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dc.contributor.advisorMoreeng, B. B.
dc.contributor.advisorTshelane, M. D.
dc.contributor.authorChawira, Michael
dc.date.accessioned2017-09-11T06:33:31Z
dc.date.available2017-09-11T06:33:31Z
dc.date.issued2017-06
dc.identifier.urihttp://hdl.handle.net/11660/6854
dc.description.abstractThis study was initiated with the primary aim to provide history classroom practitioners and history curriculum designers with a framework that can be used in constructing an enabling learning environment for the development of critical thinking skills in history teaching. This undertaking was prompted by the realisation that although the history curriculum in Zimbabwe espouses the skills based approach in history teaching like in many other countries, constructing an enabling learning environment has proved to be elusive for history teachers. In the endeavour to suggest the guidelines for constructing an enabling learning environment, the Marxist theories of critical theory and critical pedagogy, the neo-Marxist theory of constructivism in its various strands, the challenges encountered in history teaching and the developments in history curriculum in Zimbabwe since 1980 were eclectically fused. This was done in order to respond to both the literature study and the empirical study findings which suggested that approach. The research design adopted for this study is the multiple case study design as guided by critical theory as the theoretical framework couching the study. This was done to allow the use of naturalistic data collection suitable in a qualitative study of this nature. The sample which was chosen through purposive sampling included three secondary schools in Gweru Urban District in the Midlands province of Zimbabwe. One history teacher was selected for detailed study at each of the three schools since the aim was for depth rather than breadth. The empirical study involved the collection of data using document analysis, interviews and lessons observations. Data was analysed using interpretive qualitative data analysis. This was done to ensure that „thick description‟ which is commensurate with qualitative study findings‟ reporting would be realised. Excerpts from document analyses, interviews and lessons observations have been used generously to report the findings of the study. The major finding of the study is that there is need to develop a framework that can be used in constructing an enabling learning environment for the development of critical thinking skills in history teaching. This is based on the findings of the challenges that history teachers encounter in constructing an enabling learning environment for the development of critical thinking skills from both the literature study and the empirical study (see 5.3). There is very limited capacity of the participating history teachers to construct an enabling learning environment for the development of critical thinking skills in history teaching as revealed by the plethora of challenges they encounter. The findings on the current practices by history teachers suggested that there is very little exposure of the history learners to enabling learning environment for the development of critical thinking skills in history teaching. This is anchored on the findings that history teachers continue to use the traditional methods of teaching history, use the traditional resources and traditional assessment procedures (see 5.4) which do not augur well for the development of critical thinking skills in history teaching. There is an urgent need to revamp history teacher training in order to incorporate the world view of critical theory and its associated corollaries of critical pedagogy and constructivism. Critical theory will help to equip history teachers with the necessary philosophy of teaching history which in this study is viewed as the need to develop critical thinking skills. Critical pedagogy and constructivism will assist history teachers with the relevant pedagogy for the development of critical thinking skills in history teaching. History teachers need to improve on all the four components of enabling learning environment suggested in the framework and these are the process oriented learning environment (POLE 1), participatory oriented learning environment (POLE 2), context oriented learning environment (COLE) and continuous improvement oriented learning environment (CIOLE). This proposed framework that can be used in constructing an enabling learning environment is taken to be the main indication of the achievement of the aim of this study. The envisaged Zimbabwe curriculum for 2017 which seeks to make critical thinking the kingpin of the expected learner outcomes will be served best in history teaching with the eclectic construction of an enabling learning environment from these four components of an enabling learning environment.en_ZA
dc.language.isoenen_ZA
dc.publisherUniversity of the Free Stateen_ZA
dc.subjectCritical theoryen_ZA
dc.subjectCritical pedagogyen_ZA
dc.subjectConstructivismen_ZA
dc.subjectCritical thinking skillsen_ZA
dc.subjectCurriculum change and transformationen_ZA
dc.subjectHistory teaching and learningen_ZA
dc.subjectLearning environmenten_ZA
dc.subjectEnabling learning environmenten_ZA
dc.subjectHistory -- Study and teachingen_ZA
dc.subjectThesis (Ph.D. (Curriculum Studies))--University of the Free State, 2017en_ZA
dc.titleConstructing an enabling learning environment for the development of critical thinking skills in history teachingen_ZA
dc.typeThesisen_ZA
dc.rights.holderUniversity of the Free Stateen_ZA


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