The role of history textbooks in promoting historical thinking in South African classrooms

Ramoroka, Daniel; Engelbrecht, Andreas

doi:10.17159/2223-0386/2015/nl4a5

Cited by 11 publications

(11 citation statements)

References 3 publications

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“…Hal ini demikian kerana murid-murid tidak dapat menjawab soalan-soalan pemikiran sejarah aras tinggi yang memerlukan penjelasan dan penghuraian jawapan berdasarkan fakta, huraian dan contoh yang konkrit. Kelemahan penguasaan kemahiran pemikiran sejarah adalah disebabkan oleh amalan kaedah pengajaran yang berpusatkan guru dan penghafalan maklumat sejarah yang telah mengehadkan proses pemahaman dan pemikiran sejarah dan menimbulkan kebosanan belajar dalam kalangan murid (Fitzegerald, 2009;Foster & Crawford, 2006;Kobrin, 1996;Ramoroka & Engelbrecht, 2015;Sharp & Ammert, 2017). Rentetan daripada itu, bagi menyahut perubahan dalam amalan kaedah pengajaran yang berpusatkan murid yang membolehkan murid dilengkapi dengan pelbagai maklumat dan kemahiran pemikiran kritis yang berguna pada masa hadapan (Abdul Razaq Ahmad, 2014; Lezah @ Lejah Kiamsin & Rosy Talin, 2018;Ummadevi Suppiah, 2018), maka kaedah pembelajaran Document-Based Lessons adalah antara strategi pembelajaran yang berpotensi dilaksanakan dalam proses pembelajaran sejarah dalam membentuk persekitaran pembelajaran yang lebih bermakna dalam kalangan murid.…”

Section: Latar Belakang Kajianunclassified

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

Kaviza

2021

MJSSH

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Kajian eksperimen dengan reka bentuk faktorial 3 X 3 ini bertujuan mengkaji kesan kaedah pembelajaran berasaskan Multiple Document-Based Lessons terhadap pengekalan penguasaan kemahiran pemikiran sejarah dalam kalangan murid. Seramai 102 orang murid Tingkatan Satu melalui teknik persampelan berkelompok terlibat dalam kajian ini. Instrumen kajian ini merupakan ujian kemahiran pemikiran sejarah yang telah dibina oleh pengkaji yang telah disahkan oleh pakar-pakar penilai serta mempunyai nilai kebolehpercayaan yang baik. Data kuantitatif dalam kajian ini telah dianalisis secara statistic deskriptif dan statistic inferensi iaitu melalui ujian SPANOVA dengan menggunakan perisian IBM SPSS versi 24. Dapatan kajian ini telah menunjukkan bahawa kaedah pembelajaran berasaskan Multiple Document-based Lessons adalah lebih berkesan berbanding dengan kaedah pembelajaran berasaskan Document-based Lessons dan kaedah pengajaran konvensional terhadap pengekalan penguasaan kemahiran pemikiran sejarah dalam kalangan murid. Implikasi kajian ini telah menyediakan sumber maklumat kepada para guru sejarah bahawa kaedah pembelajaran berasaskan Multiple Document-Based Lessons telah dibuktikan adalah lebih berpotensi dilaksanakan dalam pendidikan Sejarah selaras dengan inovasi dalam kaedah pengajaran sejarah sedia ada.

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Section: Latar Belakang Kajianunclassified

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

Kaviza

2021

MJSSH

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“…This serves as an obstruction in the teaching of Historical empathy. Teachers need to explore other sources outside the textbooks (Ramoroka & Engelbrecht, 2015). Some teachers seldom go beyond the sources provided by the textbooks.…”

Section: Research Problemmentioning

confidence: 99%

“…Some teachers seldom go beyond the sources provided by the textbooks. In the case of the Vietnam War, there are plenty of valuable primary sources that exist on the internet that were not explored by the teachers which have the capacity to teach Historical empathy (Harris, 2015;Ramoroka & Engelbrecht, 2015).…”

Section: Research Problemmentioning

confidence: 99%

“…The fourth study is an article by Ramoroka and Engelbrecht (2015) entitled The role of History textbooks in promoting historical thinking. In this article the authors analyse three textbooks that are utilised by teachers in South Africa and the analysis is focused on the theme Vietnam War to assess the appropriateness of sources to teach Historical empathy.…”

Section: Demonstrating the Display Of Empathymentioning

confidence: 99%

“…This reveals the difference in strategy and resources used by the teachers. It is possible that a video documentary will provoke stronger emotions than a photograph of booby traps and Vietnamese soldiers hiding under grass covered with human waste such as those in the prescribed textbooks analysed by Ramoroka and Engelbrecht (2015). Some learners commented on sources that show the Vietnamese covered in human faeces as a demonstration that the Vietnamese were determined to defend their country against colonialism.…”

Section: Lesson Presentationsmentioning

confidence: 99%

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The dialectics of historical empathy as a reflection of historical thinking in South African classrooms

Ramoroka

Engelbrecht

2018

Y&T

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The research explores the understanding of the concept Historical empathy as conceptualised by the two teachers sampled in this study. The article analyses the pedagogical practices of two Grade 12 History teachers who used the theme of the Vietnam War of 1954 to 1975, also known as the Second Indochina War, and in Vietnam as the Resistance War Against America or simply the American War, was a conflict that occurred in Vietnam, Laos, and Cambodia from 1 November 1955 to the fall of Saigon on 30 April 1975. This is one of the new themes included in the Curriculum and Assessment Policy Statement (CAPS) to cultivate tenets of Historical empathy in their classrooms. The research utilises a qualitative research paradigm to enable the researchers to interview teachers at their schools and observe them interacting with the phenomenon being investigated in their natural environment in the classrooms. The article uses the dual theoretical framework designed by Barton and Levstik (2004) which embodies both elements of affective and cognitive domains to evaluate the perspectives of two teachers and their pedagogical practices in the classroom. According to the findings, both teachers used suitable and relevant primary and secondary sources during the lesson presentations. Teachers demonstrated characteristics of emotional and cognitive empathy during the interviews and these divergent elements were displayed during the teaching of the Vietnam War. Quite often learners were encouraged by one teacher to sympathise and align with the victims of the war which is caused by their past agony and psychological trauma resulting from the experiences of their communities during the apartheid government and this demonstrated shared normalcy. The second teacher empathised with the Vietnamese soldiers and saw them as gallant soldiers against the strong US troops rather than as victims thereby displaying some elements of cognitive Historical empathy.

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Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

Carolin

Bennett

2022

Y&T

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Two of the recurring concerns identified in teacher education are a lack of curricular coherence and a schism between content and practice. In this article, we discuss a specific intervention that was aimed at addressing these two challenges as they relate to English and History specifically. We argue that through the use of a carefully selected historical memoir, much tighter coherence between these subjects can be articulated in ways that facilitate students' mastery of core concepts and skills across both these learning areas, as well as a richer appreciation of their implication for teaching practice. For the purposes of this article, we define curricular coherence as an experienced sense of connectedness within and across modules. Focusing on the use of Trevor Noah's memoir, Born a Crime (2016), we argue that engaging with a single historical text across multiple modules can improve curricular coherence and offer a more integrated approach to engaging with written texts and historical resources. With close reference to the Department of Higher Education and Training's Policy on the Minimum Requirements for Teacher Education Qualifications, we reflect on our experiences of integrating this memoir into an undergraduate Intermediate Phase (IP) teacher education programme at the University ofJohannesburg (UJ). We show how this memoir was integrated into four modules that form part of the second year of the degree, namely English for the Primary School, Social Sciences for the Intermediate Phase, Teaching Methodology for English, and Teaching Methodology for the Social Sciences.

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The role of history textbooks in promoting historical thinking in South African classrooms

Abstract: This article focuses on the analysis of three textbooks that are based on the Curriculum and Assessment Policy Statement (CAPS), a revised curriculum from the

Cited by 11 publications

References 3 publications

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

Kesan Kaedah Pembelajaran Berasaskan Multiple Document-Based Lessons Terhadap Pengekalan Penguasaan Kemahiran Pemikiran Sejarah dalam kalangan Murid Tingkatan Satu

The dialectics of historical empathy as a reflection of historical thinking in South African classrooms

Using a historical memoir to improve curriculum coherence in teacher education: The case of Trevor Noah's Born a Crime

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