'n Onderrigleerstrategie om kritiese denke deur middel van geskiedenisonderrig te ontwikkel

[摘要] ENGLISH SUMMARY: Man are continually being confronted with problems forwhich solutions have to be found. This study tries toshow that if man wants to make a positive contribution tothe development of his community and wants to effectivelyaddress problems, he must attempt to develop his fullpotential. In his search for solutions it is necessarythat choices be made between new and alternate ideas andassumptions during which process his judgement andattitude towards issues will be tested.The research methodology followed in this work is mainlybased on a literature study. The departure point for thisstudy has been the hypothesis that a critical mentalfocus can help in the evaluation and judgement ofissues. In the determination· of an operationaldefinition of critical thought it is assumed in thisstudy that the subject History can play an important roleto help students, with the aid of specific methodologiesand thought proficiencies, to develop the ability toevaluate historical facts. This could mean that thestudent learns to handle everyday problems through theapplication of these mental proficiencies and with acritical focus.For the creation of an educational learning strategy asfirst step towards the implementation of critical thoughtthrough the subject History, thought and learning aredefined according to studies done in this field. Thework done by Piaget was used as basis and because thisstudy focus on the secondary school student, Piaget'sdefinitions of concrete operational thought and formaloperational thought was accentuated. In this process factors that specifically influence critical thought andthe learning process has been highlighted as areas thatthe teacher must keep in mind if the development ofcritical thought is the aim.It has been emphasised that the teaching of History is, in many of facts.Critical that the cases, mainly done on the level of the transferShould the teaching process have as goal thought development, it has the added benefitstudent not only memorises facts but has to think about them.This study tries to show that facts should have anutilisation value and that the teacher should usetechniques such as class discussions, guided discussionsand do-it-yourself activities to help with thedevelopment of critical thought.The proposed instructional learning strategy consists ofthree phases, that is planning, implementation endevaluation. The role of the teacher remains important inall three phases and aspects such as methods,questioning, class atmosphere, curriculum proficienciesand motivation are seen as essential subsections.To conclude: it seems from the literature consulted andfrom experience that the potential exists to developcritical thought efficiently through a focussed programin the subject History. Should an instructional learningstrategy with the development of critical thought as goalbe followed, history can take it's rightful place in theschool curriculum.

[发布机构] Stellenbosch University