The administration and organisation of independent study topics with special reference to secondary school geography

Van Harmelen, U. (1992) The administration and organisation of independent study topics with special reference to secondary school geography. Masters thesis, Rhodes University.

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Abstract

Traditional school subjects are having to compete for a place in a curriculum which is increasingly judged according to its perceived utilitarian value. According to current educational theory, geography's role in the curriculum is to develop concepts, skills, values and attitudes that allow pupils to understand the human and environmental issues which face their communities and communities throughout the world. In order to achieve these aims, teachers need to adopt a learner-centred teaching approach, yet geography teachers are faced with the dilemma of having to develop participatory teaching strategies within an existing structure which is largely product oriented. This thesis attempts to illustrate how changes can be effected in the approach to the teaching of geography, while working within existing syllabus constraints and while continuing to meet the demands made by the current examination system. To this end, Independent Study Topics are analysed as a means to bring about the desired changes in geographical education. The concept, Independent Study TopiCS as a 'blanket term' (Diepeveen, 1986) for pupil-centred activities is relatively recent in terms of the South African geography syllabus. In order to obtain greater clarity about the concept and its implications for geography teaching, this study examines current geographical theory relating to learner-centred approaches and relates them to teachers' perceptions of the role of 1ST in the geography curriculum. The second aspect of the study is concerned with the implementation of Independent Study Topics in a classroom research setting. The organisation and administration of Independent Study Topics in a single school setting is analysed and evaluated as a process of change. This analysis provides guidelines for developing a learner-centred approach which is necessary to ensure that geography retains its position in the school curriculum of the 1990's and beyond.

Item Type:Thesis (Masters)
Uncontrolled Keywords:Geography, Curriculum, South Africa, Secondary schools, Learner-centred
Subjects:L Education > L Education (General)
Divisions:Faculty > Faculty of Education > Education
Supervisors:Clark, A.E.G. and Boltt, Gillian
ID Code:4244
Deposited By: Mrs Judith Cornwell
Deposited On:12 Dec 2012 09:28
Last Modified:12 Dec 2012 09:28
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