The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS
| dc.contributor.advisor | Hoadley, Ursula Kate | |
| dc.contributor.author | Job, Mikhaila | |
| dc.date.accessioned | 2017-01-25T14:24:44Z | |
| dc.date.available | 2017-01-25T14:24:44Z | |
| dc.date.issued | 2015 | |
| dc.date.updated | 2016-12-13T14:22:37Z | |
| dc.description.abstract | This dissertation considers how historical knowledge is specialised in one chapter in four Grade 7 Social Science textbooks produced under the CAPS curriculum. The four textbooks selected are from two publishers, and the interest was in similarities and differences within and between publishers. Two central categories of analysis were used: the General Structure of the Text, and the Structure of Historical Knowledge. The General Structure of the Text considered the overall organisational differences and similarities between the textbooks in terms ofBemstein's (1977/2000) concepts of classification, selection and sequencing. All four textbooks were found to be highly similar, suggesting strong external framing (Fᵄ⁺)of the textbooks by the curriculum. I examined the weighting of the sections and sub-sections of the textbooks, and found similarity across all four textbooks for the sections but variation for the sub-sections. The Structure of Historical Knowledge considered the specialisation of historical knowledge. I separated the text from the textbooks into Narratives and Activities. Narratives were comprised of Narrative Text and Glossaries, while Activities were composed of Sources and Questions. The analysis of Structure of Historical Knowledge was informed primarily by Seixas' (2006) benchmarks of historical thinking. I found differences related to historical specialisation, specifically with regards to the historical concepts that students are exposed to in the Narrative Text and Activities, and the Conceptual Level which underpins the Activities. The study found that students are exposed to a limited range of historical concepts, especially in certain of the textbooks in the Narrative Text; and students are required to engage with Questions in a way which focuses on comprehension and little inference in the Conceptual Level. There was, however, some variation across textbooks and this is drawn out in the analysis. | |
| dc.identifier.apacitation | Job, M. (2015). <i>The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS</i>. (Thesis). University of Cape Town ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/23073 | en_ZA |
| dc.identifier.chicagocitation | Job, Mikhaila. <i>"The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS."</i> Thesis., University of Cape Town ,Faculty of Humanities ,School of Education, 2015. http://hdl.handle.net/11427/23073 | en_ZA |
| dc.identifier.citation | Job, M. 2015. The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS. University of Cape Town. | en_ZA |
| dc.identifier.ris | TY - Thesis / Dissertation AU - Job, Mikhaila AB - This dissertation considers how historical knowledge is specialised in one chapter in four Grade 7 Social Science textbooks produced under the CAPS curriculum. The four textbooks selected are from two publishers, and the interest was in similarities and differences within and between publishers. Two central categories of analysis were used: the General Structure of the Text, and the Structure of Historical Knowledge. The General Structure of the Text considered the overall organisational differences and similarities between the textbooks in terms ofBemstein's (1977/2000) concepts of classification, selection and sequencing. All four textbooks were found to be highly similar, suggesting strong external framing (Fᵄ⁺)of the textbooks by the curriculum. I examined the weighting of the sections and sub-sections of the textbooks, and found similarity across all four textbooks for the sections but variation for the sub-sections. The Structure of Historical Knowledge considered the specialisation of historical knowledge. I separated the text from the textbooks into Narratives and Activities. Narratives were comprised of Narrative Text and Glossaries, while Activities were composed of Sources and Questions. The analysis of Structure of Historical Knowledge was informed primarily by Seixas' (2006) benchmarks of historical thinking. I found differences related to historical specialisation, specifically with regards to the historical concepts that students are exposed to in the Narrative Text and Activities, and the Conceptual Level which underpins the Activities. The study found that students are exposed to a limited range of historical concepts, especially in certain of the textbooks in the Narrative Text; and students are required to engage with Questions in a way which focuses on comprehension and little inference in the Conceptual Level. There was, however, some variation across textbooks and this is drawn out in the analysis. DA - 2015 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PY - 2015 T1 - The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS TI - The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS UR - http://hdl.handle.net/11427/23073 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/23073 | |
| dc.identifier.vancouvercitation | Job M. The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS. [Thesis]. University of Cape Town ,Faculty of Humanities ,School of Education, 2015 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/23073 | en_ZA |
| dc.language.iso | eng | |
| dc.publisher.department | School of Education | en_ZA |
| dc.publisher.faculty | Faculty of Humanities | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.subject.other | Education | |
| dc.title | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS | |
| dc.type | Master Thesis | |
| dc.type.qualificationlevel | Masters | |
| dc.type.qualificationname | MEd | |
| uct.type.publication | Research | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Thesis | |
| uct.type.resource | Thesis | en_ZA |