Publisher: SciELO   (Total: 911 journals)

 A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z  

  First | 1 2 3 4 5 | Last   [Sort by number of followers]   [Restore default list]

Showing 601 - 800 of 911 Journals sorted alphabetically
Revista Chilena de Anatomia     Open Access  
Revista Chilena de Cardiología     Open Access  
Revista Chilena de Cirugía     Open Access   (Followers: 1)
Revista Chilena de Derecho     Open Access   (Followers: 2, SJR: 0.645, CiteScore: 0)
Revista Chilena de Derecho Privado     Open Access   (Followers: 1)
Revista Chilena de Enfermedades Respiratorias     Open Access  
Revista Chilena de Infectología     Open Access   (SJR: 0.202, CiteScore: 0)
Revista Chilena de Literatura     Open Access   (Followers: 2, SJR: 0.16, CiteScore: 0)
Revista Chilena de Neuro-Psiquiatria     Open Access   (SJR: 0.137, CiteScore: 0)
Revista Chilena de Nutricion     Open Access   (Followers: 2, SJR: 0.167, CiteScore: 0)
Revista Chilena de Obstetricia y Ginecologia     Open Access   (Followers: 1, SJR: 0.139, CiteScore: 0)
Revista Chilena de Pediatria     Open Access   (Followers: 1, SJR: 0.171, CiteScore: 0)
Revista Chilena de Radiologia     Open Access   (SJR: 0.124, CiteScore: 0)
Revista Ciência Agronômica     Open Access   (SJR: 0.498, CiteScore: 1)
Revista Ciencia y Cultura     Open Access  
Revista Ciencias Técnicas Agropecuarias     Open Access  
Revista Científica Ciencia Médica     Open Access  
Revista Científica de la UCSA     Open Access  
Revista Científica General José María Córdova     Open Access  
Revista Clínica de Medicina de Familia     Open Access   (Followers: 4)
Revista Clínica de Periodoncia, Implantología y Rehabilitación Oral     Open Access   (Followers: 2)
Revista Colombiana de Anestesiología     Open Access   (Followers: 1, SJR: 0.154, CiteScore: 0)
Revista Colombiana de Antropologia     Open Access   (Followers: 2, SJR: 0.232, CiteScore: 0)
Revista Colombiana de Biotecnología     Open Access   (Followers: 1)
Revista Colombiana de Cancerología     Open Access   (SJR: 0.106, CiteScore: 0)
Revista Colombiana de Cardiologia     Open Access   (SJR: 0.113, CiteScore: 0)
Revista Colombiana de Ciencias Químico-Farmacéuticas     Open Access   (Followers: 1)
Revista Colombiana de Educación     Open Access  
Revista Colombiana de Entomología     Open Access   (Followers: 1, SJR: 0.184, CiteScore: 0)
Revista Colombiana de Estadística     Open Access   (SJR: 0.361, CiteScore: 1)
Revista Colombiana de Matemáticas     Open Access   (Followers: 1, SJR: 0.136, CiteScore: 0)
Revista Colombiana de Psicología     Open Access   (SJR: 0.151, CiteScore: 0)
Revista Colombiana de Química     Open Access   (Followers: 1, SJR: 0.115, CiteScore: 0)
Revista Contabilidade & Finanças     Open Access   (SJR: 0.145, CiteScore: 0)
Revista Costarricense de Cardiología     Open Access  
Revista Costarricense de Psicología     Open Access  
Revista Cubana de Anestesiología y Reanimación     Open Access   (Followers: 1)
Revista Cubana de Angiología y Cirugía Vascular     Open Access  
Revista Cubana de Cirugía     Open Access  
Revista Cubana de Endocrinología     Open Access   (Followers: 1)
Revista Cubana de Enfermería     Open Access   (Followers: 2, SJR: 0.102, CiteScore: 0)
Revista Cubana de Estomatologí­a     Open Access   (SJR: 0.128, CiteScore: 0)
Revista Cubana de Hematología, Inmunología y Hemoterapia     Open Access   (SJR: 0.196, CiteScore: 0)
Revista Cubana de Información en Ciencias de la Salud     Open Access   (SJR: 0.229, CiteScore: 0)
Revista Cubana de Informática Médica     Open Access  
Revista Cubana de Investigaciones Biomédicas     Open Access   (Followers: 1, SJR: 0.13, CiteScore: 0)
Revista Cubana de Medicina     Open Access   (Followers: 2)
Revista Cubana de Medicina General Integral     Open Access   (Followers: 1, SJR: 0.263, CiteScore: 0)
Revista Cubana de Medicina Militar     Open Access   (Followers: 1, SJR: 0.202, CiteScore: 0)
Revista Cubana de Medicina Tropical     Open Access   (SJR: 0.143, CiteScore: 0)
Revista Cubana de Obstetricia y Ginecología     Open Access   (SJR: 0.191, CiteScore: 0)
Revista Cubana de Oftalmología     Open Access   (Followers: 1)
Revista Cubana de Ortopedia y Traumatologí­a     Open Access   (SJR: 0.101, CiteScore: 0)
Revista Cubana de Plantas Medicinales     Open Access   (Followers: 1, SJR: 0.127, CiteScore: 0)
Revista Cubana de Salud Pública     Open Access   (SJR: 0.262, CiteScore: 0)
Revista da Educação Física : UEM     Open Access   (Followers: 1)
Revista da Escola de Enfermagem da USP     Open Access   (Followers: 2, SJR: 0.279, CiteScore: 1)
Revista da Faculdade de Educação     Open Access  
Revista da Sociedade Brasileira de Fonoaudiologia     Open Access  
Revista da Sociedade Brasileira de Medicina Tropical     Open Access   (SJR: 0.658, CiteScore: 1)
Revista de Administração - RAUSP     Open Access   (Followers: 1)
Revista de Administração Contemporânea     Open Access  
Revista de Administração de Empresas     Open Access   (Followers: 1, SJR: 0.16, CiteScore: 0)
Revista de Administração Pública     Open Access   (SJR: 0.294, CiteScore: 0)
Revista de Análisis Económico     Open Access   (SJR: 0.112, CiteScore: 0)
Revista de Antropologia     Open Access   (Followers: 4, SJR: 0.102, CiteScore: 0)
Revista de Bioética y Derecho     Open Access  
Revista de Biología Marina y Oceanografía     Open Access   (SJR: 0.23, CiteScore: 0)
Revista de Biología Tropical     Open Access   (Followers: 1, SJR: 0.326, CiteScore: 1)
Revista de Ciencia Politica     Open Access   (Followers: 2, SJR: 0.368, CiteScore: 1)
Revista de Ciencia y Tecnología     Open Access  
Revista de Ciências Agrárias     Open Access  
Revista de Ciencias Médicas de Pinar del Río     Open Access  
Revista de Ciencias Sociales     Open Access   (Followers: 1)
Revista de Cirugía     Open Access   (SJR: 0.121, CiteScore: 0)
Revista de Derecho     Open Access   (SJR: 0.364, CiteScore: 0)
Revista de Derecho (Concepción)     Open Access   (Followers: 2)
Revista de Derecho (Coquimbo)     Open Access  
Revista de Economía     Open Access   (Followers: 1)
Revista de Economia Contemporânea     Open Access   (SJR: 0.121, CiteScore: 0)
Revista de Economía del Caribe     Open Access  
Revista de Economia e Sociologia Rural     Open Access   (Followers: 2, SJR: 0.265, CiteScore: 0)
Revista de Economía Institucional     Open Access   (SJR: 0.141, CiteScore: 0)
Revista de Economia Poli­tíca     Open Access   (Followers: 1, SJR: 0.282, CiteScore: 0)
Revista de Enfermagem Referência     Open Access   (Followers: 2)
Revista de Estudios Historico-Juridicos     Open Access   (Followers: 1, SJR: 0.123, CiteScore: 0)
Revista de Estudios Sociales     Open Access   (Followers: 2, SJR: 0.166, CiteScore: 0)
Revista de Filosofia     Open Access   (SJR: 0.102, CiteScore: 0)
Revista de Filosofía Open Insight     Open Access  
Revista de Geografía Norte Grande     Open Access   (Followers: 1, SJR: 0.296, CiteScore: 1)
Revista de Gestão Costeira Integrada     Open Access   (SJR: 0.251, CiteScore: 1)
Revista de Historia (Concepción)     Open Access   (Followers: 1)
Revista de Historia del Derecho     Open Access   (Followers: 1)
Revista de Ingeniería     Open Access  
Revista de Investigacion Psicologica     Open Access  
Revista de la Academia Colombiana de Ciencias Exactas, Físicas y Naturales     Open Access   (Followers: 1)
Revista de la Asociación Española de Neuropsiquiatría     Open Access  
Revista de la Ciencia del Suelo y Nutricion Vegetal     Open Access   (Followers: 1, SJR: 0.224, CiteScore: 0)
Revista de la Construcción     Open Access   (SJR: 0.234, CiteScore: 1)
Revista de la Facultad de Agronomía     Open Access   (Followers: 3)
Revista de la Facultad de Derecho : Universidad de la República     Open Access  
Revista de la Facultad de Derecho y Ciencias Políticas     Open Access  
Revista de la Facultad de Medicina (México)     Open Access   (Followers: 1)
Revista de la Sociedad Boliviana de Pediatría     Open Access  
Revista de la Sociedad Española de Enfermería Nefrológica     Open Access  
Revista de la Sociedad Química del Perú     Open Access   (Followers: 1)
Revista de la Sociedad Venezolana de Microbiologia     Open Access  
Revista de la Universidad Industrial de Santander. Salud     Open Access  
Revista de Medicina Veterinaria     Open Access  
Revista de Microbiologia     Open Access   (Followers: 1)
Revista de Nutrição     Open Access   (SJR: 0.282, CiteScore: 0)
Revista de Odontologia da UNESP     Open Access  
Revista de Odontologia da Universidade de São Paulo     Open Access  
Revista de Osteoporosis y Metabolismo Mineral     Open Access   (Followers: 2, SJR: 0.121, CiteScore: 0)
Revista de Otorrinolaringología y Cirugía de Cabeza y Cuello     Open Access  
Revista de Protección Vegetal     Open Access  
Revista de Psicología del Trabajo y de las Organizaciones     Open Access   (SJR: 0.418, CiteScore: 1)
Revista de Psiquiatria Clínica     Open Access   (Followers: 1, SJR: 0.271, CiteScore: 1)
Revista de Psiquiatria do Rio Grande do Sul     Open Access   (Followers: 1)
Revista de Salud Animal     Open Access  
Revista de Salud Pública     Open Access   (Followers: 1, SJR: 0.171, CiteScore: 0)
Revista de Saúde Pública     Open Access   (Followers: 1, SJR: 0.807, CiteScore: 2)
Revista de Sociologia e Polí­tica     Open Access   (Followers: 2, SJR: 0.482, CiteScore: 0)
Revista del Instituto de Medicina Tropical     Open Access  
Revista del Nacional     Open Access   (Followers: 1)
Revista Dental Press de Ortodontia e Ortopedia Facial     Open Access   (Followers: 1)
Revista Diacrítica     Open Access  
Revista Direito GV     Open Access   (Followers: 1)
Revista do Colégio Brasileiro de Cirurgiões     Open Access   (SJR: 0.221, CiteScore: 1)
Revista do Departamento de Psicologia. UFF     Open Access  
Revista do Hospital das Clinicas     Open Access  
Revista do Instituto de Estudos Brasileiros     Open Access   (Followers: 1)
Revista do Instituto de Medicina Tropical de São Paulo     Open Access   (SJR: 0.669, CiteScore: 1)
Revista Dor     Open Access  
Revista Ecuatoriana de Neurología     Open Access   (Followers: 1)
Revista EIA     Open Access   (Followers: 1)
Revista electrónica de investigación educativa     Open Access   (Followers: 1, SJR: 0.187, CiteScore: 0)
Revista Electronica Educare     Open Access   (Followers: 2)
Revista Española de Cirugía Oral y Maxilofacial     Open Access   (Followers: 1, SJR: 0.117, CiteScore: 0)
Revista Española de Enfermedades Digestivas     Open Access   (SJR: 0.417, CiteScore: 1)
Revista Española de Salud Pública     Open Access   (SJR: 0.249, CiteScore: 1)
Revista Española de Sanidad Penitenciaria     Open Access   (SJR: 0.135, CiteScore: 0)
Revista Estudos Feministas     Open Access   (SJR: 0.208, CiteScore: 0)
Revista Facultad de Ciencias Económicas: Investigación y Reflexión     Open Access  
Revista Facultad de Ingenieria - Universidad de Tarapaca     Open Access   (Followers: 1)
Revista Facultad de Ingeniería Universidad de Antioquia     Open Access   (Followers: 1, SJR: 0.172, CiteScore: 0)
Revista Facultad de Medicina de la Universidad Nacional de Colombia     Open Access   (SJR: 0.125, CiteScore: 0)
Revista Facultad Nacional de Agronomía, Medellín     Open Access   (SJR: 0.138, CiteScore: 0)
Revista Facultad Nacional de Salud Pública     Open Access  
Revista Gaúcha de Enfermagem     Open Access   (SJR: 0.225, CiteScore: 1)
Revista Geológica de América Central     Open Access  
Revista Geológica de Chile     Open Access   (Followers: 1)
Revista Gerencia y Políticas de Salud     Open Access   (SJR: 0.136, CiteScore: 0)
Revista Habanera de Ciencias Médicas     Open Access   (SJR: 0.211, CiteScore: 0)
Revista Historia y Sociedad     Open Access  
Revista IBRACON de Estruturas e Materiais     Open Access   (Followers: 1)
Revista Ingeniería Biomédica     Open Access   (Followers: 1)
Revista Ingenieria de Construcción     Open Access   (Followers: 1, SJR: 0.204, CiteScore: 0)
Revista Ingenierías Universidad de Medellín     Open Access  
Revista Integra Educativa     Open Access  
Revista Interamericana de Bibliotecología     Open Access   (Followers: 7)
Revista Internacional de Contaminación Ambiental     Open Access   (SJR: 0.152, CiteScore: 0)
Revista ION     Open Access  
Revista IUS     Open Access  
Revista Katálysis     Open Access  
Revista Lasallista de Investigación     Open Access   (SJR: 0.146, CiteScore: 0)
Revista Latino-Americana de Enfermagem     Open Access   (SJR: 0.339, CiteScore: 1)
Revista Latinoamericana de Bioética     Open Access  
Revista Latinoamericana de Ciencias Sociales, Niñez y Juventud     Open Access   (Followers: 1)
Revista Latinoamericana de Derecho Social     Open Access   (Followers: 2, SJR: 0.101, CiteScore: 0)
Revista Latinoamericana de Desarrollo Económico     Open Access  
Revista Latinoamericana de Educación Inclusiva     Open Access   (Followers: 1)
Revista Latinoamericana de Filosofía     Open Access   (Followers: 1)
Revista Latinoamericana de Hipertension     Open Access   (SJR: 0.158, CiteScore: 0)
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access   (SJR: 0.171, CiteScore: 0)
Revista Latinoamericana de Psicopatologia Fundamental     Open Access   (SJR: 0.201, CiteScore: 0)
Revista Medica de Chile     Open Access   (SJR: 0.259, CiteScore: 1)
Revista Médica del Hospital Nacional de Niños Dr. Carlos Sáenz Herrera     Open Access   (Followers: 1)
Revista Médica del Uruguay     Open Access  
Revista Médica Electrónica     Open Access  
Revista Médica La Paz     Open Access  
Revista Médico-Científica : Luz y Vida     Open Access  
Revista Mexicana de Análisis de la Conducta     Open Access   (SJR: 0.405, CiteScore: 1)
Revista Mexicana de Astronomía y Astrofísica     Open Access   (Followers: 2, SJR: 0.596, CiteScore: 1)
Revista Mexicana de Biodiversidad     Open Access   (SJR: 0.421, CiteScore: 1)
Revista Mexicana de Ciencias Agrícolas     Open Access   (Followers: 1)
Revista Mexicana de Ciencias Farmaceuticas     Open Access   (Followers: 1)
Revista Mexicana de Ciencias Geológicas     Open Access   (SJR: 0.308, CiteScore: 1)
Revista Mexicana de Ciencias Pecuarias     Open Access   (Followers: 1, SJR: 0.17, CiteScore: 0)
Revista Mexicana de Economía y Finanzas     Open Access  
Revista Mexicana de Física     Open Access   (SJR: 0.203, CiteScore: 0)
Revista mexicana de física E     Open Access  
Revista Mexicana de Fitopatología     Open Access  
Revista Mexicana de Ingeniería Biomédica     Open Access   (Followers: 1)
Revista Mexicana de Ingeniería Química     Open Access   (SJR: 0.328, CiteScore: 1)
Revista Mexicana de Investigación Educativa     Open Access   (Followers: 3, SJR: 0.291, CiteScore: 0)
Revista Mexicana de Micologí­a     Open Access  
Revista Mexicana de Sociologí­a     Open Access   (Followers: 9, SJR: 0.142, CiteScore: 0)
Revista Musical Chilena     Open Access   (SJR: 0.1, CiteScore: 0)
Revista MVZ Córdoba     Open Access   (SJR: 0.173, CiteScore: 0)

  First | 1 2 3 4 5 | Last   [Sort by number of followers]   [Restore default list]

Similar Journals
Journal Cover
Yesterday and Today
Number of Followers: 1  

  This is an Open Access Journal Open Access journal
ISSN (Print) 2223-0386
Published by SciELO Homepage  [911 journals]
  • Editorial

    •  
  • Testing transformation and decolonisation: Experiences of curriculum
           revision in a History honours module

    •  
  • Implementation of the competency-based curriculum by teachers of History
           in selected Secondary Schools in Lusaka district, Zambia

    • Abstract: The study investigated teachers of History's implementation of the competency-based teaching approaches in the teaching and learning of History in Lusaka district, Zambia. A mixed-methods approach particularly the explanatory sequential design was used in this study. The study focused on schools in Lusaka from the ten zones. The total sample size of this study was 99. A total of 80 teachers participated in this study and 10 of them were interviewed. The participants were randomly and purposively selected. A questionnaire was used to gather information from the teachers. Interview guides were also used to collect data from one Chief Curriculum Specialist, one Subject Curriculum Specialist, 2 Standard Officers, 5 Head-Teachers, 10 Heads of Sections and 20 Teachers. Classroom lesson observations and document analysis were also done. Quantitative data was analysed using the statistical package for social sciences (SPSS) and qualitative data was analysed thematically. The findings of the study revealed that 67% of the teachers of History did not understand the concept of the competency-based curriculum or outcome-based curriculum. It was also revealed that teachers of History were not using the competency-based or outcomes-based approaches to a large extent in the teaching and learning of History in the selected secondary schools because they did not have the knowledge and skills of the competency-based approaches. Thus, it was recommended that the Ministry of General Education (MoGE) should strengthen the in-service training and continuous professional development meetings in schools and zones for the competency-based curriculum to be successfully understood and implemented effectively in schools.
       
  • Developing a serious game artefact to demonstrate world war II content
           to History students

    • Abstract: The following design paper reports on a serious game project being made by interdisciplinary researchers at the North-West University (NWU), Vanderbijlpark Campus. The aim of this venture is to develop a trading card game based on specific History content, using similar mechanics found in popular card games such as Magic: The Gathering and the Pokémon Trading Card Game. The game is called Dogs of War (DoW) and the historical figures will be depicted as various dog breeds to subvert player expectations and assuage a grim period of human History. The game itself is designed in such a way that up to six people can play together, with each player representing a faction that was involved in the war. These factions include: Nazi Germany, Imperial Japan, Fascist Italy, Great Britain, United States of America and Soviet Russia. The conceptualisation of DoW has already reached the initial play-testing phase, wherein the basic mechanics and units already having been designed. The game will be implemented in a third year History class at NWU in 2020, with the aim of researching whether the game itself can enhance self-directed learning through tangential and exciting gameplay. Focus group interviews will be held at the end of the first semester (2020) to gauge this prototype's overall effectiveness.
       
  • Indigenous South African poetry as conduits of History: Epi-poetics – a
           pedagogy of memory

    • Abstract: This conceptual article argues that a pedagogy of poetic memory, or epi-poetics, can be used to remember and 're-member' the past in the present in the history classroom. Epi-poetics as a theory encapsulates the dynamic interplay of language (including indigenous poetry), the body (both physical and psychological remembering of the past) and the socio-cultural and physical environments in memory construction. As a pedagogy, epi-poetics allows for the indigenisation of the curriculum by tapping into Indigenous Knowledge constructs, specifically indigenous poetry and how it relates to memory, trauma and history. The indigenous poetry is both a source of memory, and, therefore history, and a fount and font of inter-generational experience and trauma.
       
  • Taking the sting out of assessment: The experiences of trainee teachers
           experimenting with innovative alternative performance assessment in the
           History classroom

    • Abstract: This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment strategies in their diverse classroom settings during their practicum at schools. Originally designed for the corporate staff training environment, and subsequently utilised as community building and data collection techniques in a participative community-engaged research project, these five interactive activities were adapted to act as innovative teaching and alternative formative performance assessment strategies in the History classroom, the latter of which is the main focus of this article. The article is anchored in a social constructivist and dialogic theoretical framework and argues that alternative performance assessment techniques that are non-graded, interactive, formative and dialogic in nature, take place within an atmosphere of emotional safety, and integrate a strong element of enjoyment, are able to remove the anxiety that often characterises both summative and graded formative assessment. This, in turn, makes learners more receptive to learning and brings History to life in the classroom. In an attempt to answer two interrelated research questions: "how did trainee History teachers experience the implementation of innovative alternative performance assessment strategies", and "how did they perceive the response of the learners to a fresh approach to formative assessment", the article employs a qualitative research methodology which rests on research findings generated through the use of data gathered from written, visual and oral feedback from the participants during and after a practical workshop which prepared them for the implementation phase of the study. The research findings suggest, inter alia, that both the trainee teachers and their learners enjoyed a fresh, non-threatening approach to formative assessment and that the learners participated freely and enthusiastically in groups when implementing these formative assessment strategies. The findings also indicate some challenges including time management, classroom management, and appropriate facilitation skills in managing more advanced learners who, it was found, tended to overpower less confident learners in their groups. It finally offers recommendations for improvement should History teachers prefer to implement these alternative performance assessment strategies in their classrooms.
       
  • Historical Significance in the South African History curriculum: An
           un-silencing approach

    • Abstract: This article explores the experiences of History and Social Sciences (History) trainee teachers (n=33) and their learners during the implementation of five versatile and innovative alternative performance assessment strategies in their diverse classroom settings during their practicum at schools. Originally designed for the corporate staff training environment, and subsequently utilised as community building and data collection techniques in a participative community-engaged research project, these five interactive activities were adapted to act as innovative teaching and alternative formative performance assessment strategies in the History classroom, the latter of which is the main focus of this article. The article is anchored in a social constructivist and dialogic theoretical framework and argues that alternative performance assessment techniques that are non-graded, interactive, formative and dialogic in nature, take place within an atmosphere of emotional safety, and integrate a strong element of enjoyment, are able to remove the anxiety that often characterises both summative and graded formative assessment. This, in turn, makes learners more receptive to learning and brings History to life in the classroom. In an attempt to answer two interrelated research questions: "how did trainee History teachers experience the implementation of innovative alternative performance assessment strategies", and "how did they perceive the response of the learners to a fresh approach to formative assessment", the article employs a qualitative research methodology which rests on research findings generated through the use of data gathered from written, visual and oral feedback from the participants during and after a practical workshop which prepared them for the implementation phase of the study. The research findings suggest, inter alia, that both the trainee teachers and their learners enjoyed a fresh, non-threatening approach to formative assessment and that the learners participated freely and enthusiastically in groups when implementing these formative assessment strategies. The findings also indicate some challenges including time management, classroom management, and appropriate facilitation skills in managing more advanced learners who, it was found, tended to overpower less confident learners in their groups. It finally offers recommendations for improvement should History teachers prefer to implement these alternative performance assessment strategies in their classrooms.
       
  • An exploration of the shifts in imagined academic and civic identities
           across four history curriculum documents

    • Abstract: This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum and Policy Statement [2011]) and two English (the first History National Curriculum [1991] and the most recent Secondary History National Curriculum [2014]). The theoretical underpinnings of the discussion of identity are Bernstein's concepts of instructional and regulative discourse. The shifts in overall purpose and identity within the two contexts are striking. The first English national curriculum saw a tension between a focus on developing history learners who had a strong sense of national identity and using constructivist models that teach the learners the knowledge base of the subject. By contrast, Curriculum 2005 focused on attempting to create learners who were actively engaged with the problems of their current-day situation. By the second English national curriculum, a focus on making connections to current-day challenges had been introduced in addition to the existing concerns about national identity and understanding the way in which historians work. The Curriculum and Policy Statement (CAPS) reform in South Africa expressed greater concerns for developing historical thinking, but nevertheless retained a focus on actively engaged citizenship. The findings of this research provide a lens through which to consider current history curriculum reform and in particular, the ways in which curriculum documents imagine the learners that they would want to produce as both historians and citizens.
       
  • Ramaphosa's turn: Can Cyril save South Africa' by Ralph
           Mathekga

    • Abstract: This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum and Policy Statement [2011]) and two English (the first History National Curriculum [1991] and the most recent Secondary History National Curriculum [2014]). The theoretical underpinnings of the discussion of identity are Bernstein's concepts of instructional and regulative discourse. The shifts in overall purpose and identity within the two contexts are striking. The first English national curriculum saw a tension between a focus on developing history learners who had a strong sense of national identity and using constructivist models that teach the learners the knowledge base of the subject. By contrast, Curriculum 2005 focused on attempting to create learners who were actively engaged with the problems of their current-day situation. By the second English national curriculum, a focus on making connections to current-day challenges had been introduced in addition to the existing concerns about national identity and understanding the way in which historians work. The Curriculum and Policy Statement (CAPS) reform in South Africa expressed greater concerns for developing historical thinking, but nevertheless retained a focus on actively engaged citizenship. The findings of this research provide a lens through which to consider current history curriculum reform and in particular, the ways in which curriculum documents imagine the learners that they would want to produce as both historians and citizens.
       
  • SASHT Constitution, YT guidelines and YT subscription

    • Abstract: This article analyses four curriculum documents in terms of the kinds of academic and civic identities that they would seek to produce. The curriculum documents are two South African (Curriculum 2005 [1997] and the Curriculum and Policy Statement [2011]) and two English (the first History National Curriculum [1991] and the most recent Secondary History National Curriculum [2014]). The theoretical underpinnings of the discussion of identity are Bernstein's concepts of instructional and regulative discourse. The shifts in overall purpose and identity within the two contexts are striking. The first English national curriculum saw a tension between a focus on developing history learners who had a strong sense of national identity and using constructivist models that teach the learners the knowledge base of the subject. By contrast, Curriculum 2005 focused on attempting to create learners who were actively engaged with the problems of their current-day situation. By the second English national curriculum, a focus on making connections to current-day challenges had been introduced in addition to the existing concerns about national identity and understanding the way in which historians work. The Curriculum and Policy Statement (CAPS) reform in South Africa expressed greater concerns for developing historical thinking, but nevertheless retained a focus on actively engaged citizenship. The findings of this research provide a lens through which to consider current history curriculum reform and in particular, the ways in which curriculum documents imagine the learners that they would want to produce as both historians and citizens.
       
 
JournalTOCs
School of Mathematical and Computer Sciences
Heriot-Watt University
Edinburgh, EH14 4AS, UK
Email: journaltocs@hw.ac.uk
Tel: +00 44 (0)131 4513762
 


Your IP address: 34.200.222.93
 
Home (Search)
API
About JournalTOCs
News (blog, publications)
JournalTOCs on Twitter   JournalTOCs on Facebook

JournalTOCs © 2009-