Relevante geskiedenisonderrig in afgeleë gebiede : enkele onderrigstrategiee vir die intermediere skoolfase

Abstract

Relevante Geskiedenisonderrig in ajgelee gebiede: enkele onderrigstrategiee vir die intermediere ~kooljase is 'n didakties-pedagogiese ondersoek na die grondliggende redes waarom leerders geskiedenis nie as 'n relevante skoolvak beleefnie. Vanuit hierdie kemprobleem is drie onderliggende subprobleme ge'identifiseer, naamlik: •:• Geskiedenis is nie 'n relevante skoolvak nie; •:• Intermediere leerders in afgelee gebiede ervaar geskiedenis nie as 'n relevante skoolvak me, en •:• Die gebruik van die konvensionele onderrigmetodes in geskiedenisonderrig is onvoldoende om die relevansie van geskiedenis as 'n skoolvak vir leerders te verhoog. Die ontwikkeling van vernuwende onderrigstrategiee in geskiedenisonderrig vir intermediere leerders in ajgelee gebiede kan hulle dus help om die vakinhoud te verstaan, en tot lewenslange en gemotiveerde leerders en burgers te ontwikkel. Die hipotese kan dus aanvaar word dat die ontwikkeling van innoverende onderrigstrategiee die relevansie van geskiedenis vir die intermediere leerders in afgelee gebiede kan verhoog.

Relevant history instruction in isolated areas: Some teaching strategies for the intermediate school phase is a didactic pedagogical investigation into the basic reasons why learners at school do not experience history as a relevant school subject. From this core problem, three underlying sub-problems were identified, namely: •!• History is not a relevant school subject; •!• Intermediate learners in isolated areas do not experience history as a relevant school subject, and •!• The use of conventional teaching methods in history teaching is inadequate for increasing the relevance of history as a school subject for learners. The development of innovative teaching strategies in history instruction for intermediate learners in isolated areas can therefore enable them to understand history as a relevant school subject and to develop into permanent and motivated learners and citizens. We can therefore accept the hypothesis that the development of teaching strategies can increase the relevance of history teaching for intermediate learners at school in isolated areas.