This interpretive case study sought to determine what influenced action competence-oriented teaching and learning processes in a high school environmental club. The goals were to describe a year of activities, within the TALON environmental club at Hudson Park High School in East London, South Africa and to identify how pedagogical, contextual and relational factors influenced action competence processes amongst club members. I explored how action competence theory and praxis have helped in other school education settings with the aim of establishing better environmental practices. The IVAC model of pedagogy (Jensen & Schnack, 1997) was used as a framework to operationalise action competence processes within the TALON Club. This entailed carefully examining investigative, visioning, action and change processes unfolding through the four themes of the club: plants, animal welfare, waste issues and our community outreach programme at Bongulethu High School. Using questionnaires, interviews, observation and a journal as the main methods of data collection I was able to make five analytical statements that related to the influence of pedagogy, the influence of context and the influence of relational dynamics within the TALON Club. The pedagogical processes were affected by the TALON members wanting to avoid any activities that were ‘too much like school’. However this served to compromise the action and visioning phases within the club, resulting in superficial and poorly-informed action-taking. The influence of context served to both enable and constrain action competence processes. The club and school structures therefore shaped the form that fledgling actions took as the TALON members participated in the meetings and outings and fulfilling the traditional expectations of the school community. Relational dynamics and a desire for fun took precedence over the action competence processes. Although the Club members were motivated by a sense of moral responsibility they were unable to articulate this concept into the club activities. In addition there were the power gradients between the educators and members to consider as determinants of the extent of participatory, democratic interactions. This complex interplay of factors influenced the action competence processes in the club. Recommendations were made on how best to work with the concepts of participation and democracy towards improving the reflexivity and knowledge base of both the educators and learners. In this way action competence processes will be better supported within the club in future.

Education in schools and universities suffers from different problems like the lack of interaction between the lecturer and the students as well as the fear of asking irrelevant questions or providing wrong answers in front of a large audience. A lot of systems exist that try to solve these issues by means of technical tools; e.g., audience response systems. Each of these individual systems supports different functional scopes with different didactic purposes in order to support specific use cases. For the lecturer, it is very hard to choose an appropriate system. Besides the functional scope, there are a lot of predefined limitations, such as a given room with technical restrictions or a favorite operating system and presentation software to present the slides. This paper gives an overview of fifty existing systems (with varying degree of detail) and proposes a filter mechanism based on the index card metaphor to select appropriate systems depending on their individual limitations. In order to simplify this selection process for the lecturer, the filter mechanism is implemented in a web-based selection tool.

This work deals with development of preschool children vocabulary. It focuses on speech self, on its development in relation to thinking and the development from the ontogenetic perspektive. Further, its maps the view on speech development in the past and present. The part dealing with RWCT follows. The thesis tries to outline the basic ideas of this programme and its application in kindergarten. It aims to familiarise readers with new approaches and methods of language and speech development, and to outline the basics of this programme. The thesis also compares this programme with the Start Together programme, which issues from RWCT. Another topic of the thesis is a comparison of the objectives of RWCT and the Framework Education Programme for Preschool Education, where the relationship between RWCT and Framework Education Programme for Preschool Edication objectives is shown. In the practical part of the thesis, statistical data from two kindergartens show whether using RWCT methods in kindergarten positively impacts development of select communication skills of preschool children. The thesis aims to prove that the RWCT methods positively support the overall communication skills and abilities of preschool children.

We present a new course titled “Introduction to the Mathematical Sciences.” The course content is 1/3 algebra, 1/3 statistics, and 1/3 computer science and is taught in a laboratory environment on computers. The course pedagogy departs radically from traditional mathematics courses taught in the U.S. and makes extensive use of spreadsheet software to teach algebraic and statistical concepts. The course is currently offered in area high schools and two-year postsecondary institutions with financial support from a Blandin Foundation grant (referenced under BFG). We will present empirical evidence that indicates students in this course learn more algebra than students in a traditional semester-long algebra course. Additionally, we present empirical evidence that students learn statistical and computer science topics in addition to algebra. We will also present the model of developing this course which depended on increasing future student success in a variety of disciplines at the post-secondary level of study.

Intermediate calculus bridges secondary school and advanced university mathematics courses. Most mathematics education research literatures indicated that the conceptual knowledge in intermediate calculus has challenged first year undergraduate mathematics and science learners to a great extent through the lecture method. The content knowledge attained by them has been tremendously decreasing. Negative attitude exhibited by students toward calculus was highly influenced by the lecture method used. Generally, students have not looked at the learning of all mathematics courses offered in universities as normal as other courses. Due to this lack of background conceptual knowledge in learners, they have been highly frustrated by the learning of advanced mathematics courses. Taking the understanding of teaching and learning challenge of conceptual knowledge of calculus into consideration, Ethiopian public universities have been encouraging instructors to devise and implement active learning methods through any professional development training opportunity. The training was aimed to enhance learners’ content knowledge and attitude towards calculus. This is one of the main reasons for the motivation of this study that experimental group learners were allowed to be nurtured by the lecture method in their mainstream class, and then also the active learning intervention method integrated with GeoGebra in the mathematics laboratory class. Only conventional lecture method was used to teach the comparison group in both the mainstream and mathematics laboratory class. The purpose of the study was to explore the Gambari and Yusuf (2016) stimulus of the jigsaw co-operative learning method combined with GeoGebra (JCLGS) on statistics and chemistry learners’ content knowledge improvement and change of their attitude towards calculus. The post-positivism mixed methods tactic was used in a non-equivalent pre- and post-test comparison group quasi-experimental design. The population of the study was the whole freshman mathematics and science degree program learners of two public universities in Ethiopia in 2017. Samples of the size 150 in both the experimental and comparison groups were drawn utilizing two-stage random sampling technique. A questionnaire using a Likert-scale on attitudes and an achievement test were sources used for data collection. Data analysis employed descriptive statistics conducting an independent samples t-test and a Two Way ANOVA for repeated measures using SPSS23. Each of the findings on content knowledge, conceptual knowledge, and procedural knowledge development produced through the TWO-Way ANOVA, respectively as F(1,148)=80.917; 𝜂2=.353; p<.01, F(1,148)=106.913; 𝜂2=.419; p<.01, and F(1,148)=7.328; 𝜂2=.047; p<.01, revealed a statistically significant difference between the treatment and comparison groups from pre-test to post-test. These findings show that the experimental group participants were highly beneficial in developing their content knowledge and conceptual knowledge through the active learning approach and technology-based learning strategy using Vygotsky’s socio-cultural learning theory. The JCLGS learning environment representing Vygotsky’s socio-cultural learning theory modestly influenced the procedural knowledge learning of the experimental group learners’. Although the lecture method affected the comparison group students’ knowledge development in calculus during the academic semester, the impact was not comparable to that of the active learning approach and technology-based learning strategy. The major reason for this was the attention and care given to the active learning intervention integrated with GeoGebra by the researcher, data collectors, and research participants. Overall findings showed that the active learning intervention allowed the experimental group students to considerably enhance their conceptual knowledge and content knowledge in calculus. Learners also positively changed their opinion towards calculus and GeoGebra. The intervention was a group interactive environment that allowed students’ to be reflective, share prior experience and knowledge, and independent learners. As a matter of fact, educators are advised to model such a combination of active learning approach and technology-based learning strategy in their classroom instructional setting and practices. Consequently, their learners will adequately benefit to understand the subject matter and positively change their opinion towards university mathematics. / Mathematics Education / Ph. D. (Mathematics, Science and Technology Education)

This study employed a qualitative approach to investigate the use of cooperative learning to enhance conceptual understanding of trigonometry in a Grade 11 mathematics classroom, conducted at a high school in Moletlane Circuit, Capricorn District in Limpopo Province, South Africa. A single case study was used as a research design to get an in-depth analysis and collect detailed data using semi-interviews and lesson observation of the cooperative learning of trigonometry in Grade 11 from the learners and the teacher. Participants were purposely chosen and consisted of (n=30) Grade 11 mathematics learners and their mathematics teacher. Data from the participants were collected through semi-structured interviews and observation, with the aid of observation guide (Appendix C) for three weeks. The salient findings from the study showed how cooperative learning was used, research questions, the approaches, the teacher did not adequately highlight the importance of trigonometry to students without integrating the topic to real-life situations. Some students said that the teacher did not teach trigonometry in a manner that they understood, which made trigonometry challenging for them. Concerning cooperative learning, the study found that many learners were passively engaged, listened to or watched the teacher. Mainly, the study recommends teacher-training institutions to host practical workshops to help teachers integrate theoretical training and practical cooperative learning experience. While this study was qualitative in nature, future researchers could conduct quantitative data collection. This would allow for the collection of numerical findings through survey questionnaires. / Mathematics Education / M. Ed. (Mathematics Education)

Le présent mémoire explore l’enseignement en classe inversée, tel que rapporté par 25 enseignants de niveau collégial et universitaire au Québec en 2017-2018. L’étude décrite dans ce mémoire documente l’usage de la classe inversée, dans le but d’en favoriser l’usage par la communauté enseignante. Avec le développement rapide de ressources éducatives en ligne en 2020-2021, le contexte technopédagogique est favorable à un plus grand usage de la classe inversée à tous les niveaux de l’éducation. La classe inversée est étudiée comme piste d’amélioration de la réussite scolaire au postsecondaire, puisque la réussite scolaire est une problématique sociale d’actualité qui a des répercussions sur la société, les établissements et les individus. À l’aide d’approches pédagogiques recourant à l’apprentissage actif, les enseignants peuvent concevoir des activités motivantes et engageantes pour les étudiants ce qui a un effet positif sur la motivation. L’approche de la classe inversée, devenue très populaire au postsecondaire, exploite les avantages motivationnels connu de l’apprentissage actif sans sacrifier la capacité à transmettre beaucoup de contenus théoriques durant une session de cours. Le présent mémoire fait l’inventaire des pratiques technopédagogiques en classe inversée et comporte 3 angles d’analyse : l’adoption de la classe inversée, les pratiques d’enseignement et la gestion de classe. Nous avons recours à un modèle de développement professionnel afin de comprendre le contexte de la classe inversée, ses particularités et l’évolution des pratiques des répondants. Ces questions spécifiques sont répondues à l’aide d’une approche où l’on compare 25 différents cas d’usage de la classe inversée pour en faire émerger les convergences. Des entrevues semi-dirigées d’une heure et demie sont analysées à trois reprises pour répondre spécifiquement à ces trois questions, permettant une triangulation par l’analyse qui contribue à dresser un portrait compréhensif de la classe inversée. Premièrement les résultats démontrent que l’adoption de la classe inversée est faite par l’accumulation des pratiques d’enseignement qui la composent au fil du temps. D’un point de départ magistrocentré, on constate que cette accumulation débute plus souvent par l’adoption de nouveaux dispositifs technologiques, puis ensuite de nouvelles approches pédagogiques, plutôt que l’adoption des pédagogies actives, précédant les dispositifs technologiques (Figure 6 à Figure 8). Deuxièmement les résultats permettent d’observer que les pratiques d’enseignement de chaque phase de la séquence pédagogique sont régies par des logiques de conception pédagogique sous-jacentes propres à la classe inversée. La préparation et l’amorce d’un cours sont complémentaires et jouent le rôle de l’acquisition et de la consolidation-réactivation des acquis. Les activités sont davantage magistrocentré et médiatisés hors du cours. Les activités d’apprentissage actif et l’enseignement magistrocentré sont complémentaires en classe, cependant l’enseignement est davantage pédocentré et moins médiatisé hors de la classe. Finalement la conclusion des séances de classe permet généralement aux étudiants de recevoir une rétroaction (ANNEXE VIII). Troisièmement, les résultats indiquent que la gestion de classe en classe inversée se présente sous diverses formes mais favorise généralement le style interactionniste, avec quelques aspects plus interventionnistes ou plus non-interventionnistes (Figure 11). L’étude de la gestion de classe met en lumière les pratiques de contrôle comportemental des étudiants par l’évaluation en classe inversée, en plus de son rôle principal évaluatif et formatif (Figure 12). / This thesis explores the use of flipped classroom teaching, as reported by 25 college and university teachers in Quebec in 2017-2018. The study described in this thesis documents the use of the flipped classroom, with the aim of promoting its use by the teaching community. With the rapid development of online educational resources in 2020-2021, the technopedagogical context is favorable to greater use of the flipped classroom at all levels of education. The flipped classroom is being studied as an avenue for improving post-secondary academic success, since academic success is a topical social issue that has repercussions on society, institutions and individuals. Using active learning pedagogical approaches, teachers can design motivating and engaging activities for students which has a positive effect on motivation. The flipped classroom approach, which has become very popular in post-secondary education, harnesses the known motivational benefits of active learning without sacrificing the ability to convey a lot of theoretical content during a class session. This thesis takes stock of technopedagogical practices in the flipped classroom and includes 3 angles of analysis: its adoption, teaching practices and classroom management. We use a professional development framework to understand the context of the flipped classroom, its peculiarities and the evolution of respondent practices. These specific questions are answered using an approach where we compare 25 different use cases to bring out the convergences. One-and-a-half-hour semi-structured interviews are analyzed three times to specifically answer these three questions, allowing analytical triangulation that helps paint a comprehensive portrait of the flipped classroom. Firstly, the results show that the adoption of the flipped classroom is made by the accumulation of teaching practices that compose it over time. From a teacher-centered point of origin, this accumulation begins more often with the adoption of new technology, then new pedagogical approaches, rather than the adoption of active learning preceding the use of technologies (Figure 6 to Figure 8). Secondly, the results allow us to observe that the teaching practices of each phase of the teaching sequence are governed by underlying teaching design logics specific to the flipped classroom. The preparation and primer of a course are complementary and enable acquisition and consolidationreactivation of acquired knowledge. The activities are more lecture-oriented outside the course. Active learning activities and formal teaching are complementary in the classroom, however teaching is more student-centric in the classroom. Classes concludes generally with feedback (APPENDIX VIII). Thirdly and lastly, the results on classroom management states a variety of approaches but generally favors the interactionist style, with some more interventionist or non-interventionist aspects (Figure 11). Exploring classroom management sheds light on student behavioral control practices through assessments, in addition to its primary evaluative and formative role (Figure 12).

SOTA language models have demonstrated remarkable capabilities in tackling NLP tasks they have not been explicitly trained on – given a few demonstrations of the task (few-shot learning), or even none at all (zero-shot learning). The purpose of this Master’s thesis has been to investigate practical aspects and potential applications of zero/few-shot learning in the context of text classification. This includes topics such as combined usage with active learning, automated data labeling, and interpretability. Two different methods for zero/few-shot learning have been investigated, and the results indicate that:  • Active learning can be used to marginally improve few-shot performance, but it seems to be mostly beneficial in settings with very few samples (e.g. less than 10). • Zero-shot learning can be used produce reasonable candidate labels for classes in a dataset, given knowledge of the classification task at hand.  • It is difficult to trust the predictions of zero-shot text classification without access to a validation dataset, but IML methods such as saliency maps could find usage in debugging zero-shot models. / Ledande språkmodeller har uppvisat anmärkningsvärda förmågor i att lösa NLP-problem de inte blivit explicit tränade på – givet några exempel av problemet (few-shot learning), eller till och med inga alls (zero-shot learning). Syftet med det här examensarbetet har varit att undersöka praktiska aspekter och potentiella tillämpningar av zero/few-shot learning inom kontext av textklassificering. Detta inkluderar kombinerad användning med aktiv inlärning, automatiserad datamärkning, och tolkningsbarhet. Två olika metoder för zero/few-shot learning har undersökts, och resultaten indikerar att: • Aktiv inlärning kan användas för att marginellt förbättra textklassificering med few-shot learning, men detta verkar vara mest fördelaktigt i situationer med väldigt få datapunkter (t.ex. mindre än 10). • Zero-shot learning kan användas för att hitta lämpliga etiketter för klasser i ett dataset, givet kunskap om klassifikationsuppgiften av intresse. • Det är svårt att lita på robustheten i textklassificering med zero-shot learning utan tillgång till valideringsdata, men metoder inom tolkningsbar maskininlärning såsom saliency maps skulle kunna användas för att felsöka zero-shot modeller.

[ES] La presente tesis doctoral se enmarca en un conjunto de investigaciones centradas en el empleo de metodologías activas en el ámbito de las matemáticas, con el propósito de incrementar tanto los logros de aprendizaje como la motivación de los estudiantes en los niveles de educación secundaria y universitaria. En un contexto en el que se observa una disminución en el interés de los alumnos hacia las matemáticas, disciplina que perciben como desafiante y abstracta, se reconoce la necesidad apremiante de que los docentes proporcionen herramientas innovadoras y adopten enfoques pedagógicos que revitalicen el interés de los estudiantes en esta materia. La profunda comprensión de los conceptos matemáticos se revela como un componente crucial para un aprendizaje significativo y requiere de una diversidad de enfoques y estrategias educativas que puedan aplicarse para fortalecer la formación de los alumnos, promoviendo el desarrollo integrado de competencias matemáticas y tecnológicas. A través de metodologías activas, como flipped classroom, aprendizaje cooperativo, aprendizaje basado en juegos o gamificación, que poseen un gran potencial didáctico, los alumnos tienen la oportunidad de alcanzar un aprendizaje efectivo, lo que implica que pueden comprender de manera efectiva y eficiente los conceptos matemáticos, al mismo tiempo que se mejora el potencial del grupo clase Las experiencias recopiladas en esta investigación, que incluyen la implementación de la metodología flip, el uso de vídeos didácticos enriquecidos, la gamificación, materiales manipulativos, herramientas tecnológicas y la promoción del pensamiento computacional, entre otras, abarcan tanto la educación preuniversitaria, que engloba secundaria y bachillerato, como la universitaria. La metodología de investigación se fundamenta en un enfoque exploratorio, pre-experimental y cuasi-experimental de naturaleza transversal. En todos los casos, se incorporan fundamentos teóricos que respaldan las experiencias realizadas, así como análisis cuantitativos y cualitativos de los datos recopilados. Los resultados obtenidos en estos estudios reflejan un notorio aumento en los logros de aprendizaje y la motivación de los estudiantes como consecuencia de la implementación de estas metodologías. En resumen, esta tesis doctoral se erige como un compendio de investigaciones que subrayan la importancia de las metodologías activas en la enseñanza de las matemáticas en los niveles de educación secundaria y universitaria. Los hallazgos respaldan la efectividad de estas metodologías para reavivar el interés de los estudiantes en las matemáticas y promover un aprendizaje más profundo y motivador en estas áreas. Con ello, se sientan las bases para una mejora continua en la enseñanza de las matemáticas en todos los niveles educativos. / [CA] La present tesi doctoral s'emmarca en un conjunt d'investigacions centrades en l'ús de metodologies actives en l'àmbit de les matemàtiques, amb el propòsit d'incrementar tant els assoliments d'aprenentatge com la motivació dels estudiants en els nivells d'educació secundària i universitària. En un context en el qual s'observa una disminució en l'interés dels alumnes cap a les matemàtiques, disciplina que perceben com a desafiadora i abstracta, es reconeix la necessitat urgent que els docents proporcionen eines innovadores i adopten enfocaments pedagògics que revitalitzen l'interés dels estudiants en esta matèria. La profunda comprensió dels conceptes matemàtics es revela com un component crucial per a un aprenentatge significatiu i requereix d'una diversitat d'enfocaments i estratègies educatives que puguen aplicar-se per a enfortir la formació dels alumnes, promovent el desenvolupament integrat de competències matemàtiques i tecnològiques. A través de metodologies actives, com flipped classroom, aprenentatge cooperatiu, aprenentatge basat en jocs o ludificació, que posseeixen un gran potencial didàctic, els alumnes tenen l'oportunitat d'aconseguir un aprenentatge efectiu, la qual cosa implica que poden comprendre de manera efectiva i eficient els conceptes matemàtics, al mateix temps que es millora el potencial del grup classe Les experiències recopilades en esta investigació, que inclouen la implementació de la metodologia flip, l'ús de vídeos didàctics enriquits, la ludificació, materials manipulatius, eines tecnològiques i la promoció del pensament computacional, entre altres, abasten tant l'educació preuniversitària, que engloba secundària i batxillerat, com la universitària. La metodologia d'investigació es fonamenta en un enfocament exploratori, pre-experimental i quasiexperimental de naturalesa transversal. En tots els casos, s'incorporen fonaments teòrics que recolzen les experiències realitzades, així com anàlisis quantitatives i qualitatives de les dades recopilades. Els resultats obtinguts en estos estudis reflecteixen un notori augment en els assoliments d'aprenentatge i la motivació dels estudiants a conseqüència de la implementació d'estes metodologies. En resum, esta tesi doctoral s'erigeix com un compendi d'investigacions que subratllen la importància de les metodologies actives en l'ensenyament de les matemàtiques en els nivells d'educació secundària i universitària. Les troballes recolzen l'efectivitat d'estes metodologies per a reavivar l'interés dels estudiants en les matemàtiques i promoure un aprenentatge més profund i motivador en estes àrees. Amb això, s'estableixen les bases per a una millora contínua en l'ensenyament de les matemàtiques en tots els nivells educatius. / [EN] This doctoral thesis is part of a set of research projects focused on the use of active methodologies in the field of mathematics, with the aim of increasing both learning achievements and student motivation in secondary and university levels. In a context where there is a decline in students' interest in mathematics, a discipline perceived as challenging and abstract, it is recognized the pressing need for teachers to provide innovative tools and adopt pedagogical approaches that revitalise students' interest in this subject. A deep understanding of mathematical concepts emerges as a crucial component for meaningful learning and requires a diversity of approaches and educational strategies that can be applied to strengthen students' education, promoting the integrated development of mathematical and technological competencies. Through active methodologies such as flipped classroom, cooperative learning, game-based learning, or gamification, which have great didactic potential, students can achieve effective learning, implying that they can understand mathematical concepts effectively and efficiently while enhancing the potential of the class group. The experiences gathered in this research, including the implementation of the flip methodology, the use of enriched educational videos, gamification, manipulative materials, technological tools, and the promotion of computational thinking, among others, span both pre-university education, including secondary and high school, and university education. The research methodology is based on an exploratory, pre-experimental, and quasi-experimental cross-sectional approach. In all cases, theoretical foundations supporting the experiences are incorporated, along with quantitative and qualitative analysis of the collected data. The results obtained in these studies reflect a noticeable increase in learning achievements and student motivation because of the implementation of these methodologies. In summary, this doctoral thesis stands as a compendium of research highlighting the importance of active methodologies in the teaching of mathematics at the secondary and university levels. The findings support the effectiveness of these methodologies in reigniting students' interest in mathematics and promoting deeper and more motivating learning in these areas. With this, it lays the groundwork for continuous improvement in the teaching of mathematics at all educational levels. / Jiménez Hernández, C. (2024). Diseño, implementación y análisis de diferentes metodologías activas en el proceso de enseñanza-aprendizaje de matemáticas [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/203650

The creation of an instructional genius hour framework for classroom implementation is an objective of this study. Currently, genius hour educators use a wide variety of frameworks. Some genius hour educators do not follow a set framework, yet others continually modify their genius hour frameworks. This study draws attention to the need to create an instructional framework for classroom implementation. This study was conducted through semi-structured interviews with five of the most respected genius hour educators. For the purposes of this study, each individual educator was treated as a separate case study. During the semi-structured interviews, genius hour educators shared their personal experience with implementing genius hour, their personal philosophies and ideas related to genius hour, their recommendations regarding genius hour implementation, and their recommendations regarding genius hour frameworks for classroom implementation. Moreover, this study also conducted two observations of genius hour classrooms in action. These classroom observations offered data related to genius hour educational philosophy and the need for a genius hour framework. This study recommends that educators use an instructional framework when implementing genius hour. A framework will have a positive effect on the performance of genius hour because of the added structure and clarity it provides for students and educators. It is recommended that educators choose a framework, and modify it in order to best serve the academic needs of their particular genius hour programme. This study moves beyond the genius hour framework by identifying major themes that genius hour educators should consider when implementing genius hour in the classrooms. Alongside the importance of the framework model, the common themes of front-loading, learning from failure, developing passion, and mentoring emerged from the interviews and observations. In essence, this study developed a framework model, game time, based around the importance of incorporating the aforementioned themes. The findings within this study offer an understanding of the importance of using a genius hour framework for classroom implementation. This study envisions that educators can use the research gathered in order to create an optimal genius hour framework for classroom implementation. This offers a framework for classroom implementation, which should be individualized in order to best suit the classroom specific needs. / Hierdie studie het die skepping van ʼn genie-uur-onderrigraamwerk vir klaskamer-implementering ten doel. Tans gebruik genie-uuropvoeders ’n wye verskeidenheid raamwerke. Sommige genie-uuropvoeders volg nie ’n vasgestelde raamwerk nie, terwyl andere voortdurend hul genie-uurraamwerke verander. Hierdie studie vestig aandag op die behoefte om ʼn onderrigraamwerk vir klaskamerimplementering te skep. Hierdie studie is uitgevoer deur middel van halfgestruktureerde onderhoude met vyf van die mees gerespekteerde genie-uuropvoeders. Vir die doeleindes van hierdie studie is elke individuele opvoeder as ’n afsonderlike gevallestudie behandel. Gedurende die halfgestruktureerde onderhoude het genie-uuropvoeders hul persoonlike ervarings van die inwerkingstelling van genie-uur, hul persoonlike filosofieë en idees oor genie-uur, hul aanbevelings vir genie-uurimplementering, en hul aanbevelings vir genie-uurraamwerke vir klaskamerimplementering gedeel. Verder het hierdie stude ook twee waarnemings van genie-uurklaskamers-in-aksie uitgevoer. Hierdie klaskamerwaarnemings het data in verband met genie-uuronderwysfilosofie en die behoefte aan ’n genie-uurraamwerk opgelewer. Hierdie studie beveel aan dat opvoeders ʼn onderrigraamwerk gebruik wanneer hulle genie-uur in werking stel. ’n Raamwerk sal ’n positiewe uitwerking op die uitvoering van genie-uur hê as gevolg van die bykomende struktuur en duidelikheid wat dit aan studente en opvoeders bied. Daar word aanbeveel dat opvoeders ’n raamwerk kies en dit aanpas ten einde die beste in die akademiese behoeftes van hul betrokke genie-uurprogram te voorsien. Hierdie studie beweeg verder as die genie-uurraamwerk deur belangrike temas te identifiseer wat genie-uuropvoeders kan oorweeg wanneer hulle genie-uur in die klaskamers in werking stel. Afgesien van die belangrikheid van die raamwerkmodel het die algemene temas van voorkantlading, leer uit mislukking, ontwikkeling van passie en leidinggewing uit die onderhoude en waarnemings na vore gekom. Hierdie studie het wesenlik ’n raamwerkmodel ontwikkel, genaamd speeltyd, wat gebaseer is op die belangrikheid daarvan om die voorgenoemde temas te inkorporeer. Die bevindings van hierdie studie bied ʼn begrip van die belangrikheid daarvan om ’n genie-uurraamwerk vir klaskamerimplementering te gebruik. Hierdie studie stel in die vooruitsig dat opvoeders die navorsing sal gebruik wat ingesamel is om ʼn optimale genie-uurraamwerk vir klaskamerimplementering te skep. Dit bied ’n raamwerk vir klaskamerimplementering, wat geïndividualiseer behoort te word om die beste in die spesifieke behoeftes van elke klaskamer te voorsien. / Ukwakhiwa kohlaka lokufundisa ngendlela ye-genius hour oluzosetshenziswa ekilasini yiyona njongo yalolu cwaningo. Njengamanje, othisha abalandela indlela yegenius hour basebenzisa izinhlobonhlobo zezinhlaka. Abanye othisha abalandela indlela yegenius hour abasebenzisi izinhlaka ezibekiwe, kodwa abanye bayaqhubeka nokulungisa izinhlaka zabo zegenius hour. Lolu cwaningo luveza isidingo sokwakhiwa kohlaka lokufundisa oluzosetshenziswa ekilasini. Lolu cwaningo lwaluqhutshwa ngokuxoxisana okuhleliwe nothisha abahlanu abahlonishwa kakhulu begenius hour. Ngokwenjongo yalolu cwaningo, uthisha ngamunye wayethathwa njengowahlukile kwabanye abasetshenziswe ocwaningweni. Ngenkathi kuqhubeka izingxoxo ezihleliwe, othisha begenius hour baxoxa ngabahlangabezana nakho uma beqalisa ukusebenzisa igenius hour, imigomo abayilandelayo kanye namasu ahambisana negenius hour, izincomo zabo mayelana negenius hour kanye nezincomo zabo ngezinhlaka zegenius hour ezizosetshenziswa ekilasini. Phezu kwalokho, lolu cwaningo luphinde lwabuka kusetshenziswa igenius hour kabili emakilasini ngenkathi eqhubeka. Lokhu kubhekwa kwamakilasi kwaveza imininingwane eqondene nemigomo yezemfundo yegenius hour kanye nesidingo sohlaka lwegenius hour. Lolu cwaningo luncoma ukuba othisha basebenzise uhlaka lokufundisa uma beqala ukusebenzisa igenius hour. Uhlaka luzoba nomphumela omuhle ekusebenzeni kwegenius hour, ngenxa yokwakheka okwengeziwe kanye nokucacisa, ihlinzekela abafundi nothisha. Kunconywa ukuba othisha bakhethe uhlaka, balulungise kahle ukuze luhambisane nezidingo zezemfundo zohlelo lwabo oluthile lwegenius hour. Lolu cwaningo luhamba ludlulele ngale kohlaka lwegenius hour ngokuhlonza izingqikithi okufanele othisha begenius hour bacabange ngazo uma beqala ukusebenzisa igenius hour emakilasini. Ngaphandle kokubaluleka kwesimo sohlaka, izingqikithi ezejwayelekile zokufundisa ngokuhlahla indlela, ukufunda ngokwehluleka kuqala, ukukhula kothando kanye nokwalusa kwavela ezingxoxweni nasekubukeni. Empeleni. lolu cwaningo selwakhe isimo sohlaka, isikhathi semidlalo, okuncike ekubalulekeni kokuhlanganisa lezi zingqikithi ezibaliwe. Okutholakele kulolu cwaningo kunikeza ukuqonda kokubaluleka kokusebenzisa uhlaka lwegenius hour ekilasini. Lolu cwaningo lubona ukuthi othisha bangasebenzisa imininingwane etholakale ocwaningweni ukwakha uhlaka lwegenius hour olusebenza kahle oluzosetshenziswa ekilasini. Lokhu kuhlinzeka uhlaka oluzosetshenziswa ekilasini, okumele lwenziwe lusebenzele umuntu ngamunye ukuze luhambisane kahle nezidingo zekilasi ngalinye. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional Studies)