there was no difference between the two groups.
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Palmer, Sarah Morgando, and Tracy Lee Inman. "Perceived effects of a substance abuse prevention science program among fourth and fifth grade children: A qualitative study." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2418.
Full textAbstract:
This project explores the perceptions of fourth and fifth grade students who participated in a substance abuse prevention program. Risk and protective factors are presented to assist the reader in understanding this project.
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Harmon, Larry G. "Teacher Perceptions and Applications of the Texas Assessment of Academic Skills (Taas) in the Seventh-Grade Social Studies Curriculum." Thesis, University of North Texas, 1994. https://digital.library.unt.edu/ark:/67531/metadc332513/.
Full textAbstract:
This investigation sought to determine how seventh-grade social studies teachers perceive TAAS objectives for social studies, language arts, and mathematics and how they apply them in the classroom. A detailed questionnaire was submitted to fifty teachers in the Dallas metropolitan area; a 72 percent. return was received. Though teachers expressed a favorable attitude toward emphasizing the higher-level thinking objectives, many indicated that their lesson plans and teaching methods have remained unchanged in the past year. The data suggests that teachers want and need additional training and teaching resources to satisfy the call for incorporating performance-based assessment into the classroom curriculum. TAAS standards cannot drive the intended curriculum improvements without a model for reorienting instructional practices.
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Coats, Cecilia E. "Intercultural awareness education in grades kindergarten through fourth." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/653.
Full textAbstract:
This thesis examines how intercultural awareness education can be taught to kindergarten through fourth grade children. The concept of what it means to be interculturally aware and what is needed for teachers to instinct awareness in young students is examined. Literature research and data gathered from teachers through interviews and surveys is used to create a framework for teaching intercultural awareness education. In addition a set of recommendations for instruction and a bibliography for professional development around intercultural education are presented.
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Seroto, Ngwako. "Exploration of geometrical concepts involved in the traditional circular buildings and their relationship to classroom learning." Thesis, University of Limpopo (Turfloop Campus), 2006. http://hdl.handle.net/10386/1035.
Full textAbstract:
Thesis (M.Ed. (Mathematics)) --University of Limpopo, 2013Traditionally, mathematics has been perceived as objective, abstract, absolute and universal subject that is devoid of social and cultural influences. However, the new perspective has led to the perceptions that mathematics is a human endeavour, and therefore it is culture-bound and context-bound. Mathematics is viewed as a human activity and therefore fallible. This research was set out to explore geometrical concepts involved in the traditional circular buildings in Mopani district of Limpopo Province and relate them to the classroom learning in grade 11 classes. The study was conducted in a very remote place and a sample of two traditional circular houses from Xitsonga and Sepedi cultures was chosen for comparison purposes because of their cultural diversity. The questions that guided my exploration were: • Which geometrical concepts are involved in the design of the traditional circular buildings and mural decorations in Mopani district of the Limpopo Province? • How do the geometrical concepts in the traditional circular buildings relate to the learning of circle geometry in grade 11 class? The data were gathered through my observations and the learners’ observations, my interviews with the builders and with the learners, and the grade 11 learners’ interaction with their parents or builders about the construction and decorations of the traditional circular houses. I used narrative configurations to analyse the collected data. Inductive analysis, discovery and interim analysis in the field were employed during data analysis. From my own analysis and interpretations, I found that there are many geometrical concepts such as circle, diameter, semi-circle, radius, centre of the circle etc. that are involved in the design of the traditional circular buildings. In the construction of these houses, these concepts are involved from the foundation of the building to the roof level. All these geometrical concepts can be used by both educators and learners to enhance the teaching and learning of circle geometry. Further evidence emerged that teaching with meaning and by relating abstract world to the real world makes mathematics more relevant and more useful.
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Anderson, Robbie J. "Adapting to Retention: A Naturalistic Study Revealing the Coping Resources of Nonpromoted Students and Their Parents." Digital Commons @ East Tennessee State University, 1993. https://dc.etsu.edu/etd/2628.
Full textAbstract:
The purpose of this study was to uncover the feelings and reactions of students and their parents in regard to the nonpromotion experience. Families with children who had been retained at least once in grades one through eight were purposefully selected as units of study from one of four area school systems. A total of 52 family members from 22 family units participated in 46 separate, qualitative interviews. The information collected from the interviews was inductively analyzed. Building upon Schlossberg's theory for human adaptation to transitions, seven factors or coping resources emerged from the data that affected the adaptation of a parent or a student to a grade level retention. These factors fell into one of three categories--the characteristics of the individual, the characteristics surrounding the transition (the retention), and the characteristics of the individual's environment. The analysis revealed the following seven coping resources: self-definition of an individual, previous experience with retention, retention philosophy of the individual, feelings of empowerment connected to the retention decision, retention rationale or reason for the retention, sense of belonging to the school community, and support systems available to the individual. From the findings, the investigator reached the following conclusions: (1) regardless of their initial feelings toward a retention decision, most students, as well as other family members, eventually assimilated a nonpromotion experience; (2) the seven identified coping resources influenced the success of an individual's adaptation to a retention experience; (3) school personnel did little to initially prepare a child for a nonpromotion and generally offered little support to aid adaptation to the retention; (4) the relationships an educator developed with family members were essential in establishing a sense of trust and of cooperation between the home and the school; (5) school systems rarely provided parents of children in grades one through eight with the strategies necessary to academically aid a child within the home environment; (6) adherence to rigid, grade level curriculum placed undue stress on many students and their families, inadvertently reinforcing the acceptance of the practice of retention by parents and by students.
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Robertson, Susan Elaine 1971. "Teaching for social justice : a case study of one elementary teacher's experience with implementing social justice education in the social studies." 2008. http://hdl.handle.net/2152/17737.
Full textAbstract:
This qualitative case study examined the efforts of one elementary public school teacher to implement a social justice curriculum unit in her fourth grade social studies classroom. The study was guided by two research questions and one sub-question. With the first research question, I examined the role of the teacher in an elementary public school classroom implementing social justice. With the second research question, I explored the manner in which social justice education was implemented in the elementary social studies and incorporated into a standards-based public school classroom. This study also examined the barriers to implementation faced by the teacher in a public school setting. The data collection for this case study included daily observation notes over a sixweek period, multiple interviews with the teacher participant, and classroom and unit artifacts. Four themes emerged from the data analysis. The first three themes each addressed the first research question and examined the role of the teacher in a classroom implementing social justice education. These themes examined the role of the teacher in terms of establishing a socially-just climate, creating a child-centered curriculum that allowed for voice and choice, and recognizing that education is value-laden. The fourth theme addressed the second research question and sub-question and examined the implementation of the social justice curriculum unit in a fourth grade standards-based public school classroom. The findings of the study suggest that the teacher has a pivotal role in the implementation of social justice education, as the teacher both serves as a model for social justice and sets the context for social justice education to emerge in the classroom. The findings also suggest that the teacher may have to negotiate and/or circumvent standardized curricula to implement a social justice curriculum unit. The findings of this case study further suggest that the structure and substance of the social studies at the elementary public school level may not adequately support social justice education. Finally, although there are many conceptualizations of social justice education, the findings of this study suggest that the teacher’s own perception of social justice education impacts its implementation in the classroom.text
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Hou, Cheng-Chou, and 侯成洲. "A Study of Learning Motivation and Effectiveness of Using Digital Mind Maps in Teaching Social Sciences on Elementary Students-Taking the 6th Graders at Chiayi County Elementary School As Examples." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/55656659313577862474.
Full textAbstract:
碩士國立雲林科技大學
資訊管理系碩士班
99
This study uses a quasi-experimental design, and aims to explore the learning motivation and effectiveness of using the digital mind maps in teaching social science on the sixth graders. Subjects are the students in the sixth grade in one of the elementary school in Chiayi County. There are twenty-six students in this class. They are divided into two groups. One is the experimental group and the other one is the control group. The experimental group received digital mind maps teaching on social science, and they were taught by the researcher in the computer lab. Students in the control group were taught by social science teacher in the ordinary classroom. The students of the two groups were first asked to fill out the questionnaire of the learning motivation on social science. After five weeks’experiment, the students of the two groups both received the questionnaire of the learning motivation and took the test of the learning of effectiveness on social science. According to the results of the study, the students have better learning motivation on social science after they received mind maps teaching. Although the learning effects of the group of students who received digital mind maps teaching are not better than the other group of students, it is still helpful for the students.
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Basye, Cynthia. "Decision-making behaviors of preservice teachers as they plan for social studies in elementary classrooms." Thesis, 2012. http://hdl.handle.net/1957/29212.
Full textAbstract:
Instructional time for social studies in elementary classrooms has decreased
since the passage of Goals 2000 and No Child Left Behind, with content contracted to align with reading goals. Consequently, opportunities for preservice teachers to observe and teach social studies lessons have diminished. This qualitative multiple case study examines the practices that preservice teachers develop and apply in making decisions concerning social studies curriculum. Three elementary level preservice teachers who had, or were earning, another degree in addition to their degree in education were participants in the study. The study offers insights into three research questions: 1) How do preservice elementary teachers construct an understanding of the teachings of social studies? 2) What knowledge, beliefs, and attitudes do preservice teachers draw upon as they make decisions about social studies
teaching? and 3) How do preservice teachers reflect upon and revise their own
teaching of social studies? Data from student-produced texts, interviews, classroom observations, a focus group, and researcher memos were analyzed using an inductive approach drawing on Charmaz's Constructing Grounded Theory (2010) and situational analysis (Clarke,2005). Five factors intersected for each participant in constructing their understandings of social studies instruction: academic background, learning preferences, beliefs and attitudes regarding education, a conception of the teacher's role, and aspects of college coursework in education. The participants' academic background, knowledge of students' prior learning, content standards, curriculum emphasis at school sites, and beliefs about purposes for social studies shaped their
decisions about social studies instruction. Each participant reflected on technical aspects of lessons primarily using descriptive language. Reflection considering multiple perspectives and the social and historical contexts for lessons occurred when the participants had academic backgrounds related to social studies fields, or when there were multiple lessons related around a topic. In these cases, reflections demonstrated greater depth and complexity. Participants' opportunities to revise lessons varied. In general, the findings suggest that when background knowledge was related to social studies fields, preservice teachers found alternative ways to approach subject matter and multiple occasions to integrate social studies. This study has implications for the coursework and practicum components of preservice teacher education.Graduation date: 2012
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LEE, HUNG-CHIU, and 李虹秋. "A Study of the Learning Effect of Incorporating Mind Maps Teaching into Social Sciences on Elementary Students – Taking the 6th graders at Changhua Hua Hua Elementary School As An Example A Study of the Learning Effect of Incorporating Mind Maps Tea." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/81970262069226468257.
Full textAbstract:
碩士國立臺中教育大學
社會科教育學系碩士班
97
Abstract The present study aims to probe the learning effect on elementary students by incorporating mind mapping into social science teaching, with the following purposes: (1) To investigate the feasibility of incorporating mind maps teaching into the social sciences of the 6th graders; (2) To examine the impact of mind maps teaching on the 6th graders’ academic achievement; (3) To explore the learning satisfaction of the 6th graders have towards with incorporating mind maps teaching into social sciences. By employing quasi-experiment method, the study targets two 6th-grade classes at Changhua Hua Hua Elementary School, which includes an experimental group and a control group of 36 students each. Collected data are put through quantification statistics using percentage, average value, standard deviation, and t test, complemented by analysis of students’ works, interview records, and teachers’ notes. The study yields the following results: The curriculum and teaching strategies adopted in the study can actually enable students to learn mind mapping skill, and to apply the skill on their learning of social sciences. A. Learning difficulties such as reaction of putting pen to paper, keyword selection, symbol presentation and marking of arrowhead sign, appeared at the initial stage of mind maps drawing, nevertheless, students were competent enough to gain full grasp of mind mapping skill after appropriate teaching strategies were applied. Through small group instruction, pre-drawing, modification of mind maps, and discussion and oral presentation of mind mapping process, students eventually became familiarized with the learning content, and increased their learning effect. B. No significant difference is found in the pre-test of social sciences between the experimental group and the control group. In the post-test, the experimental group performed better than the control group and has reached a significant difference. The control group had a better performance in the post-test than in the pre-test, and has reached a significant difference. C. All students had positive attitude towards the curriculum activities, with affective aspect hitting the highest average points, followed by cognitive aspect and skill aspect. A few suggestions drawn from the findings are proposed to teachers in their application of mind maps teaching and provided as reference for follow-up studies.
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Jagger, Susan. "The influence of participation in a community mapping project on grade four students’ environmental worldviews." Thesis, 2009. http://hdl.handle.net/1828/2816.
Full textAbstract:
This study examined if and how participation in a community mapping project influenced grade four students’ environmental worldviews immediately after and three
months after the culmination of the project. A mixed methods approach was used as
students completed pre-test, post-test, and follow-up New Ecological Paradigm for
Children scales and participated in post-test and follow-up interviews. Students’ overall NEP scores were pro-environmental at each point in the study and the students’ scores on the Rights of Nature factor improved significantly from the pre-test to the follow-up. Students’ interview comments suggested improvements in environmental knowledge and attitude, understanding of humans’ environmental impacts, and connection to place. The results of the study have implications for future research and environmental education curriculum and instruction.
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Vilakati, Phumzile Patience. "The use of questioning as a teaching strategy : a case study of Social Studies in grade seven." Diss., 2021. http://hdl.handle.net/10500/27713.
Full textAbstract:
Abstracts in English, Afrikaans and ZuluThis study explored teachers’ effective use of questioning as a teaching strategy in Social Studies in grade seven within a primary school in the Kingdom of Eswatini (formerly known as Swaziland). The advent of free primary education has brought about large class sizes, but the desire to produce quality education persists. The literature distilled in the study showed that, although a considerable body of studies has established that questioning in the classroom helps direct learning, many teachers fail to utilise it as such. Those who endeavour to use it succeed in engaging their learners, and this results in teaching effectiveness and good outcomes for their learners. The study employed the interpretive paradigm because of the in-depth nature of the investigation. It therefore was a qualitative study that used observation and in-depth semi-structured interviews to gather data and attain the objectives of the study. It was a case study in which four Social Studies teachers took part. Observations were made for at least for 60 minutes in each classroom. Field notes were taken and later analysed. Individual interviews were conducted with the teachers. The results of the study showed that teachers did not use questions to direct teaching and learning, and had no knowledge of the concept of wait time. They also said that they had not been taught questioning strategies in their pre- service teacher training. This was consistent with the literature. Though research shows that questioning promotes effective teaching, the studies reviewed indicated that few teachers use it as an instructional tool. The implications derived from the present study are therefore that pre-service teacher training has to be improved to cater for such important topics as classroom questioning. Also to be improved is further professional development. There is a significant need for action at the macro- and micro-levels of the educational system towards improvement. The actions at the micro-level will be determined by diligent policies designed and executed at that level, that is, the level of the school.
Hierdie studie verken onderwysers se benutting van vraagstelling as onderrigstrategie in Sosiale Studies in Graad 7 by ʼn primêre skool in die koninkryk Eswatini (voorheen Swaziland). In weerwil daarvan dat gratis primêre onderrig groot klasse tot gevolg het, moet gehalteonderwys steeds nagestreef word. Volgens die literatuur wat geraadpleeg is, toon talle studies dat vraagstelling in die klas regstreekse leer bevorder. Onderwysers wat vrae aan leerders stel, gee doeltreffend onderwys omdat hulle leerders betrek, en sodoende ʼn goeie uitkoms behaal. Desondanks pas min onderwysers hierdie strategie toe. Op grond van die aard van hierdie ondersoek, is ʼn vertolkende paradigma gevolg. In hierdie kwalitatiewe studie is data deur waarneming en halfgestruktureerde onderhoude ingesamel. Elke klas is vir minstens 60 minute waargeneem en veldaantekeninge is gemaak wat later ontleed is. Vier onderwysers wat Sosiale Studies onderrig, was deel van die gevallestudie. ʼn Onderhoud is met elkeen gevoer. In hierdie studie is bevind dat die onderwysers geen vrae in die klas gestel het nie. Hulle het ook nie die begrip van wagtyd geken nie, aangesien hulle nooit in vraagstellingstrategieë opgelei is nie. Dit verklaar bevindings in die literatuur dat min onderwysers vraagstelling in die klas gebruik. Vraagstelling moet dus deel van onderwysers se opleiding uitmaak. Hierbenewens moet die professionele ontwikkeling van onderwysers aandag geniet. Voorts is dit noodsaaklik dat die onderwysstelsel op sowel mikro- as makrovlak verbeter word. Ingryping op mikrovlak sal deur die uitvoering van beleid op skoolvlak bepaal word.
Lesifundvo sihlose kusebentisa ngemphumelelo inchubo yekubuta njengelisu lekufundzisa ku-Social Studies kuLibanga 7 ngekhatsi kwesikolwa semabanga laphasi Eswatini (lebeyatiwa ngeSwaziland ngaphambilini). Kufika kwemfundvo yamahhala yemabanga laphasi kwente kwekutsi emaklasi agcwale kakhulu, kodvwa sifiso sekukhicita imfundvo leyikhwalithi siyachubeka. Ilitheretja lebuyeketiwe esifundvweni ikhombisa kwekutsi, nanobe umtimba lobantana wetifundvo utfole kwekutsi inchubo yekubuta eklasini isita kucondzisa kufundza, bothishela labanyenti bayehluleka kukusebentisa ngendlela lefanele. Laba labetama kukusebentisa bayaphumelela ekumbandzakanyeni bafundzi babo, futsi loku kuholela ekufundziseni ngemphumelelo kanye nemiphumela lemihle kubafundzi babo. Lesifundvo sisebentise umcondvo lohumushako ngesizatfu seluhlobo lolujulile lwekuphenya. Ngako-ke bekusifundvo sebunyenti lapho kusetjentiswe khona kubuka kanye nekubuta lokungakahleleki ngalokuphelele lokujulile kugcogca idatha kanye nekutfola tinjongo tesifundvo. Kuhlanganyele bothishela labane beSocial Studies kulesifundvo sekuhlola. Luhlelo lwekubuka lwentiwe lokungenani imizuzu lengema-60 eklasini ngalinye. Kutsatfwe emanotsi futsi ahlatiywa ngemuva kwesikhatsi. Kubutwe bothishela ngamunye. Imiphumela yesifundvo ikhombisa kwekutsi bothishe abakasebentini imibuto kucondzisa kufundzisa nekufundza, futsi bebangenalwati ngemcondvo wesikhatsi sekulindza. Baphindze baphawula kwekutsi abakafundzisiswa emasu ekubuta ekucecesheni kwabo kwangaphambi kwekufundzisisa. Loku bekufanana ngelitheretja. Nanobe lucwaningo lukhombisa kwekutsi kubuta kugcugcutela kufundzisa ngemphumelelo, letifundvo letibuyeketiwe tikhombisa kwekutsi bothishela labambalwa bakusebentisa njengelithuluzi lekuyalela. Imiphumela letfolwe kulesifundvo samanje kutsi kucecesha kwabothishela kwangaphambi kwekufundzisa kumele kwentiwencono kute kufake tihloko letifana nekubuta eklasini. Loku lokumele kwentiwencono kuchubeka ngekutfutfukiswa kwalobucwepheshe. Kunesidzingo lesikhulu sesinyatselo etigabeni letincane kakhulu nasetigabeni letincane teluhlelo lwemfundvo ngasekwentenincono. Letinyatselo esigabeni lesincane titawuncunywa nguletinchubomgomo letihlelwe futsi tasetjentiswa kuleso sigaba, lekusigaba sesikolo.
Curriculum and Instructional Studies
M. Ed. (Curriculum and Instructional Studies)