, PLEASE USE THIS DOCUMENT AS A GUIDE ONLY
Question 1
1.1. In the context of the teaching of the Social Sciences curriculum, explain the following
concepts:
1.1.1 Expository approach
In the context of teaching Social Sciences, the expository approach is a teacher-centred method
where the teacher directly presents information to learners. This is a formal or didactic approach,
often taking the form of a lecture, speech, demonstration, or a symposium (TMN3706, Study Guide,
p. 50). The teacher plays a central role in transmitting knowledge to the students, who are typically
passive recipients (TMN3706, Study Guide, p. 42). While this method may not foster deep
conceptual understanding or higher-order thinking, it can be effective for introducing new topics,
presenting factual information, or covering foundational knowledge (TMN3706, Study Guide, p. 41).
1.1.2 Continuing Professional Development (CPD)
Continuing Professional Development (CPD) refers to the ongoing, systematic process through
which teachers maintain, improve, and broaden their professional knowledge and skills throughout
their careers. The study guide implies that teachers are not merely implementers of a fixed
curriculum but are curriculum developers who need to be empowered through continuous learning
(TMN3706, Study Guide, p. 23). As curriculum changes and new educational theories and strategies
emerge, CPD becomes essential for teachers to adapt their practices, stay current with policy (like
the CAPS), and effectively respond to the diverse needs of learners and their specific contexts
(TMN3706, Study Guide, p. 19).
1.1.3 Behaviourism
Behaviourism is a theory of learning that views learning as a process of forming associations
between stimuli in the environment and an individual's corresponding responses (TMN3706, Study
Guide, p. 42). This theory suggests that a learner is not a passive recipient of knowledge but that
their behaviour can be shaped and reinforced through consequences. In the classroom, this might
manifest as a reward system for correct answers or good performance. While behaviourist principles
like reinforcement and direct instruction can be effective for achieving specific, measurable learning
goals, especially those related to factual knowledge and mastery (TMN3706, Study Guide, pp.
42-43), they are often associated with a "curriculum as product" approach where learning outcomes
are pre-determined and the teacher's role is to guide learners toward them (TMN3706, Study Guide,
p. 42).
1.1.4 Social constructivism
Social constructivism is a learning theory that emphasizes that knowledge is "constructed" by the
learner through active engagement and social interaction. It is heavily influenced by theorists like
Lev Vygotsky, who argued that learning is a social process where knowledge is co-constructed in a
specific context (TMN3706, Study Guide, p. 47). Key concepts in social constructivism include the
"Zone of Proximal Development" (ZPD), which is the area of capability a learner can achieve with
support from a more knowledgeable other, and "scaffolding," where that support is tailored to the
learner's needs (TMN3706, Study Guide, p. 44). In a Social Sciences classroom, this approach would
favour collaborative group work, discussions, and inquiry-based activities where learners build
understanding together through shared experiences and dialogue, moving beyond the direct
transmission of information (TMN3706, Study Guide, p. 48).
Question 1
1.1. In the context of the teaching of the Social Sciences curriculum, explain the following
concepts:
1.1.1 Expository approach
In the context of teaching Social Sciences, the expository approach is a teacher-centred method
where the teacher directly presents information to learners. This is a formal or didactic approach,
often taking the form of a lecture, speech, demonstration, or a symposium (TMN3706, Study Guide,
p. 50). The teacher plays a central role in transmitting knowledge to the students, who are typically
passive recipients (TMN3706, Study Guide, p. 42). While this method may not foster deep
conceptual understanding or higher-order thinking, it can be effective for introducing new topics,
presenting factual information, or covering foundational knowledge (TMN3706, Study Guide, p. 41).
1.1.2 Continuing Professional Development (CPD)
Continuing Professional Development (CPD) refers to the ongoing, systematic process through
which teachers maintain, improve, and broaden their professional knowledge and skills throughout
their careers. The study guide implies that teachers are not merely implementers of a fixed
curriculum but are curriculum developers who need to be empowered through continuous learning
(TMN3706, Study Guide, p. 23). As curriculum changes and new educational theories and strategies
emerge, CPD becomes essential for teachers to adapt their practices, stay current with policy (like
the CAPS), and effectively respond to the diverse needs of learners and their specific contexts
(TMN3706, Study Guide, p. 19).
1.1.3 Behaviourism
Behaviourism is a theory of learning that views learning as a process of forming associations
between stimuli in the environment and an individual's corresponding responses (TMN3706, Study
Guide, p. 42). This theory suggests that a learner is not a passive recipient of knowledge but that
their behaviour can be shaped and reinforced through consequences. In the classroom, this might
manifest as a reward system for correct answers or good performance. While behaviourist principles
like reinforcement and direct instruction can be effective for achieving specific, measurable learning
goals, especially those related to factual knowledge and mastery (TMN3706, Study Guide, pp.
42-43), they are often associated with a "curriculum as product" approach where learning outcomes
are pre-determined and the teacher's role is to guide learners toward them (TMN3706, Study Guide,
p. 42).
1.1.4 Social constructivism
Social constructivism is a learning theory that emphasizes that knowledge is "constructed" by the
learner through active engagement and social interaction. It is heavily influenced by theorists like
Lev Vygotsky, who argued that learning is a social process where knowledge is co-constructed in a
specific context (TMN3706, Study Guide, p. 47). Key concepts in social constructivism include the
"Zone of Proximal Development" (ZPD), which is the area of capability a learner can achieve with
support from a more knowledgeable other, and "scaffolding," where that support is tailored to the
learner's needs (TMN3706, Study Guide, p. 44). In a Social Sciences classroom, this approach would
favour collaborative group work, discussions, and inquiry-based activities where learners build
understanding together through shared experiences and dialogue, moving beyond the direct
transmission of information (TMN3706, Study Guide, p. 48).
