dc.contributor.author | Moreeng, Boitumelo B | |
dc.contributor.author | Du Toit, Erna | |
dc.date.accessioned | 2014-05-15T08:00:49Z | |
dc.date.available | 2014-05-15T08:00:49Z | |
dc.date.issued | 2013 | |
dc.identifier.citation | Moreeng, B.B. & Du Toit, E. 2013. The powerful learning environment and history learners in the Free State Province. Yesterday & today, 9:45-66, Jul. [http://www.sashtw.org.za/index2.htm] [http://dspace.nwu.ac.za/handle/10394/5126] | en_US |
dc.identifier.issn | 2223-0386 | |
dc.identifier.uri | http://hdl.handle.net/10394/10515 | |
dc.description.abstract | 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. | en_US |
dc.language.iso | en | en_US |
dc.publisher | The South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West University | en_US |
dc.subject | Powerful learning environment | en_US |
dc.subject | Teaching and learning of history | en_US |
dc.subject | Learner-centredness | en_US |
dc.subject | Constructivism | en_US |
dc.subject | Enquiry-based approach | en_US |
dc.subject | Active learning | en_US |
dc.title | The powerful learning environment and history learners in the Free State Province. | en_US |
dc.type | Article | en_US |