The responses of standard nine pupils to valuing strategies in geography

Abstract

Values education in geography can be seen as a way of educating pupils to think critically and independently on matters to which they can readily relate. It also involves the relating of facts and concepts of a subject area to the pupils ' own lives. There is, therefore, a need to introduce values education in geography at our schools. The DET geography syllabuses offer many topics of social and environmental concern. Valuing processes, based on values analysis and values clarification, can be used to teach these topics. Through values education, geography pupils can become more purposeful, more enthusiastic and positive in their learning. This study investigates the effectiveness of valuing strategies in the teaching of geography. A broad overview of the literature on valuing in general and valuing in geographical education in particular, was analysed. Three teaching units were then devised and tried out in KwaZulu schools. The responses of pupils to these units were then investigated through questionnaires. Teachers were also interviewed to find the extent to which valuing approaches were being used. The principal findings of the study are, firstly, that the pupils responded well to the valuing units. Secondly, that teachers were not using valuing strategies in schools and, lastly, that the units in the research could be effective in teaching values geography. From the findings of this research, it is evident that values geography has an important place in the South African school curriculum