Outdoor Adventure Education (OAE) is traditionally depicted as a hegemonic masculine domain. Thus, fundamental to any dialogue on gender in OAE is whether the outdoor experience reifies or disputes stereotypical gender roles. This study explores the influence of gender on the psychosocial outcomes and descriptions of gender-related influences on…

History helps society understand its past and its influence on the present and future. South Africa is a country with a unique history, comprising of varying accounts from the different people that make up its 'rainbow' nation. In 2018, South Africa's Department of Basic Education; announced that history would be a compulsory subject for learners…

Despite extensive research into the function of education in promoting social cohesion, the role of the history curricula in promoting solidarity in South Africa and Zimbabwe remains under-researched. Understanding the history curriculum attempts made at the policy level to promote social cohesion by two postcolonial Sub-Saharan countries could…

In this article I focus on an initiative to determine how a group of 7 purposefully recruited Grade 10 in-service life orientation teachers in the Dr Kenneth Kaunda district of the North West province conceptualise socio-environmental issues and aim to determine whether their teaching-learning practices are aligned with the expectations of the…

The importance of the enactment of formative assessment as a pedagogical tool in science teaching and learning cannot be over-emphasized. Teachers encounter pedagogical challenges when enacting formative assessment in science classrooms. These pedagogical challenges underscore the need to explore teachers' perspectives on pedagogical strategies…

This study explored teachers' experiences in the teaching of electricity and magnetism during a Lesson Study intervention. Using a case study research design, a sample of 4 physical sciences teachers was conveniently selected from schools in rural and suburban areas. Due to logistical challenges, the 4 participants were grouped into 2 separately…

In this qualitative study, the researchers explored the ways in which 21st-century skills (specifically communication and critical thinking) are enhanced by Grade 10 beginner Physical Sciences teachers while teaching Particulate Nature of Matter (PNM) through the implementation of problem-based learning (PBL). The study was conducted in one of the…

The concept of self-directedness is a missing link in South African science classrooms, and as a result, science teachers are often not self-directed in employing innovative teaching and learning strategies such as blended problem-based learning (BPBL) that might enhance self-directed learning. The literature is replete with studies showing that…

In the field of education, globally, teachers are recognised as important contributors in shaping learners' interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful…

The aim of this study was to examine if any pedagogical paradigm shift has taken place in enhancing authentic teaching and learning in secondary schools. It explored the pedagogical practices currently employed in secondary schools. The theory underpinning the study was the 21st century pedagogy for teaching and learning. A qualitative research…

Resilience can be viewed as successful adaptation despite challenging or threatening circumstances (e.g. poverty). This article reports on an investigation of which the primary aim was to establish how additional educational support enhances adolescents' resilience and academic performance. A quantitative approach was followed using two schools.…

From a cognitivist theory stance, domain-specific subject knowledge is necessary for deep learning and cognitive advance. What opportunities for deep learning and cognitive advance are provided in geography classrooms? This analysis of teaching in geography classrooms is framed by the concepts of deep learning, pedagogic discourse, and a…

Self-regulated learning (SRL) skills are crucial to improving learner achievement, to supporting effective lifelong learning, and to developing the capability to overcome learning difficulties arising from a disadvantaged environment. However, only a few South African studies address the development of SRL skills of secondary school learners. By…

We illustrate an analytic framework for teachers' mathematics discourse in instruction (MDI). MDI is built on three interacting components of a mathematics lesson: a sequence of examples and related tasks; accompanying talk; patterns of interaction. Together these illuminate what is made available to learn. MDI is grounded empirically in…

In 2006, Mathematical Literacy (ML) and Life Orientation (LO) were introduced into South Africa's Grade 10 national curriculum. The implementation of the ML programme in schools stemmed from a need to improve the level of numeracy of the general population of South Africa, while LO was introduced to equip learners to solve problems and to make…