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Module Code - Tmn3706 Assignment 3

This document contains an assignment for a social sciences module. It includes two questions about teaching approaches in social sciences and the role of social sciences in apartheid and post-apartheid South African education. For question one, the document discusses the expository and inquiry-based teaching approaches. For question two, it examines social sciences within apartheid education and its role in the Curriculum 2005 framework, which aimed to promote social, cultural and analytical abilities. The document also includes appendices with a student declaration form regarding academic integrity.

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Kerry-Lee Ling
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187 views

Module Code - Tmn3706 Assignment 3

This document contains an assignment for a social sciences module. It includes two questions about teaching approaches in social sciences and the role of social sciences in apartheid and post-apartheid South African education. For question one, the document discusses the expository and inquiry-based teaching approaches. For question two, it examines social sciences within apartheid education and its role in the Curriculum 2005 framework, which aimed to promote social, cultural and analytical abilities. The document also includes appendices with a student declaration form regarding academic integrity.

Uploaded by

Kerry-Lee Ling
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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MODULE CODE: TMN3706

ASSIGNMENT 3

QUESTION 1

The teaching and learning process in Social Sciences is conducted at a micro-scale


through strategies that are planned for in order to achieve lesson outcomes.

With this statement in mind, discuss the following teaching approaches:


1.1 Expository approach (25)
Information is presented in a precise order during expository instruction, which uses a
structured teaching approach. This keeps your focus and attention intact and organizes
all the information you need to know in a way that will make it easier for you to recall.
Expository instruction is essentially a form of direct instruction. Students are taking notes
as the teacher lectures from the front of the classroom. Expository learning involves
teaching students what they need to know. Expository instruction, however, involves more
than merely giving students the information. It entails giving students access to clear,
succinct information in a way that makes it simple for them to connect ideas from one
notion to the next.

1.2 Inquiry learning (25)


The cognitive load and rigor of an inquiry grow. Students are pushed through
inquiry-based learning to go beyond merely learning to memorize or retain the material
and toward applying the information in new contexts, making connections between
concepts, assessing or challenging those ideas, as well as producing something entirely
original. Through exploration and challenging questions, students are kept interested in
their learning through inquiry-based learning. It is a method of instruction that promotes
students' participation in experiential learning and problem-solving. In comparison to a
teacher in a traditional classroom, the job of the instructor in an inquiry-based classroom
is very different. Teachers assist students in developing their own content-related
questions and directing the ensuing investigation rather than giving pupils direct
instruction. Students can contribute their own thoughts and queries about a subject using
an inquiry-based learning strategy. This increases students' interest in the subject matter
and provides them with techniques they can use to keep researching subjects they are
interested in.

QUESTION 2
Discuss the following:
MODULE CODE: TMN3706
ASSIGNMENT 3

2.1 Social Sciences within apartheid education (25)


Apartheid was a form of governance in South Africa that divided people into groups on the
basis of race until it was overthrown in 1994. The country of South Africa was formally
separated into four racial groupings in 1948: Whites, Blacks, Indians, and Coloreds. This
division led to the establishment of the Apartheid system of racial segregation (or people of
mixed race, or non-Whites who did not fit into the other non-White categories). Blacks were
given "homelands," and when they lived outside of them alongside White people, they were
given separate schools, hospitals, beaches where they could swim, and park benches where
they could sit. Non-White people were also denied the right to vote. Social change was one of
the main goals of democratic South Africa when apartheid ended in 1994. In light of this, the
South African administration hoped that widespread education would help the people of the
nation adopt a more democratic perspective. As two courses that could help bring about the
necessary societal transformation, history and geography were merged into the learning field
of social sciences. This learning area's foundational idea was integration. Here, we examine
the various guises that the idea of integration assumes in the literature. This study
investigated teachers' perspectives on social science integration. Semi-structured interview
responses revealed that conceptual, physical, and social processes varied in social sciences
integration. The study's findings showed that there are no metanarratives in integration in the
social sciences because teachers' perspectives on integration in the social sciences are
somewhat incongruent. Despite this, there were intrinsic similarities in their answers about
their knowledge of their respective fields, problems with diversity, and engagement in a
globalized world. The comments from the participants confirmed that these are crucial to
investigate when integrating history and geography in social sciences.

2.2 Social Sciences in Curriculum 2005 (25)


According to the National Curriculum Framework (NCF) 2005, learning about the social
sciences equips students with the social, cultural, and analytical abilities necessary to cope in
a society that is becoming more interdependent.
As a planned framework (process) for curricular innovation, Curriculum 2005 was seen as
being supported by elements including redress, access, equity, and development. In contrast,
outcomes-based education was a strategy that put the emphasis on what is learned and how
it is accomplished. This study will concentrate on how well grade 7 teachers, who serve as
implementers and modifiers of C2005 and OBE in their respective classes, comprehend and
put these educational reform tools into reality. The gap between theory (policy) and practice
is one of the main issues with the educational transformation process (implementation).
Different elements existing in South Africa's historically underprivileged educational context
can be blamed for this discrepancy. This study will adopt a qualitative methodology that
focuses on an understanding-inquiry process and uses a unique methodological approach.

[100]

15 ADDENDUM
APPENDIX 1
APPENDIX 1
STUDENT DECLARATION FORM
MODULE CODE: TMN3706
ASSIGNMENT 3

DEPARTMENT OF CURRICULUM AND INSTRUCTIONAL STUDIES

COLLEGE OF EDUCATION

UNIVERSITY OF SOUTH AFRICA

You need to include a completed and signed copy of this form when you submit
Assignment 01 and 02 for this module. Assignments without the form will be cancelled and
returned unmarked

The Department of Curriculum and Instructional Studies places specific emphasis on integrity and
ethical behaviour with regard to the preparation of all written work submitted for academic assessment.

Although your lecturers can provide you with information about reference techniques and guidelines to
avoid plagiarism, you also have a responsibility to fulfil in this regard. Should you at any time feel
unsure about the requirements, you must consult your lecturers before you submit any assignment.

You are guilty of plagiarism when you extract information from a book, article, web page or fellow student without
acknowledging the source and submit it as your own work. In truth, you are stealing someone else’s property. You
may not use another student’s work. You may not allow anyone to copy or use your work with the intention to
submit it as his/her own.

Students who are guilty of plagiarism will forfeit all credit for the work concerned. Plagiarism is a serious violation
of the University’s regulations and may lead to expulsion.

The under-mentioned declaration must accompany written assignments. Your assignment will be cancelled and
returned unmarked if you do not include a fully completed and signed declaration form.

I (full names): JURIE FOURIE

Student number: 65592859

Module: TMN3706

Declare that…
1. I understand what plagiarism entails and am aware of the University’s policy in this regard.
2. I declare that this assignment is my own, original work. Where I used someone else’s work, whether a printed
source, the internet or any other source, I give the proper acknowledgement and include a complete reference list.
3. I did not use another current or previous student’s work, submitting it as my own.
4. I did not allow and will not allow anyone to copy my work with the intention of submitting it as his or her own
work.

Signature _____J.J. FOURIE______________Date:_______28 JULY 2022_____________________

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