Structuring of a powerful learning environment for the teaching and learning of history in the further education and training band in Free State schools

Abstract

English: The primary aim of the research was to identify different aspects that need to be taken into account when structuring a powerful learning environment for the teaching and learning of history in the FET Band. In doing so the researcher focused on and adopted the Flemish notion of ‘Powerful Learning Environment’ as espoused by amongst others De Corte and Masui (2004), and Donovan and Bransford (2005). History teaching in South African schools has faced challenges and was subject to change throughout the ages. Some of these challenges included the way in which history was taught in schools, the nature of its content and the impact that these had on people’s perception of history as a school subject (Kapp, 1994, Pandor, 1994, De Villiers, 1998, Van Eeden, 1999, Twala, 2003, Asmal, 2003). The researcher focused on two challenges, namely to determine history teachers’ and learners’ perception of the teaching and learning of history as well as determining the current status of the teaching and learning of history in the FET Band of schools with the Free State province. Findings from these two aspects were used to create guidelines for the structuring of a powerful learning environment for the teaching and learning of history. The study further proposes that history teachers require a thorough understanding of Outcomes-based education in South Africa, historical developments in the teaching of history in South Africa and internationally, learning and developmental theories and knowledge about learning environments so that they can structure powerful learning environments. The research design involved a quantitative method and the data was collected by means of a five point Lickert scale questionnaire. The questionnaires included statements about perception of history teaching and also sought to determine the current status of history teaching and learning by focusing on the teaching and learning strategies employed. The sample consisted of 96 teachers and 697 learners throughout the Free State province who participated in the study. The data for the research was analyzed by means of the SPSS at the University of Free State. The research findings suggest that both learners and teachers of history have a positive attitude towards History as a school subject. With regard to the approaches that are used during history lessons, the research revealed that there was a need to improve on the following three characteristics of learning environment, namely community-centred learning environment, learner-centred learning environment and assessment-centred learning environment. History teachers therefore need to be empowered to use constructivist teaching methodologies that will not only ensure the development of appropriate historical skills and the acquisition of historical content, but will also improve interaction within the class and enhance the nature of assessment.

Afrikaans: Die primêre doel van die navorsing was om verskillende aspekte te identifiseer wat in ag geneem moet word in die strukturering van ’n kragtige leeromgewing vir die onderrig en leer van geskiedenis in die VOO-fase. Die navorser het gefokus op ’n kragtige leeromgewing soos voorgestaan deur onder andere De Corte en Masui (2004), asook Donovan en Bransford (2005). Geskiedenisonderrig in Suid-Afrika het al baie uitdagings ervaar en is deur die eeue heen aan verandering onderwerp. Sommige van dié uitdagings sluit in: die wyse waarop dit in skole onderrig is, die aard van die inhoud en die impak wat dit op mense se persepsie van geskiedenis as skoolvak gehad het (Kapp, 1994, Pandor, 1994, De Villiers, 1988, Van Eeden, 1999, Twala 2003, Asmal, 2003). Die navorser het op twee sake gefokus, naamlik geskiedenisonderwysers en –leerders se persepsies van die leer van geskiedenis, asook die huidige status van die onderrig en leer van geskiedenis in die VOO-fase in Vrystaatse skole. Bevindinge in verband met bogenoemde twee aspekte is gebruik om riglyne op te stel vir die strukturering van ’n kragtige leeromgewing vir die onderrig en leer van geskiedenis. Die studie stel voor dat geskiedenisonderwysers grondige begrip van uitkomsgebaseerde onderrig in Suid-Afrika, asook van historiese ontwikkelings in die onderrig van geskiedenis in Suid-Afrika en internasionaal, moet ontwikkel. Daarbenewens moet hulle oor begrip van leer- en ontwikkelingsteorieë oor leeromgewings beskik en kennis van leeromgewings hê, sodat hulle kragtige leeromgewings kan skep. ’n Kwantitatiewe navorsingsontwerp is gebruik en data is deur middel van ’n vyfpunt Lickertskaalvraelys versamel. Die vraelys het stellings ingesluit oor persepsie van geskiedenisonderrig en –leer deur te fokus op die onderrig en leerstrategieë wat aangewend is. Die steekproef het bestaan uit 96 onderwysers en 697 leerders van dwarsoor die Vrystaat wat aan die studie deelgeneem het. Die data vir die navorsing is aan die Universiteit van die Vrystaat deur middel van die SPPS-pakket geanaliseer. Die navorsingsresultate toon dat beide leerders en onderwysers van geskiedenis ’n positiewe houding teenoor geskiedenis as skoolvak het. Wat betref die benaderings wat gedurende geskiedenislesse gebruik word, toon die navorsing dat daar ’n behoefte is aan die verbetering van die volgende drie eienskappe van ’n leeromgewing: gemeenskapgesentreerde leeromgewing, leerdergesentreerde leeromgewing en assesseringsgesentreerde leeromgewing. Geskiedenisonderwysers moet dus bemagtig word om konstruktivistiese onderrigmetodes te gebruik wat nie net die ontwikkeling van gepaste geskiedkundevaardighede en die verkryging van historiese inhoud sal verseker nie, maar ook die interaksie met die klas en die aard van die assessering sal verbeter.