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The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS
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...
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| Format: | Thesis |
| Language: | English |
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School of Education
2017
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| _version_ | 1867613261693714432 |
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| access_status_str | Open Access |
| author | Job, Mikhaila |
| author2 | Hoadley, Ursula Kate |
| author_browse | Hoadley, Ursula Kate Job, Mikhaila |
| author_facet | Hoadley, Ursula Kate Job, Mikhaila |
| author_sort | Job, Mikhaila |
| collection | Thesis |
| description | 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. |
| format | Thesis |
| id | oai:open.uct.ac.za:11427/23073 |
| institution | University of Cape Town (South Africa) |
| language | eng |
| last_indexed | 2026-06-10T12:33:19.547Z |
| license_str | Not specified — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UCTD — University of Cape Town Open Access Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | School of Education |
| publisherStr | School of Education |
| record_format | dspace |
| source_str | UCTD — University of Cape Town Open Access Repository |
| spelling | oai:open.uct.ac.za:11427/23073 The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS Job, Mikhaila Hoadley, Ursula Kate Education 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. 2017-01-25T14:24:44Z 2017-01-25T14:24:44Z 2015 2016-12-13T14:22:37Z Master Thesis Masters MEd http://hdl.handle.net/11427/23073 eng application/pdf School of Education Faculty of Humanities University of Cape Town |
| spellingShingle | Education Job, Mikhaila The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| thesis_degree_str | Master's |
| title | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| title_full | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| title_fullStr | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| title_full_unstemmed | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| title_short | The specialisation of historical knowledge in one content area in four Grade 7 Social Sciences textbooks under CAPS |
| title_sort | specialisation of historical knowledge in one content area in four grade 7 social sciences textbooks under caps |
| topic | Education |
| url | http://hdl.handle.net/11427/23073 |
| work_keys_str_mv | AT jobmikhaila thespecialisationofhistoricalknowledgeinonecontentareainfourgrade7socialsciencestextbooksundercaps AT jobmikhaila specialisationofhistoricalknowledgeinonecontentareainfourgrade7socialsciencestextbooksundercaps |