Browsing by Author "Van Wyk, Andries Jacobus"

Now showing 1 - 1 of 1
  • Thumbnail Image
    Item
    'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel
    (Stellenbosch : Stellenbosch University, 1992-03) Van Wyk, Andries Jacobus; Carl, A. E.; Malan, J. A.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.
    ENGLISH SUMMARY: Man are continually being confronted with problems for which solutions have to be found. This study tries to show that if man wants to make a positive contribution to the development of his community and wants to effectively address problems, he must attempt to develop his full potential. In his search for solutions it is necessary that choices be made between new and alternate ideas and assumptions during which process his judgement and attitude towards issues will be tested. The research methodology followed in this work is mainly based on a literature study. The departure point for this study has been the hypothesis that a critical mental focus can help in the evaluation and judgement of issues. In the determination· of an operational definition of critical thought it is assumed in this study that the subject History can play an important role to help students, with the aid of specific methodologies and thought proficiencies, to develop the ability to evaluate historical facts. This could mean that the student learns to handle everyday problems through the application of these mental proficiencies and with a critical focus. For the creation of an educational learning strategy as first step towards the implementation of critical thought through the subject History, thought and learning are defined according to studies done in this field. The work done by Piaget was used as basis and because this study focus on the secondary school student, Piaget's definitions of concrete operational thought and formal operational thought was accentuated. In this process factors that specifically influence critical thought and the learning process has been highlighted as areas that the teacher must keep in mind if the development of critical thought is the aim. It has been emphasised that the teaching of History is, in many of facts. Critical that the cases, mainly done on the level of the transfer Should the teaching process have as goal thought development, it has the added benefit student not only memorises facts but has to think about them. This study tries to show that facts should have an utilisation value and that the teacher should use techniques such as class discussions, guided discussions and do-it-yourself activities to help with the development of critical thought. The proposed instructional learning strategy consists of three phases, that is planning, implementation end evaluation. The role of the teacher remains important in all three phases and aspects such as methods, questioning, class atmosphere, curriculum proficiencies and motivation are seen as essential subsections. To conclude: it seems from the literature consulted and from experience that the potential exists to develop critical thought efficiently through a focussed program in the subject History. Should an instructional learning strategy with the development of critical thought as goal be followed, history can take it's rightful place in the school curriculum.