東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

FindBook

Google Book

Amazon

博客來

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration :/
其他題名:	Considerations for Curriculum Development.
作者:	Nkosi, Nokuthula Diborah.
面頁冊數:	1 online resource (194 pages)
附註:	Source: Masters Abstracts International, Volume: 83-07.
Contained By:	Masters Abstracts International83-07.
標題:	Teaching. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28935503click for full text (PQDT)
ISBN:	9798762143202

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.
Nkosi, Nokuthula Diborah.

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration :Considerations for Curriculum Development. - 1 online resource (194 pages)

Source: Masters Abstracts International, Volume: 83-07.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.

Includes bibliographical references

The purpose of this study is to explore the experiences of teachers in practicing curriculum integration through the Social Sciences Curriculum Assessment Policy Statement with the aim of proposing a model that can facilitate integration of Geography and History. Integration as a principle in Curriculum 2005, South Africa's first post-apartheid curriculum, was based on the Outcome-Based Education doctrine which led to the establishment of new learning areas, one of which is Social Sciences and other policy and pedagogical practices. However, the role of integration in Social Sciences as a learning area (or subject as it is now called) in the current curriculum policy, is not clear. As a subject-based curriculum, the position and value of Social Sciences is also questionable in the CAPs. The analytical framework of the study is underpinned by; curriculum inquiry, hybridization of disciplines and border pedagogy. A qualitative research method was used in attaining data, through the document analysis of Social Sciences Curriculum Assessment Policy Statement (CAPS) and sixteen semi-structured interviews with the research participants. The findings have fundamental implications for the integration of Social Sciences among which are that theoretical explanations and models for integration are not grounded in the South African context. A curriculum integration model is proposed to contribute to improving curriculum integration practices in the social sciences classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798762143202Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.
LDR:02858nmm a2200385K 4500 001 2360836
005 20231015185430.5
006 m o d
007 cr mn ---uuuuu
008 241011s2021 xx obm 000 0 eng d
020 $a 9798762143202
035 $a (MiAaPQ)AAI28935503
035 $a (MiAaPQ)Johannesburg44289
035 $a AAI28935503
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Nkosi, Nokuthula Diborah. $3 3701471
245 1 0 $a Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : $b Considerations for Curriculum Development.
264 0 $c 2021
300 $a 1 online resource (194 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Masters Abstracts International, Volume: 83-07.
500 $a Advisor: Hamilton, Ms. ; Mabalane, V.T.
502 $a Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.
504 $a Includes bibliographical references
520 $a The purpose of this study is to explore the experiences of teachers in practicing curriculum integration through the Social Sciences Curriculum Assessment Policy Statement with the aim of proposing a model that can facilitate integration of Geography and History. Integration as a principle in Curriculum 2005, South Africa's first post-apartheid curriculum, was based on the Outcome-Based Education doctrine which led to the establishment of new learning areas, one of which is Social Sciences and other policy and pedagogical practices. However, the role of integration in Social Sciences as a learning area (or subject as it is now called) in the current curriculum policy, is not clear. As a subject-based curriculum, the position and value of Social Sciences is also questionable in the CAPs. The analytical framework of the study is underpinned by; curriculum inquiry, hybridization of disciplines and border pedagogy. A qualitative research method was used in attaining data, through the document analysis of Social Sciences Curriculum Assessment Policy Statement (CAPS) and sixteen semi-structured interviews with the research participants. The findings have fundamental implications for the integration of Social Sciences among which are that theoretical explanations and models for integration are not grounded in the South African context. A curriculum integration model is proposed to contribute to improving curriculum integration practices in the social sciences classroom.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Teaching. $3 517098
650 4 $a Pedagogy. $3 2122828
650 4 $a Higher education. $3 641065
650 4 $a Social sciences education. $3 2144735
650 4 $a Post-apartheid era. $3 3527062
650 4 $a Social change. $3 526824
650 4 $a Educational technology. $3 517670
650 4 $a Core curriculum. $3 3559991
650 4 $a Social sciences. $3 516032
650 4 $a Teachers. $3 529573
650 4 $a Curriculum development. $3 684418
650 4 $a Classrooms. $3 1598668
650 4 $a Educational objectives. $3 3566291
650 4 $a Integrated curriculum. $3 3701472
650 4 $a Society. $3 700566
650 4 $a Learning. $3 516521
650 4 $a South African studies. $3 3175326
650 4 $a Social studies education. $3 3422293
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0745
690 $a 0727
690 $a 0456
690 $a 0710
690 $a 0654
690 $a 0534
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Johannesburg (South Africa). $3 3555351
773 0 $t Masters Abstracts International $g 83-07.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28935503 $z click for full text (PQDT)