[VERIFIED] Download Platinum Business Studies Textbook Grade 11 Pdf

Initial tests of the curriculum design coherence model (McPhail, 2020) indicate that teachers face challenges in relation to engaging deeply with the epistemic structure of their subject. In this study, we discuss the additional difficulty that teachers have in identifying appropriate content and examples that will provide opportunities for students' concept formation. The key question guiding this study was: "What opportunities for deep conceptual learning and cognitive advance are provided in business studies classrooms?" This analysis of the pedagogic practices of teachers is framed by the curriculum design coherence model (CDC) that is informed by deep learning from the cognitivist theory perspective. This article gives an account of observations of grade 11 business studies lessons in two schools. The lessons were observed, recorded, transcribed, and deductively analysed according to an analytical framework based on the CDC model. While there was evidence of concepts that were taught, appropriate subject content necessary for understanding the concept was not evident in most of the lessons. The dominant pedagogy of direct instruction, reading definitions, and copying notes amounted to giving students the definition of concepts and their basic components in a skeletal way. Content that requires students to analyse and infer meanings and make generalisations was lacking. The absence of appropriate content and examples, such as case studies in the textbook, curtailed opportunities for deep conceptual learning and cognitive advance. These practices deny learners access to the formal academic knowledge of the discipline.

The Curriculum and Assessment Policy Statement (CAPS) for business studies (2011) has outlined the significance of both knowledge and skills. It aims at the "attainment and application of business knowledge, skills, and principles to productively and profitably conduct business in changing business environments" (DBE, 2011, p. 8) and developing learners who will be capable of identifying business opportunities, take calculated risks, sustain employment in the competitive world of work and start their own businesses to reduce unemployment in their societies. It prescribes domain specific subject knowledge to be taught, through which students would acquire skills. It foregrounds the attainment and application of knowledge and skills. It consists of four main topics which are Business Environments, Business Ventures, Business Roles, and Business Operations (Department of Basic Education, 2011). Muhle (2014) has noted that the aim of business studies is to develop valuable skills in learners to enable them to solve a business problem creatively in the business world.

Download Platinum Business Studies Textbook Grade 11 Pdf

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Researchers working on the business studies CAPS have focused on pedagogy (Muhle 2014; Sithole, 2018; Sithole & Lumadi 2012) problem solving (Meintjes et al., 2015) and assessment for learning (Gouws & Russell, 2013). Sithole and Lumadi (2012) found that business studies teachers in Botswana were facing challenges related to teaching the subject matter and experienced constraints in using entrepreneurial pedagogies. Meintjies et al. (2015) made a case for teaching problem-solving in business studies at secondary school level. They noted that although the high unemployment rate in South Africa compels potential entrepreneurs to start their own businesses in order to survive, there is little or no formal training or education in entrepreneurship. Gouws and Russel (2013) focussed on CAPS assessment and described how to prepare teachers of business studies to practise assessment that supports learning. Researching the pedagogical orientation of physical science teachers, Ramnarian (2014) found that teachers at township schools have a strong active direct teaching orientation overall, while teachers at suburban schools exhibit a guided inquiry orientation, with concepts being developed via a guided exploration phase.

However, there is a dearth of knowledge in the area concerned with deep conceptual learning opportunities in the business studies classroom. Deep conceptual learning is the mainstay of higher order thinking skills such as inference, generalisation, application in new contexts, and critical thinking. Marzano (2010) argued that although thinking and reasoning processes, such as problem solving and decision making, are not new skills, what is new in the last 20 years is that we have become aware that some cognitive processes are foundational to higher order thinking and that inference is one of these foundational processes.

In this study, we focus on the question: "What opportunities for deep conceptual learning and cognitive advance are provided in business studies classrooms?" It is framed by the CDC model that is based on deep learning from the standpoint of cognitivist theory (McPhail, 2020). McPhail pointed out that the emphasis in the CDC model is on curriculum design and not pedagogy. In our research we analysed the pedagogic practices of the teachers according to the CDC model. To teach for deep learning teachers must master the skill of identifying the key concepts to be taught in a particular topic and develop meaningful ways to help the learners engage with those concepts and to scaffold the learning. Thus, all teachers need pedagogical skills to enable them to theorise the content, key concepts, and skills to be taught. Having pedagogical skills is necessary if teachers are to be able to anticipate problematic areas in the content and invent creative pedagogical approaches to scaffold the learning processes of each learner (Shulman, 1986).

For this research, qualitative research methodology was most suitable because of its flexible research design that allows emergent contingencies to be accommodated during the research process as Thompson (2011) pointed out. According to Babbie and Mouton (2006, p. 53), qualitative research methods "stay close" to the research subject. In this study, we analysed teachers' classroom practices in relation to whether they offered opportunities for deep learning in their business studies classrooms.

In this study, we employed the purposive sampling technique. Purposive sampling allows researchers to select research participants who would be information-rich, so we selected teachers who had been teaching business studies for a few years.

The teachers chose the lesson that was to be observed. For this study, we planned to do three observations per teacher but were unable to observe the third lesson for two of the teachers because of school activities that included preparation for the fiscal grade 11 business studies competition. Nonetheless, the aim of the observation, to get a sense of deep conceptual learning opportunities, was achieved in the two lessons conducted by these two teachers that we were able to observe. During observations, one of the researchers sat unobtrusively at the back of the classroom and made notes on the pedagogical practices of the teacher and on the interactions that were happening in the classroom. The lessons were audio-recorded and compared with field notes later. All audio records were transcribed by one of the researchers and developed further from field notes to derive a written record of the lessons.

We adhered to the ethical standards and procedures set out by the university. We applied for and obtained an ethical clearance certificate from the university ethics committee. We obtained approval to conduct research in these selected schools from the Gauteng Provincial Department of Education. We obtained signed consent letters from principals that granted us permission to conduct the research in both participating schools. We informed all the teacher participants about the purpose of the study and they consented to it. We assured all participants that their identities and responses would be kept confidential, and that their names would not be used anywhere in the study. Most importantly, we made sure that participants were fully aware of their right to withdraw from the study at any time. Finally, we informed the participants that the study would make recommendations for improvements in pedagogical practices of business studies teachers.

All four teachers had identified business studies concepts and propositional knowledge to be taught to students. They were teaching the topic "entrepreneurship and social responsibility" from the section called "Business ventures and business roles" in the CAPS. While all the teachers were teaching the concepts as prescribed by the CAPS, surface vocabulary definitions were provided. For example, Teacher C (hereafter TC) in her lessons was teaching the topic "entrepreneurial qualities in business." At the start of the first lesson, learners received a handout with concepts relevant to the topic to be learned. TC commenced by reading out aloud the full definition of an entrepreneur from the Via Afrika Business Studies Grade 11 Study Guide (Chaplin et al., 2013).

The first thing we've learned in this topic is that an entrepreneur is someone who first identifies and researches a business opportunity, then later starts his/her own business. In grade 10 we learned that business opportunities are divided into two ventures. What are those ventures?

Teacher D (hereafter TD) was teaching the concept of citizenship roles and responsibilities and the sub-concepts of social responsibility, corporate social responsibility, and corporate social investment. In this lesson she began by reading the definition outlined in the Gauteng Education Department's Business studies grade 12 notes on CSR and CSI 20191

TD explained to the learners that businesses need to be involved with social responsibility projects to uplift the communities in which they operate. She informed students that social responsibility projects would be discussed later. TD then moved to on to read the definition of corporate social investment (CSI) in the Gauteng Education Department's Business studies grade 12 notes on CSR and CSI 2019. "Corporate social investment (CSI) is the investment of corporate funds/other assets for the primary purpose of achieving social outcomes" (p. 4). 006ab0faaa