Exploring the use of local history projects to develop learners' historical skills in a social science classroom

Abstract

Geskiedenisonderrig in skole se primêre fokus is nie meer net gerig op die inhoud in terme van datums en die name van mense nie, maar het verander na ʼn meer omvattende benadering wat nie net inhoud aanspreek nie, maar ook kritiese denke en historiese vaardighede. Een van die maniere wat leerders hierdie kritiese denke moet ontwikkel is deur die onderrig van plaaslike geskiedenisprojekte. Plaaslike geskiedenis is ʼn studieveld wat gemeenskappe help om hul verlede te verstaan. Daarom moet onderwysers konstant besig wees om stories oor die verlede te vertel, want om stories te vertel en voort te gaan met tradisies help om gemeenskappe te versterk. Hierdie studie ondersoek die gebruik van plaaslike geskiedenisprojekte om leerders se historiese vaardighede binne ʼn Sosiale Wetenskapklas te ontwikkel. Kritiese pedagogie is gebruik as die studie se kritiese raamwerk om uit te lig watter noodsaaklike denkvaardighede onderwysers op moet fokus om leerders se historiese vaardighede te ontwikkel. Kritiese pedagogie is aangewend om die studie te stuur; dit is gedoen om te reageer op beide die literatuur en die empiriese studiebevindinge, wat daardie benadering voorstel. Die studie is benader vanuit ʼn interpretatiewe paradigma, wat die navorsingsmetodiek van die studie beïnvloed het. Die navorsingsontwerp het te doen met hoe ’n mens kritiese keuses maak in terme van die navorsing. Die steekproef, wat deur doelgerigte steekproefneming gekies is, het vyf primêre skole in die Motheo-distrik ingesluit. Een onderwyser van elke skool is vir ʼn gedetailleerde studie gekies. Die empiriese studie bestaan uit die versameling van data deur middel van onderhoude en dokumentontleding. Data is ontleed deur kwalitatiewe ontleding te gebruik; dit is gedoen om seker te maak dat daar ʼn deeglike beskrywing van die kwalitatiewe studie se bevindinge is. Onderhoude en dokumentontleding is gebruik om die bevindinge van die studie te rapporteer. Tematiese ontleding is gebruik om sinvolle inligting uit die data te kry. Die bevindinge wys dat daar geleenthede was vir leerders om hulle vaardighede te demonstreer en dat daar talle uitdagings was in terme van die onderrig van plaaslike geskiedenisprojekte om hulle historiese vaardighede te ontwikkel. Die studie beveel meer betekenisvolle gebruik van huidige relevante bronne aan, en die onderwysers moet deurlopende werksessies bywoon om hul begrip van onderrig van plaaslike geskiedenisprojekte te verbeter om leerders se historiese vaardighede te ontwikkel.

History teaching in schools has evolved beyond the focus of content in the form of dates and names of people to a more comprehensive approach that addresses content, critical thinking and historical skills. One of the ways that learners have to develop this critical thinking is through teaching local history projects. Local history is the study that helps the community to understand its past. Therefore, teachers must constantly tell the past because telling these stories and continuing with these traditions helps strengthen the communities. This study sought to explore the use of local history projects to develop learners’ historical skills in a Social Science Classroom.

Critical Pedagogy drove the study as a critical framework to suggest which essential thinking skills teachers must enhance to develop learners' historical skills. Critical pedagogy was employed to coach the study; this was done to respond to both the literature and the empirical study findings, which suggest that approach. The study was approached from an interpretive paradigm, which influenced the research practice in the study.

The research design has to do with making critical choices on the part of the research. The sample, which was chosen through purposive sampling, included five primary schools in Motheo District. One teacher was selected for detailed study at each of the five schools. The empirical study consists of collecting data using interviews and document analysis. Data was analysed using qualitative analysis; this was done to ensure a thorough description of qualitative study findings. Interviews and document analysis were used to report the findings of the study. Thematic analysis was used to make sense of the data.

The findings show that there were opportunities for learners to showcase their skills and myriad challenges in teaching local history projects to develop their historical skills. The study recommended more meaningful use of current relevant sources, and the teachers should attend continuous workshops to enhance their understanding of teaching local history projects to develop learners' historical skills.

Ukufundisa uMlando ezikoleni sekuthuthukile ngaphezu kokugxila kokufundwayo ngendlela yamagama abantu kuya endleleni efaka konke ebuka okuqukethwe, ukucabanga ngokujula kanye namakhono anomlando. Enye yezindlela abafundi okumele bazithuthukise lokhu kucabanga ngokujula kungufundisa imisebenzi yemilando yemiphakathi. Umlando womphakathi ucwaningo olusiza umphakathi ukuthi uqonde umlando wawo. Ngakho-ke, othisha kumele bahlale bahlale bekhuluma ngomlando ngoba ukukhuluma ngalezi zindaba kanye nokuqhubeka nalezi zindlela kwelekelela ukukhulisa imiphakathi. Lolu cwaningo luhlose ukuphenya ukusebenza kwemisebenzi yomphakathi enomlando ukukhulisa amakhono omlando eKlasini leSayensi yoMphakathi. Ukufunda nokufundisa okujulile kwenze ucwaningo njengohlaka ukuphakamisa ukuthi ngamaphi amakhono abalulekile othisha okumele bawathuthukise ukukhulisa amakhono abafundi anomlando. Ukufunda nokufundisa ngokujula kwasetshenziswa ukwesekela lolu cwaningo; lokhu kwenziwa ukuphendula kokubili imibhalo kanye nemiphumela yocwaningo kwenziwe ngezimo zangempela, nokuyiyona ekhomba le ndlela. Ucwaningo lwenziwa ngokulandela ipharadaymu yomhumusho. Uhlaka locwaningo lunokwenza ukuzikhethela okujulile ngasohlangothini locwaningo. Isampula, iyakhethwa ngokuqoka isampula ngenhloso, ibandakanya izikole zamabanga aphansi ezinhlanu esiYingini saseMotheo. Uthisha oyedwa wakhethelwa ucwaningo olusabalele esikoleni ngasinye kwezinhlanu. Ucwaningo lwesimo sangempela lubandakanya iminingo eqoqwe ngosebenzisa izingxoxo kanye nokuhlaziywa kwamiqingo. Imininingo yahlaziywa ngokusebenzisa ukuhlaziya ngezinombolo, lokhu kwenziwa ukuqinisekisa incazelo ecolisekile yemiphumela yocwaningo yekhwalithethivu. Ukuhlaziya izingxoxo kanye namadokhumenti kwasetshenziswa ukubika imiphumela yocwaningo. Ukuhlaziya ngezindikimba kwasetshenziswa ukwakha umqondo wemininingo. Imiphumela iveza ukuthi kwakukhona amathuba abafundi ukukhombisa amakhono abo kanye nezinqinamba ezahlukene ukufundisa imisebenzi yomphakathi enomlando ukuthuthukisa amakhono ezomlando. Ucwaningo luphakamisa ukusetshenziswa kakhulu okunomqondo kwezinsiza kusebenza zamanje nezinomthelela, nokuthi othisha kumele bahambele imihlangano yokuzithuthukisa eqhubekayo ukuthuthukisa ukuqonda kwabo kokufundisa imisebenzi yemiphakathi yezomlando ukuthuthukisa amakhono abafundi ngezomlando.

Ho ruta Histori dikolong ho fetohile ho feta tjhebo ya ditaba ka sebopeho sa matsatsi le mabitso a batho, ka ho latela tsela e buang ka dikahare, ho nahana ho tebileng le botsebi ba histori. Tsela e nngwe eo barutwana ba ka hodisang ho nahana ka ho teba, ke ka ho sebedisa diprojeke tsa histori ya lapeng. Histori ya lapeng ke thuto e thusang baahi ho utlwisisa moo ba hlahang teng. Kahoo matitjhere a lokela ho nna a bolela tse fetileng hobane ho etsa jwalo le ho tswela pele ka ditlwaelo tsena ho thusa ho tiisa baahi. Thuto ena e batla ho hlahloba tshebediso ya histori ya lapeng/motseng ho hodisa tsebo ya barutwana ya histori phaposing ya ho rutela Mahlale a Kahisano. Thuto ya thuto e tebileng e le tsela e tebileng ya bohlokwa e kgothaleditse diphuputso tse ho hlahisa ditsela tse ka sebediswang ho fumana le ho hodisa bokgoni le tsebo ya baithuti. Mokgwa wa bohlokwa wa ho ruta o sebedisitswe ho ntshetsa pele diphuputso tsena. Sena se sebedisitswe ho arabela dingolwa le diphihlello tsa thuto ya diteko, tse totobatsang hore sebedisitswe ona mokgwa oo. Sena ke sona sebopeho sa diphuputso tsena.Ho kgethilwe titjhere e le nngwe e ikamahantse le ho etsa dikgetho tsa bohlokwa. Sebopeho sa diphuputso tsena se qositse hore ho etswe diqeto tseo ho seng bobebe ho di nka. Disampole tse kgethilweng ka hloko, di kenyeleditse dikolo tse hlano tsa poraemari seterekeng sa Motheo . Ho kgethilwe titjhere e le nngwe ho hlaha sekolong ka seng bakeng sa diphuputso tse tebileng. Diphuputso tsena tsa diteko di sebedisa pokello ya deitha ka ho botsa dipotso le ho hlahloba dingolwa. Deitha e hlahlobilwe ka mokgwa wa ho tadima boleng, e le ho hlalosa boleng ba dipotso. Hore deitha e utlwahale hantle, ho sebedisitswe diphuputso ho ya ka meelelo e fapaneng. Diphuputso bontshitse hore ho na le monyetla wa hore barutwana ba ka hlahisa tsebo ya bona ka histori kappa nalane ya seo. Diphuputso di fane ka tlhahiso ya hore ho sebediswe tsebo eo ba nang le yona hantle.Ho feta mona, matitjhere a lokela ho tsamaya diwekeshopo e le ho atisa kutlwisiso ya ona ya ho ruta histori kapa nalane ya lehae e le ho atisa tsebo ya barutwana ya thuto ena ya histori.