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Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration :/
Reminder of title:	Considerations for Curriculum Development.
Author:	Nkosi, Nokuthula Diborah.
Description:	1 online resource (194 pages)
Notes:	Source: Masters Abstracts International, Volume: 83-07.
Contained By:	Masters Abstracts International83-07.
Subject:	Teaching. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28935503click for full text (PQDT)
ISBN:	9798762143202

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.
Nkosi, Nokuthula Diborah.

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration :Considerations for Curriculum Development. - 1 online resource (194 pages)

Source: Masters Abstracts International, Volume: 83-07.

Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.

Includes bibliographical references

The purpose of this study is to explore the experiences of teachers in practicing curriculum integration through the Social Sciences Curriculum Assessment Policy Statement with the aim of proposing a model that can facilitate integration of Geography and History. Integration as a principle in Curriculum 2005, South Africa's first post-apartheid curriculum, was based on the Outcome-Based Education doctrine which led to the establishment of new learning areas, one of which is Social Sciences and other policy and pedagogical practices. However, the role of integration in Social Sciences as a learning area (or subject as it is now called) in the current curriculum policy, is not clear. As a subject-based curriculum, the position and value of Social Sciences is also questionable in the CAPs. The analytical framework of the study is underpinned by; curriculum inquiry, hybridization of disciplines and border pedagogy. A qualitative research method was used in attaining data, through the document analysis of Social Sciences Curriculum Assessment Policy Statement (CAPS) and sixteen semi-structured interviews with the research participants. The findings have fundamental implications for the integration of Social Sciences among which are that theoretical explanations and models for integration are not grounded in the South African context. A curriculum integration model is proposed to contribute to improving curriculum integration practices in the social sciences classroom.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798762143202Subjects--Topical Terms:

517098
Teaching.
Index Terms--Genre/Form:

542853
Electronic books.

Experiences of Senior Phase Social Sciences Teachers in Curriculum Integration : = Considerations for Curriculum Development.
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502 $a Thesis (M.Ed.)--University of Johannesburg (South Africa), 2021.
504 $a Includes bibliographical references
520 $a The purpose of this study is to explore the experiences of teachers in practicing curriculum integration through the Social Sciences Curriculum Assessment Policy Statement with the aim of proposing a model that can facilitate integration of Geography and History. Integration as a principle in Curriculum 2005, South Africa's first post-apartheid curriculum, was based on the Outcome-Based Education doctrine which led to the establishment of new learning areas, one of which is Social Sciences and other policy and pedagogical practices. However, the role of integration in Social Sciences as a learning area (or subject as it is now called) in the current curriculum policy, is not clear. As a subject-based curriculum, the position and value of Social Sciences is also questionable in the CAPs. The analytical framework of the study is underpinned by; curriculum inquiry, hybridization of disciplines and border pedagogy. A qualitative research method was used in attaining data, through the document analysis of Social Sciences Curriculum Assessment Policy Statement (CAPS) and sixteen semi-structured interviews with the research participants. The findings have fundamental implications for the integration of Social Sciences among which are that theoretical explanations and models for integration are not grounded in the South African context. A curriculum integration model is proposed to contribute to improving curriculum integration practices in the social sciences classroom.
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