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dc.contributor.authorMoreeng, Boitumelo B
dc.contributor.authorDu Toit, Erna
dc.date.accessioned2014-05-15T08:00:49Z
dc.date.available2014-05-15T08:00:49Z
dc.date.issued2013
dc.identifier.citationMoreeng, 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.issn2223-0386
dc.identifier.urihttp://hdl.handle.net/10394/10515
dc.description.abstractThe 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.isoenen_US
dc.publisherThe South African Society for History Teaching (SASHT) under the auspices of the School of Basic Sciences, Vaal Triangle Campus, North-West Universityen_US
dc.subjectPowerful learning environmenten_US
dc.subjectTeaching and learning of historyen_US
dc.subjectLearner-centrednessen_US
dc.subjectConstructivismen_US
dc.subjectEnquiry-based approachen_US
dc.subjectActive learningen_US
dc.titleThe powerful learning environment and history learners in the Free State Province.en_US
dc.typeArticleen_US


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