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Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak
Thesis (M.Ed.) -- Universiteit van Stellenbosch, 1999.
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| Format: | Thesis |
| Language: | af_ZA |
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Stellenbosch : Stellenbosch University
2012
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| _version_ | 1867613983927697408 |
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| access_status_str | Open Access |
| author | Neethling, Amadeus Denver |
| author2 | Smit, M. J. |
| author_browse | Neethling, Amadeus Denver Smit, M. J. |
| author_facet | Smit, M. J. Neethling, Amadeus Denver |
| author_sort | Neethling, Amadeus Denver |
| collection | Thesis |
| dc_rights_str_mv | Stellenbosch University |
| description | Thesis (M.Ed.) -- Universiteit van Stellenbosch, 1999. |
| format | Thesis |
| id | oai:scholar.sun.ac.za:10019.1/51315 |
| institution | Stellenbosch University (South Africa) |
| language | af_ZA |
| last_indexed | 2026-06-10T12:44:49.127Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from SUNScholar — Stellenbosch University Repository |
| publishDate | 2012 |
| publishDateRange | 2012 |
| publishDateSort | 2012 |
| publisher | Stellenbosch : Stellenbosch University |
| publisherStr | Stellenbosch : Stellenbosch University |
| record_format | dspace |
| source_str | SUNScholar — Stellenbosch University Repository |
| spelling | oai:scholar.sun.ac.za:10019.1/51315 Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak Neethling, Amadeus Denver Smit, M. J. Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies. Geography -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Dissertations -- Education Thesis (M.Ed.) -- Universiteit van Stellenbosch, 1999. ENGLISH SUMMARY: South African teachers are facing a great challenge. The incorporation of Curriculum 2005 are making demands, which will result in change and adaptability to teaching methods. Change and development will not only be limited to teachers only, but learners will also be affected in the incorporation of the new system. Enrichment of teaching material is a step in the direction of transformative teaching; both learner and educator will develop and transformation will be evident. In the past, curriculum enrichment was seen as the prerogative of a small group of gifted learners. The introduction of Curriculum 2005 has changed the status quo and introduced the concept of lifelong learning. This entails that learners are being prepared for a job or further studies through a independent working method. Every learner should experience enrichment in order to be stimulated intellectually, which would result in independent decision-making. This study of curriculum enrichment culminated from the need to applicate enrichment in mainstream teaching. This study further investigates the possibility of curriculum enrichment in Geography in the Junior Secondary Phase and a concept model is proposed as a guideline to apply additional enrichment (contents outside syllabus of a specific grade are covered), vertical enrichment (an indepth investigation of a specific topic) and horisontal enrichment (increase of the same content). By means of a-questionnaire which was distributed in the Worcester area, the possibility of enrichment in Geography teaching in the Junior Secondary Phase was investigated. The aims of the questionnaire were to establish if curriculum enrichment in Geography teaching was taking place in the Junior Secondary Phase, to identify problemareas in curriculum enrichment in the teaching of Geography as well as to identify the need of such an enrichment programme in schools. The replies from subject heads and subject teachers were analised and reflected by the use of graphs. The necessary proposals and findings were done based on the research. The proposed model was based on the content of the Grade 9 Geography syllabus. Although the model was developed for Geography, it can be adapted for integrated teaching of other subjects as well. AFRIKAANSE OPSOMMING: Opvoeders in Suid-Afrika staan voor hul grootste uitdaging ooit. Die infasering van Kurrikulum 2005 stel sekere eise aan onderwysers wat veranderinge en aanpassings in hul bestaande onderwysmetodes en -tegnieke gaan verg. Vernuwing en ontwikkeling gaan in die infaseringsproses nie slegs by opvoeders plaasvind nie, maar ook by die leerders wat onderrig word. Verryking van leermateriaal is In stap in die rigting van transformatiewe onderrig, waarin nie net die potensiaal van die leerder ontgin word nie, maar waardeur die opvoeder ook vernuwe en ontwikkel word. Kurrikulumverryking is in die verlede as die prerogatief van 'n klein groepie begaafde leerders gesien. Die nuwe kurrikulum (Kurrikulum 2005) het dit alles verander met as uitgangspunt lewenslange leer, dit wil se, leerders word in die leerproses voorberei vir 'n werk of verdere studie deur 'n selfstandige en onfafhanklike werksmetode. Dit beteken dus inderdaad dat aile leerders verryking moet kan ervaar om intellektueel optimaal gestimuleer te word om sodoende selfstandige besluite te neem. Die studie ten opsigte van kurrikulumverryking het dus gekulmineer uit die behoefte om verryking in die hoofstroomonderwys toe te pas. Die studie ondersoek die moontlikhede vir kurrikulumverryking in Aardrykskunde in die Junior Sekondere Skoolfase. 'n Moontlike model word voorgestel om as riglyn tedien vir toepassing van -aanvullende verryking (leerstof toegevoeg buite die sillabus van 'n bepaalde graad), vertikale verryking (in-diepte ondersoek van 'n bepaalde onderwerp) en horisontale verryking (vermeerdering van dieselfde leerstof). Om die moontlikhede vir verryking in Aardrykskunde-onderrig in die Junior Sekondere Fase te ondersoek, is 'n vraelys in 1998 onder tien skole in die Worcester-omgewing geloods. Die doelwitte met die vraelys was om vas te stel of kurrikulumverryking in Aardrykskunde-onderrig in die Junior Sekondere Fase plaasvind; om probleemareas in kurrikulumverryking in Aardrykskunde-onderrig te identifiseer; en om die behoefte aan 'n verrykingsprogram by die skole te ondersoek. Die response van vakhoofde en vakonderwysers in Aardrykskunde is verwerk en deur tabelle voorgestel en die nodige bevindings en aanbevelings is aan die hand daarvan gedoen. Die voorgestelde model vir kurrikulumverryking is gebaseer op leerstof uit die Graad 9-Aardrykskunde-sillabus. Alhoewel die model hoofsaaklik vir die Aardrykskunde ontwerp is, kan dit ook vir geintegreerde vakonderrig benut word. Master 2012-08-27T11:34:26Z 2012-08-27T11:34:26Z 1999-12 Thesis http://hdl.handle.net/10019.1/51315 af_ZA Stellenbosch University 164 pages application/pdf Stellenbosch : Stellenbosch University |
| spellingShingle | Geography -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Dissertations -- Education Neethling, Amadeus Denver Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title | Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title_full | Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title_fullStr | Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title_full_unstemmed | Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title_short | Kurrikulumverryking in Aardrykskunde-onderrig op sekondere skoolvlak |
| title_sort | kurrikulumverryking in aardrykskunde onderrig op sekondere skoolvlak |
| topic | Geography -- Study and teaching (Secondary) -- South Africa Curriculum planning -- South Africa Dissertations -- Education |
| url | http://hdl.handle.net/10019.1/51315 |
| work_keys_str_mv | AT neethlingamadeusdenver kurrikulumverrykinginaardrykskundeonderrigopsekondereskoolvlak |