The teaching of history and slow learning pupils aged 11-l4

Abstract

This thesis is concerned with history and slow learning pupils in the first three years of secondary education. It can be seen as comprising three separate but inter-related elements and begins (Chapter l) with a review of the literature and research findings relating to the teaching of slow learners as well as to the factors concerning historical thinking. This first element then proceeds to discuss the problem of definition of these pupils, since this is subject to wide Interpretation and therefore needs consideration (Chapter 2).The second major aspect (Chapter 3) revolves around the questionnaires distributed to the Heads of History Departments of eighty-three secondary schools. The thirty-three returns from this, dealing with the provision, potential and problems that the slow learning child encounters in learning history, are then subjected to detailed analysis. The third element comprises two components (Chapters 4 and 5). The first is- the experimental/empirical work, i.e. the administration of a series, of tests to less able pupils in a Durham comprehensive school. These tests include items dealing with sequencing, vocabulary, use of evidence, number order and handling historical objects. Finally, the thesis concludes by putting forward a recommended syllabus which adopts a practical skills-based approach for teaching history to slow learning pupils in years one to three at secondary school level. This in turn is subjected to final consideration and critical analysis.