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Uma análise da história e filosofia da ciência presente em livros didáticos de física para o ensino médio; An analysis of the history and philosophy of science presented in physics textbooks for secondary education

Pagliarini, Cassiano Rezende
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 21/08/2007 Português
Relevância na Pesquisa
36.03%
Pesquisas atuais na área de ensino de ciências têm enfatizado a importância de uma formação científica humanística que seja ampla e geral, mais significativa para estudantes em todos os seus níveis de ensino. Assim, considerando o âmbito das pesquisas sobre as potencialidades do uso da história da ciência no ensino e a importância de se ensinar sobre a natureza da ciência (NdC), torna-se relevante pesquisar a presença desses conteúdos nos livros didáticos, dada sua grande influência no ensino, já que assume um papel crucial na educação, e também o fato de o livro didático não ser totalmente desprovido de conteúdos desse tipo. Sendo assim, este trabalho analisa como a história da ciência é apresentada por alguns dos mais populares livros didáticos de física para o ensino médio no Brasil, bem como as concepções sobre a natureza da ciência envolvidas nestas narrativas históricas. Geralmente, a história da ciência encontrada nos livros didáticos é distorcida e simplificada, o que se chama de pseudo-história, reforçando alguns conhecidos mitos científicos e transmitindo falsas concepções acerca da natureza da ciência a estudantes e professores. Nesta análise, dois importantes norteadores educacionais brasileiros são considerados...

Manuais didáticos e conhecimento histórico na reforma João Pinheiro: Minas Gerais, 1906-1911; Didactics books and teaching of History in the Reform João Pinheiro: Minas Gerais State, 1906 1911

Rodrigues, Andre Coura
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 21/05/2009 Português
Relevância na Pesquisa
36.04%
Este trabalho recupera a história do livro didático e do ensino de História em Minas Gerais no período compreendido entre os anos de 1906 e 1911, no início do vigor da Reforma do Ensino João Pinheiro. Acompanhamos o processo de reestruturação da escola promovida pelo então Presidente de Estado João Pinheiro, o Secretário do Interior Carvalho Britto e os demais sujeitos envolvidos com os processos educativos naquele momento da história do estado (diretores, inspetores, professores). Elegemos a disciplina História por entender que esse conhecimento se encontrava sob influência da política republicana mineira, de modo que esta fizesse dela instrumento de divulgação dos valores da nova ordem instituída. Através da investigação da história do livro, realizamos investimento nas demais instâncias responsáveis por sua escrita, divulgação, circulação e demais relações estabelecidas com a instrução pública primária em Minas Gerais. Em nossas pesquisas, nos deparamos com uma situação onde diversas forças compunham um cenário de conflito de interesses dentro e fora da escola, colocando os dispositivos de instrução no centro das discussões. Revelamos as identidades e estratégias dos sujeitos envolvidos com as transformações...

Educação básica no Brasil e História e Cultura Africana e Afro-brasileira - competências e habilidades para a transformação social?; Basic Education in Brazil and African and Afrobrazilian History and Culture - abilities and proficiencies for social transformation?

Sanchez, Livia Pizauro
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/07/2014 Português
Relevância na Pesquisa
35.96%
A Lei 10.639/2003 instituiu a obrigatoriedade do ensino de História e Cultura Africana e Afro-brasileira nos currículos da Educação Básica no Brasil. Este estudo busca compreender as razões da dificuldade de sua implementação, por meio de uma retomada dos percursos históricos trilhados para sua promulgação e da análise das Políticas Públicas federais e das produções acadêmicas a ela relacionadas, durante seus primeiros dez anos de vigência. A coesão entre as diversas políticas educacionais é fator, entre outros, que corrobora para a efetivação dessa legislação. Assim, delimitamos nosso objetivo específico - compreender em que intensidade e de que maneira a política de avaliação da Educação Básica - uma das políticas de destaque na atuação do Estado na área de Educação - pode contribuir para o objetivo de implementação da Lei 10.639/2003. Adotamos a técnica de análise de conteúdos para avaliar as provas do Exame Nacional do Ensino Médio (ENEM). Esta avaliação ainda tem característica marcadamente branca, presente em imagens, referências e ideários; ela abordou, entre 2003 e 2012, os conteúdos instituídos pela Lei 10.639/2003, porém com pouca frequência, sem abarcar todas as temáticas pertinentes...

A história do curso de ciências contábeis da Faculdade de Ciências Econômicas da Universidade Federal do Rio Grande do Sul - UFRGS; The history of the accouting course of the school of economic sciences of the federal university of Rio Grande do Sul - UFRGS nt assets

Pinheiro, Augusto César Barros Almeida
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Trabalho de Conclusão de Curso Formato: application/pdf
Português
Relevância na Pesquisa
35.96%
Este estudo tem como objetivo analisar a história do curso de Ciências Contábeis da Faculdade de Ciências Econômicas da Universidade Federal do Rio Grande do Sul (UFRGS), sendo este o primeiro curso de Ciências Contábeis do Estado, remontando sua origem com a criação da Escola de Comércio de Porto Alegre, em 1909, sua independência e consolidação com a criação do curso de Ciências Contábeis e Atuariais em 1946 e sua evolução até o presente momento. Para atingir este objetivo realizou-se uma pesquisa qualitativa fundamentada em referências bibliográficas. Com o aumento da complexidade da vida econômica, o crescimento comercial, o processo de divisão do trabalho e a necessidade de especialização de atividades, surge uma necessidade premente de qualificar-se profissionais para efetuarem escrituração mercantil nos estabelecimentos comerciais e órgãos públicos. A partir da organização dos profissionais contábeis no final do século XIX, o ensino comercial emerge como uma nova opção aos estudantes e profissionais que buscavam novas oportunidades. A origem do curso de Ciências Contábeis da UFRGS se dá com a criação da Escola Superior de Comércio, anexa à Faculdade Livre de Direito, motivada pela força que o ensino contábil tomara com a fundação da Escola Mauá...

Improved Learning in U.S. History and Decision Competence with Decision-Focused Curriculum

Jacobson, David; Parker, Andrew; Spetzler, Chris; Bruine de Bruin, Wandi; Hollenbeck, Keith; Heckerman, David; Fischhoff, Baruch
Fonte: Public Library of Science Publicador: Public Library of Science
Tipo: Artigo de Revista Científica
Publicado em 21/09/2012 Português
Relevância na Pesquisa
36.18%
Decision making is rarely taught in high school, even though improved decision skills could benefit young people facing life-shaping decisions. While decision competence has been shown to correlate with better life outcomes, few interventions designed to improve decision skills have been evaluated with rigorous quantitative measures. A randomized study showed that integrating decision making into U.S. history instruction improved students’ history knowledge and decision-making competence, compared to traditional history instruction. Thus, integrating decision training enhanced academic performance and improved an important, general life skill associated with improved life outcomes.

What Produces a History Textbook?

Chughtai, Mariam
Fonte: Harvard University Publicador: Harvard University
Tipo: Thesis or Dissertation; text Formato: application/pdf
Português
Relevância na Pesquisa
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In this dissertation, I undertake a sequential analysis of an elaborate system of forces that contribute to the production of history textbooks in Pakistan. I review longitudinal series of data on education policies and history textbooks from 1938-2012, and examine the decision-making processes, which inform said policies and textbooks, at the federal, provincial and local levels of government in Pakistan. My analysis is grounded in a particular understanding of religious nationalism and identity politics which is essential in conceptualizing religious political extremism and its role in defining what it means to be “Islamic” in context of history education in Pakistan. Findings suggest that a history textbook in Pakistan is produced by seven highly influential and complex variables: (1) Religious ideology: religious ideological direction set through federal education policy, and the international pressures and domestic political events that inform this policy; (2) Identity politics: the scope of identity that the state mandates for its citizens, including the resistance to that scope as captured by student interaction with textbook content; (3) Military revisionism: war narratives and the state’s reconciliation with its past; (4) Political power: perceptions...

Lugar de escola e "Lugar de Fronteira": a instrução primária em Boa Vista do Tocantins em Goiás no século (1850 - 1896); School s place and frontier s place : the primary instruction in Boa Vista of Tocantins, in Goiás, in the 19th century (1850-1896).

PADOVAN, Regina Célia
Fonte: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas Publicador: Universidade Federal de Goiás; BR; UFG; Doutorado em Educação; Ciências Humanas
Tipo: Tese de Doutorado Formato: application/pdf
Português
Relevância na Pesquisa
36.08%
This thesis linked to the research line State and Educational Policies of the Graduate Program in Education of UFG searched to deal with the historical route of the primary education in Boa Vista do Tocantins, nowadays Tocantinópolis city, north of Tocantins in the period between 1850-1896. The analysis encompasses an understanding of the process of a school s place creation in the scope of the school policy of the province and of the history of Boa Vista as a frontier place in the extreme north of Goiás. From the confluence of both came the social reality and the needs and limits of the schools from the materialization of resources to the functioning of the schools, as well as the mechanisms of power brought by the catechism precepts and from the instances of power in the political conflicts in the region during the 19th century. The time of the research attended the documental sources composed of written and printed registers between the time of the creation of the schools to the revolution in 1890 with the advent of the Republic.The investigation allowed us to understand historically the place of the school as space of confluence to the social and political dynamics and the tension and forces in a frontier local. The theoretical treatment and the proceedings of document reading prioritized among other approaches the representations and social arrangements intermediated by the school in the scope of a civilizing process implemented by the state. In the picture of practices and actions taken...

The Effect of Mobile Technology as an Active Student Response System on the Acquisition of U.S. History Content of Secondary Students with Specific Learning Disabilities

Monem, Ruba
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica Formato: application/pdf
Português
Relevância na Pesquisa
36.32%
Students with specific learning disabilities (SLD) typically learn less history content than their peers without disabilities and show fewer learning gains. Even when they are provided with the same instructional strategies, many students with SLD struggle to grasp complex historical concepts and content area vocabulary. Many strategies involving technology have been used in the past to enhance learning for students with SLD in history classrooms. However, very few studies have explored the effectiveness of emerging mobile technology in K-12 history classrooms. This study investigated the effects of mobile devices (iPads) as an active student response (ASR) system on the acquisition of U.S. history content of middle school students with SLD. An alternating treatments single subject design was used to compare the effects of two interventions. There were two conditions and a series of pretest probesin this study. The conditions were: (a) direct instruction and studying from handwritten notes using the interactive notebook strategy and (b) direct instruction and studying using the Quizlet App on the iPad. There were three dependent variables in this study: (a) percent correct on tests, (b) rate of correct responses per minute, and (c) rate of errors per minute. A comparative analysis suggested that both interventions (studying from interactive notes and studying using Quizlet on the iPad) had varying degrees of effectiveness in increasing the learning gains of students with SLD. In most cases...

Rice Institute women's volleyball team instruction

Fonte: Rice University Publicador: Rice University
Tipo: photographs; Image
Português
Relevância na Pesquisa
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Black and white photograph showing women receiving volleyball instruction. They are on a lawn outside of the Rice Stadium.

Ragnots being towed to the 1976 Tri-Club Regatta

Houston Yacht Club
Fonte: Houston Yacht Club via Rice University; Published as part of “From Buffalo Bayou to Galveston Bay : the history of the Houston Yacht Club” by HYC Fleet Historian Dora F. (Sam) Akkerman, 2nd edition, 2008, Houston Yacht Club, publisher. Publicador: Houston Yacht Club via Rice University; Published as part of “From Buffalo Bayou to Galveston Bay : the history of the Houston Yacht Club” by HYC Fleet Historian Dora F. (Sam) Akkerman, 2nd edition, 2008, Houston Yacht Club, publisher.
Tipo: photographs; Image
Português
Relevância na Pesquisa
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The Tri-Club Regatta was a youth regatta, begun in 1976, with venues at the Houston Yacht Club, Texas Corinthian Yacht Club and Lakewood Yacht Club. A Ragnot is the nickname collectively given to the youth sailors at HYC by those who founded the group back in 1958. Ragnots are ages 9 through 18 years old or those who have completed 3rd grade but not the 12th grade. Mini-Ragnots are ages 6 through 8 years old or those who have completed Kindergarten but not 3rd grade. The Ragnot program offers events throughout the year, including poolside parties, kayaking excursions, field trips, cookouts, after-school and weekend sailing practice as well as a full summer program. The summer program kicks off with an overnight camp at HYC that offers sailing instruction on Optimists and Lasers during the day and lots of fun activities and camaraderie in the evenings. In addition, the summer program offers an eight-week schedule of beginning, emerging and racing instruction on Optimists and Lasers. The program also includes a three-week Mini-Ragnot course and a four-week J22 course. More non-sailing activities are scheduled most Saturdays during the summer. (source: http://www.houstonyachtclub.com/Ragnots.html)

1977 Ragnots posed on the circular stairwell at the Houston Yacht Club clubhouse

Houston Yacht Club
Fonte: Houston Yacht Club via Rice University; Published as part of “From Buffalo Bayou to Galveston Bay : the history of the Houston Yacht Club” by HYC Fleet Historian Dora F. (Sam) Akkerman, 2nd edition, 2008, Houston Yacht Club, publisher. Publicador: Houston Yacht Club via Rice University; Published as part of “From Buffalo Bayou to Galveston Bay : the history of the Houston Yacht Club” by HYC Fleet Historian Dora F. (Sam) Akkerman, 2nd edition, 2008, Houston Yacht Club, publisher.
Tipo: photographs; Image
Português
Relevância na Pesquisa
36.09%
Kristi McKim, Laurie Thompson, Leslie Bluestein, Denise Helm, Susan Holle and Linda Holle. Boys on the back row: Scott Wells, Steve Helm, and Gary Ross. A Ragnot is the nickname collectively given to the youth sailors at HYC by those who founded the group back in 1958. Ragnots are ages 9 through 18 years old or those who have completed 3rd grade but not the 12th grade. Mini-Ragnots are ages 6 through 8 years old or those who have completed Kindergarten but not 3rd grade. The Ragnot program offers events throughout the year, including poolside parties, kayaking excursions, field trips, cookouts, after-school and weekend sailing practice as well as a full summer program. The summer program kicks off with an overnight camp at HYC that offers sailing instruction on Optimists and Lasers during the day and lots of fun activities and camaraderie in the evenings. In addition, the summer program offers an eight-week schedule of beginning, emerging and racing instruction on Optimists and Lasers. The program also includes a three-week Mini-Ragnot course and a four-week J22 course. More non-sailing activities are scheduled most Saturdays during the summer. (source: http://www.houstonyachtclub.com/Ragnots.html)

The strange career of bilingual education: A history of the political and pedagogical debate over language instruction in American public education, 1890-1990

Blanton, Carlos Kevin
Fonte: Universidade Rice Publicador: Universidade Rice
Tipo: Thesis; Text Formato: 545 p.; application/pdf
Português
Relevância na Pesquisa
36.43%
This dissertation is an analysis of the history of the modern bilingual education movement of the 1960s, the older bilingual tradition of schooling in this nation since the nineteenth century, and the early to middle years of the twentieth century when English-Only pedagogy appeared as a, dramatic aberration to the American bilingual tradition. The historiography and interpretive battles of this subject are examined and explained in the Introduction. Chapter One offers a brief historical sketch of bilingual schooling in Texas during the nineteenth century. Chapter Two evaluates the role of the Progressive Education Movement in Texas and the destruction of the long-held practice of bilingual schooling. Chapters Three through Five demonstrate the influence of the Americanization Movement in Texas, the practice of English-only pedagogy, and the role of intelligence testing in the education of Mexican Americans. Chapter Six examines the developments in language instruction during World War II and the post-war changes in pedagogy. Chapter Seven analyzes the Mexican American response to the English-only language policies of Texas and relates that response to the community's sense of cultural identity. Finally, Chapter Eight documents the birth in the 1960s of the official bilingual education movement. This study has several important implications for the controversial issue of bilingual education and the study of education in American history. Too often...

An analysis of completeness and historical accuracy in the most commonly used college jazz history texts

Lussier, Lorenz Sam
Fonte: FIU Digital Commons Publicador: FIU Digital Commons
Tipo: Artigo de Revista Científica
Português
Relevância na Pesquisa
35.99%
Historical accuracy is only one of the components of a scholarly college textbook used to teach the history of jazz music. Textbooks in this field should include accurate ethnic representation of the most important musical figures as jazz is considered the only original American art form. As college and universities celebrate diversity, it is important that jazz history be accurate and complete. ^ The purpose of this study was to examine the content of the most commonly used jazz history textbooks currently used at American colleges and universities. This qualitative study utilized grounded and textual analysis to explore the existence of ethnic representation in these texts. The methods used were modeled after the work of Kane and Selden each of whom conducted a content analysis focused on a limited field of study. This study is focused on key jazz artists and composers whose work was created in the periods of early jazz (1915-1930), swing (1930-1945) and modern jazz (1945-1960). ^ This study considered jazz notables within the texts in terms of ethnic representation, authors' use of language, contributions to the jazz canon, and place in the standard jazz repertoire. Appropriate historical sections of the selected texts were reviewed and coded using predetermined rubrics. Data were then aggregated into categories and then analyzed according to the character assigned to the key jazz personalities noted in the text as well as the comparative standing afforded each personality. ^ The results of this study demonstrate that particular key African-American jazz artists and composers occupy a significant place in these texts while other significant individuals representing other ethnic groups are consistently overlooked. This finding suggests that while America and the world celebrates the quality of the product of American jazz as great musically and significant socially...

Teaching history: A discussion of contemporary challenges

Bruno-Jofré, Rosa; Schiralli, Martin
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 135605 bytes; application/pdf
Português
Relevância na Pesquisa
46.06%
The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey’s educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.; This article was published in the Fall 2002 (Volume 3) issue of Encounters on Education/ Encuentros sobre Educación/ Rencontres sur l'Éducation. The theme of this issue is memory and the teaching of history. The complete series of this monograph is available at http://educ.queensu.ca/publications/encounters/index.shtml.; Faculty of Education, Queen's University, the Departamento de Teoría e Historia de la Educación, Universidad Complutense de Madrid, and the Faculty of Education...

Canadian history education: Toward resolving a contemporary dilemma; Teaching history: A discussion of contemporary challenges

Bruno-Jofré, Rosa; Schiralli, Martin
Fonte: Faculty of Education, Queen's University Publicador: Faculty of Education, Queen's University
Tipo: Artigo de Revista Científica Formato: 135605 bytes; application/pdf
Português
Relevância na Pesquisa
46.06%
The authors argue that intellectual shifts and related ideological debates have set new pedagogical demands on history teachers and new programmatic demands on faculties of education. In an attempt to relate the relevance of generating historical thinking (motivating the students to think like historians) to transformative education, the authors outline an history inquiry model based on Dewey's educational theory. In this model, content knowledge and mastery of the subject matter is as critical as an understanding of teaching and learning history. The paper addresses the challenges set by a dominant relativist self-referential slant, the teaching of history in a multicultural class, and the tendency, in particular in social studies classes, to fall into presentism.

A reforma da instrução pública de 1892 : conflitos e disputas; The reform of São Paulo's 1892 public instruction : conflicts and disputes

Lidiany Cristina de Oliveira Godoi
Fonte: Biblioteca Digital da Unicamp Publicador: Biblioteca Digital da Unicamp
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 10/12/2014 Português
Relevância na Pesquisa
36.14%
A educação escolarizada assume certa centralidade nos debates políticos ocorridos no final do século XIX no Brasil, alcançando uma grande relevância social. Neste contexto se inscreve a primeira reforma da instrução pública paulista (1892). Projeto bastante auspicioso à época, expressou o desejo dos republicanos de estender a escolarização formal às massas populares, instituindo a obrigatoriedade do ensino primário. A profissionalização do corpo docente, a racionalização do tempo, a instituição do ensino graduado, simultâneo e do método intuitivo, os edifícios construídos para os primeiros grupos escolares e a aquisição de materiais didáticos inovadores foram considerados símbolos de modernização do ensino e de propaganda da jovem República. Esta tese tem como objetivo analisar a primeira reforma da instrução pública paulista a partir de uma revisão problematizadora e crítica da historiografia que se dedicou a compreendê-la. Esta historiografia concebe, em grande medida, o projeto reformador como resultado de um consenso entre o Estado e uma elite intelectual e política, no qual não se veem presentes os matizes e as visões de mundo que lhe conformaram. Concentra-se, portanto, nos debates travados em 1891...

Goethal's Plaza, Student receiving instruction from spokesman prior to march to high school grounds, Jan. 9th, 1964

Fonte: Universidade da Flórida Publicador: Universidade da Flórida
Tipo: still image Formato: Photograph
Publicado em // Português
Relevância na Pesquisa
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Caption reads: Goethal's Plaza, Student receiving instruction from spokesman prior to march to high school grounds, Jan. 9th. -64.; Title derived from caption.; Item received on 2/12/2013

O arquivo público paranaense: possibilidades para a pesquisa em história da educação no período provincial; The Paraná public archives: possibilities for a research in the history of education in the provincial period

Souza, Gizele de; Anjos, Juarez José Tuchinski dos; Barbosa, Etienne Baldez Louzada
Fonte: Universidade de São Paulo. Faculdade de Educação Publicador: Universidade de São Paulo. Faculdade de Educação
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; ; ; ; ; Formato: application/pdf
Publicado em 01/09/2013 Português
Relevância na Pesquisa
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Este artigo trata a respeito da relação do historiador da educação com os arquivos, das possibilidades de pesquisa e tensões que os acervos produzem na imbricada relação com o pesquisador e das potencialidades do acervo do Departamento de Arquivo Público do Paraná (DEAP-PR). Examina o arquivo quanto aos instrumentos de pesquisa disponíveis - os fundos arquivísticos que contêm documentação referente à instrução pública no Paraná província - , aos conteúdos e tipos de fontes que podem ser encontrados nos respectivos fundos e a relevância desse acervo para a escrita da história da educação no século XIX. O objetivo do estudo é analisar os fundos documentais do arquivo, tomando-o como ferramenta fecunda para o trabalho de pesquisa em história da educação, em especial no que se refere às investigações acerca da instrução pública no período provincial. Metodologicamente, o trabalho realizado foi o de mapear no acervo do DEAP-PR as possibilidades de pesquisa sobre instrução nos diversos fundos documentais presentes no arquivo, agregá-los e apontar, diante da natureza e características das fontes empíricas reunidas, o potencial analítico. Para dar conta dos propósitos firmados, o texto dialoga com referências no campo da história e história da educação e apresenta...

The nurturing of creativity in the History classroom through teaching methods: the views of teachers and learners

Bunt,Byron
Fonte: Yesterday and Today Publicador: Yesterday and Today
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 Português
Relevância na Pesquisa
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Nurturing creative thinking abilities in all learning areas and subjects is one of the cornerstones and ideals of Outcomes-Based Education (OBE) in South Africa. This article reports on the results obtained with a pilot study that set out to determine the extent to which creativity is presently nurtured in the History classroom. A qualitative study by means of semi-structured, one-on-one interviews with learners (n = 4) and teachers (n = 2) of History at a secondary school was conducted to determine learner and teacher perceptions related to the nurturing of creativity through the instructional practices of teachers applied during teaching and learning. The results revealed that the nurturing of creativity has not yet become reality in the History classroom. It was disconcerting to note that direct instruction dominates the teaching and learning of History and that very little opportunity for practical experience and interaction during teaching and learning exists. The article concludes with recommendations to teachers on how to purposefully enhance creativity during the teaching of History. This pilot study was conducted as partial fulfillment of the requirements for a BEd Honours degree, and to set the scene for a more extended study on creative thinking in History with larger groups of learners and teachers.

Trainee teachers' observation of learner-centred instruction and assessment as applied by History and Social Sciences teachers

Warnich,Pieter; Meyer,Louisa
Fonte: Yesterday and Today Publicador: Yesterday and Today
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/10/2013 Português
Relevância na Pesquisa
36.38%
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 learner-centred 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...