SciELO - Scientific Electronic Library Online

 
 issue9Trainee teachers' observation of learner-centred instruction and assessment as applied by History and Social Sciences teachersPresentation technology as a mediator of learners' retention and comprehension in a History classroom author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Yesterday and Today

On-line version ISSN 2309-9003
Print version ISSN 2223-0386

Abstract

MOREENG, Boitumelo B  and  DU TOIT, Erna. The powerful learning environment and history learners in the Free State Province. Y&T [online]. 2013, n.9, pp.00-00. ISSN 2309-9003.

The Curriculum and Assessment Policy Statement for History (2011) encourages an active and critical approach to learning. This principle requires History teachers to structure learning environments that will enable active learner participation and meaningful learning. This article reports on a quantitative research study conducted in schools in the Free State Province to establish the extent to which History learners are exposed to the different characteristics of a powerful learning environment (PLE) as espoused by both De Corte and Masui (2004) and Donovan and Bransford (2005). Findings revealed that History learners are exposed to the different aspects of PLEs, albeit at different levels.

Keywords : Powerful learning environment; Teaching and learning of history; Learner-centredness; Constructivism; Enquiry-based approach; Active learning.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License