History teaching In secondary schools : teaching the concepts of cause and consequence

Abstract

The aim of this study was to try and find the best pedagogical way to present the concepts of cause and consequence to secondary school pupils. The traditional approach requires students to act as listeners and observers, while the ‘New History’ approach engages students through direct involvement and participation. This research was carried out in a state secondary school and used both these approaches to try and find the most effective method to be used in class. The focus of this study was principally on the pupil’s responses at the end of each lesson. It was noted that students did not acquire much knowledge when their only effort was aimed at listening. This was clear in their traditional essays where students managed to write only a couple of sentences. However, a very satisfying outcome was that of the ‘New History’ lessons. Students proved that, through their full engagement in decision making tasks and through a guided writing frame, they were able to apply the concepts of cause and consequence in an enhanced way in their ‘New History’ essays. Students’ essays were analysed and given marks according to a set criteria. Through comparison and analysis of the results, it was concluded that in their ‘New History’ essays students had a better insight of the concepts of cause and consequence. This was due to the much more effective pedagogy used in the ‘New History’ lessons.