Abstracts in English, Xhosa and Sotho / The purpose of this study was to analyse the role of critical thinking in the teaching and learning of History in three selected secondary schools in Masvingo urban area, Zimbabwe. The study focused on the challenges Form III learners faced regarding critical thinking. The findings of the research could assist to reveal the role of critical thinking in the secondary education system of Zimbabwe and other countries. A qualitative study method adopting the interpretive phenomenological approach was employed for the purpose of discovering participants’ experiences. The method was the most appropriate for the study since it enabled the researcher to assess the attitudes of teachers and learners to critical thinking. It also assessed their experiences with the development of critical thinking in the History learners in secondary schools. The study used semi-structured interviews, focus group interviews, lesson observations and document analysis to generate data. The study’s main findings reflected a lack of critical thinking among learners in secondary schools in Masvingo urban area in Zimbabwe. The development of critical thinking was negatively affected by three major categories of factors. These are: (a) the characteristics of the teaching and learning environment such as deficiency in teaching and learning resources, inadequate infrastructure and poor learning and teaching routines; (b) personal factors connected to the negative attitudes and lack of motivation of teachers and learners to critical thinking; and (c) policyrelated matters being an obstacle to learners’ development of critical thinking such as policies that embrace enrolment of learners, the History syllabus, the system of public examinations and the creation of the examination-oriented education system. The study revealed that several approaches such as the provision of essential learning resources and the improvement of teacher motivation could enhance effective implementation of critical thinking in the curriculum of Zimbabwe’s secondary schools. The study also revealed that including critical thinking in the curriculum could contribute positively to the improvement of the Zimbabwean education system. The study recommends that the Zimbabwean government, Ministry of Primary and Secondary Education, the secondary school authorities, universities and teachers’ training colleges and Zimbabwe’s Schools’ Examination Council work together to develop critical thinking among learners in Zimbabwean secondary schools. / Xikongomelo xa ndzavisiso lowu i ku xopaxopa hi ndzima ya ku ehleketa hi vuenti eka ku dyondzisa na ku dyondza Matimu eswikolweni swa sekondari swinharhu leswi nga hlawuriwa endhawini ya doroba eMasvingo eZimbabwe. Ndzavisiso wu tshikilela eka mintlhontlho leyi vadyondzi va Form III va langutanaku na yona ya ku ehleketa hi vuenti. Leswi kumekaku eka ndzavisiso swi nga pfuneta ku kombisa ndzima ya ku ehleketa hi vuenti eka dyondzo ya sekondari eZimbabwe na matiko man'wana. Methodi wa ndzavisiso wa qualitative lowu tekelaku eka interpretive phenomenological approach ku tirhisiwe wona hi xikongomelo xa ku kuma mintokoto ya vakhomaxiavo. Methodi a wu fanele swinene eka ndzavisiso hikuva wu kotise muendli wa ndzavisiso ku kambela mavonelo ya mathichara na vadyondzi eka ku ehleketa hi vuenti. Wu tlhele wu kambela mintokoto ya vona hi nhluvuko wa ku ehleketa hi vuenti eka vadyondzi va Matimu eswikolweni swa sekondari. Ndzavisiso wu tirhise ti-semistructured interview, wu tshikilela na le ka ti-interview ta ntlawa, ku langutisa kunene leswi endlekeka eka tidyondzo na ku dokumenta vuxopaxopi ku endla vutivi. Swikulukumba leswi kumiweke eka ndzavisiso swi kombise ku pfumaleka ka ku ehleketa hi vuenti exikarhi ka vadyodnzi eswikolweni swa sekondari endhawini ya doroba ra Masvingo eZimbabwe. Ku hluvukisa ku ehleketa hi vuenti swi khumbeke hi ndlela yo biha hikokwalaho ka swilo swinharhu swa nkoka. Swona hi leswi: (a) swihlawulekisi swa mbangu wa ku dyondzisa na ku dyondza swo fana na nkalo wa swihlovo swa swipfuneto eka ku dyondzisa na ku dyondza, ku kala ka infrastrakchara na matirhiselo ya le hansi ya maendlelo ya ku dyondza na ku dyondzisa; (b) swilo swa vanhu xiviri leswi khumbanaka na mavonelo yo ka ya nga ri lamanene, na ku pfumaleka ka nsusumeto wa nhlohlotelo eka mathicara na vadyondzi eka ku ehleketa hi vuenti; na (c) swilo leswi fambelanaka na swa pholisi leswi swi nga swihingakanyi eka nhluvukiso wa vadyondzi eka ku ehleketa hi vuenti swo fana na tipholisi leti ti angarhelaka ku tsarisa ka vadyondzi, silabasi ya Matimu, sisteme ya makambelelo ya vadyondzi va mfumo, na ku endliwa ka sisteme leyi fambelanaka na nkambelo eka sisteme ya dyondzo. Ndzavisiso wu paluxe leswo matirhelo yo hambana yo fana no nyiketa swihlovo swa swipfuneto eka ku dyondza na ku antswisa nsusumeto wa nhlohlotelo eka mathicara swi nga antswisa tirhelo lerinene eka ku ehleketa hi vuenti eka kharikhyulamu ya swikolo swa sekondari eZimbabwe. Ndzavisiso wu tlhele wu paluxa leswo ku katsa ku ehleketa hi vuenti eka kharikhyulamu swi nga pfuneta hi vuyelo byo antswa eka sisteme ya dyondzo ya Zimbabwe. Ndzavisiso wu bumabumela leswo mfumo wa Zimbabwe, va vulobye bya Dyondzo ya Prayimari na Sekondari, vafumi wa swikolo swa sekondari, tiyunivhesiti na tikholichi ta ku letela mathicara na huvo ya Zimbabwe ya vukamberi bya swikolo swa sekondari ku nga Zimbabwe's Schools Examination Council, va fanele ku tirhisana eka ku hluvukisa ku ehleketa hi vuenti eka vadyondzi va swikolo swa sekondari eZimbabwe. / Maikemišetšo a dinyakišišo tše ebile go sekaseka tema ye e kgathwago ke go nagana ka tsinkelo ka go ruteng le go ithuta thuto ya Histori ka dikolong tše tharo tšeo di kgethilwego ka lefelong la motsesetoropo la Masvingo, ka Zimbabwe. Dinyakišišo di nepišitše kudu ditlhohlo tšeo baithuti ba Foromo ya III ba ilego ba lebana le tšona mabapi le go nagana ka tsinkelo. Dikutollo tša dinyakišišo di ka thuša go utolla tema ye e kgathwago ke go nagana ka tsinkelo ka lenaneo la thuto ya dikolo tše di phagamego tša Zimbabwe le ka dinageng tše dingwe. Mokgwa wa dinyakišišo wa boleng wo o dirišago mokgwa wa go hlatholla seemo o šomišitšwe ka maikemišetšo a go utolla maikutlo a bakgathatema. Mokgwa wo o bile maleba kudu go dinyakišišo tše ka ge o kgontšhitše monyakišiši go sekaseka maikutlo a barutiši le a baithuti mabapi le go nagana ka tsinkelo. O sekasekile gape maitemogelo a bona mabapi le go tšweletša go nagana ka tsinkelo ga baithuti ba thuto ya Histori ka dikolong tšeo di phagamego. Dinyakišišo di šomišitše dipoledišano tšeo dipotšišo tša gona di nyakago gore baarabi ba fe mabaka, dipoledišano le dihlophanepišo, ka ditekodišišo tša thutišo le tshekatsheko ya dingwalwa ka nepo ya go tšweletša tshedimošo. Dikutollokgolo tša dinyakišišo di laeditše tlhokego ya go nagana ka tsinkelo magareng ga baithuti ka dikolong tšeo di phagamego ka lefelong la metsesetoropo la Masvingo ka Zimbabwe. Go tšweletša go nagana ka tsinkelo go amilwe gampe ke mabaka a mararo a magolo. Wona ke: (a) dikokwane tša seemo sa go ruta le go ithuta tša go swana le tlhaelelo ya methopo ya go ruta le ya go ithuta, tlhokego ya mananeokgoparara le mekgwa ye e fokolago ya go ithuta le ya go ruta; (b) mabaka a seng ao a amanago le maikutlo a go se loke le tlhokego ya tlhohleletšo ya barutiši le baithuti go nagana ka tsinkelo; le (c) mabaka a go amana le melawana ao a fetogago ditšhitišo go tšweletšo ya go nagana ka tsinkelo go baithuti go swana le melawana yeo e amogelago go ngwadišwa ga baithuti, lenaneothuto la Histori, tshepedišo ya ditlhahlobo tša dikolo tša mmušo le go hlama ga lenaneothuto leo le theilwego go ditlhahlobo. Dinyakišišo di utollotše gore mekgwa ye mmalwa ya go swana le kabo ya methopo ya go ithuta ye bohlokwa le kaonafatšo ya tlhohleletšo ya barutiši di ka thuša phethagatšo ye e šomago gabotse ya go nagana ka tsinkelo ka go lenaneothuto la dikolo tšeo di phagamego tša ka Zimbabwe. Dinyakišišo di utollotše gape gore go akaretšwa go nagana ka tsinkelo ka go lenaneothuto go ka ba le seabe se sekaone go kaonafatšo ya lenaneothuto la Zimbabwe. Dinyakišišo di šišinya gore mmušo wa Zimbabwe, Kgoro ya Thuto ya Dikolo tša Phoraemari le ya Dikolo tše di Phagamego, bolaodi bja dikolo tše di phagamego, diyunibesithi le dikholetše tša go ruta barutiši le Lekgotla la Ditlhahlobo tša Dikolo tša Zimbabwe di swanetše go šomišana mmogo ka nepo ya go tšweletša go nagana ka tsinkelo gareng ga baithuti ka dikolong tše di phagamego tša Zimbabwe. / Educational Foundations / D. Ed. (Philosophy of Education)

Abstracts in English, Sotho and Afrikaans / The impact of Information and Communication Technologies on all spheres of life, whether it is for educational, corporate, government or social purposes is undeniable. From an educational point of view, the South African Department of Basic Education acknowledged the impact that ICT has on teaching and learning in the classroom by introducing ICT in the education system. However, ICT integration in South African schools is still in its infancy especially in most rural schools. The phenomenological, qualitative research study employed a case study as its research design, employing the connectivism theory as the theoretical framework. The theory that underpinned this study was the connectivism theory. The research was performed with a sample of six purposively selected teacher-participants. Semi-structured interviews and non-participant observation were the methods of data collection. The aim of conducting the semi-structured interviews was to determine the teachers’ perception on the integration of ICT as a tool to enhance teaching and learning. The non-participant observation assisted in corroborating the data collected from the interviews. The research data collected were studied, analysed, explained and validated. The findings indicated that the integration of ICT is still at its infancy and though the teachers viewed ICT as a valuable tool to enhance teaching and learning, they emphasised the enormous work that needs to be done by the Department of Basic Education in ensuring the full integration of ICT in the schools. Findings of the study highlighted the challenges that teacher’s experience that hindered the proper integration of ICT in schools. The study recommends that the Department of Basic Education provides adequate ICT tools in all the public schools, ensures that the teachers receive proper ICT training, continuous support and the regular update and maintenance of ICT tools as well as the regulation of ICT policy as a guide to teaching and learning in the schools. / Seabe sa Ditheknolotši tša Tshedimošo le Dikgokagano go makala ka moka a bophelo, se ka be se le go thuto, go khamphani, go mmušo goba mabakeng a leago se ka se ganetšwe. Go ya ka maikutlo a tša thuto Kgoro ya Thuto ya Motheo ya Afrika Borwa e amogetše seabe seo Theknolotši ya Tshedimošo le Dikgokagano (ICT) e nago le sona go go ruta le go ithuta ka phapošing ya thuto ka go tsebagatša ya ICT ka lenaneong la thuto. Le ge go le bjale, kopanyo ya ICT ka dikolong tša Afrika Borwa e sa le mathomong kudukudu ka dikolong tše ntši tša magaeng. Dinyakišišo tše tša maitemogelo le tša boleng di šomišitše dinyakišišo tša seemo bjalo ka tlhamo ya tšona ya go dira dinyakišišo, ka go šomiša teori ya thuto ya kgokagano ka inthanete bjalo ka tlhako ya teori. Teori yeo e thekgilego dinyakišišo tše e bile teori ya thuto ya kgokagano ka inthanete. Teori ye e phethagaditšwe ka sampole ya barutiši ba tshela bao ba kgethilwego go kgatha tema ka maikemišetšo. Dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka le temogo ka bao ba sa kgathego tema di ile tša šomišwa bjalo ka mekgwa ya go kgoboketša tshedimošo. Maikemišetšo a go diriša dipotšišo tša dipoledišano tšeo di bego di nyaka gore baarabi ba fahlele ka mabaka ebile go tseba maikutlo a barutiši mabapi le kopanyo ya ICT bjalo ka setlabelo sa go thuša go ruta le go ithuta. Temogo ka bao ba sa kgathego tema go thušitše go kopanya tshedimošo yeo e kgobokeditšwego ka dipoledišanong. Tshedimošo ya dinyakišišo yeo e kgobokeditšwego e ile ya lekodišišwa, ya sekasekwa, ya hlalošwa le go tiišeletšwa. Dikutollo di laeditše gore kopanyo ya ICT ka dikolong e sa thoma gomme le ge e le gore barutiši ba bona ICT bjalo ka setlabelo se bohlokwa sa go thuša go ruta le go ithuta, ba gateletše taba ya mošomo o montši wo o swanetšego go dirwa ke Kgoro ya Thuto ya Motheo go netefatša gore go ba le kopanyo ka botlalo ya ICT ka dikolong. Dikutollo tša dinyakišišo di laeditše dithohlo tšeo baithuti ba itemogelago tšona tšeo di šitišitšego kopanyo ya maleba ya ICT ka dikolong. Dinyakišišo di šišinya gore Kgoro ya Thuto ya Motheo e fane ka ditlabelo tša maleba tša ICT ka dikolong tša mmušo ka moka, e netefatše gore barutiši ba hwetša tlhahlo ya maleba ya ICT le thekgo ye e tšwelago pele, le gore ditlabelo tša ICT di fele di mpshafatšwa kgafetšakgafetša le go hlokomelwa. Godimo ga fao, gore melawana ya ICT bjalo ka tlhahlo ya go ruta le go ithuta ka dikolong e laolwe. / Ons kan nie die invloed van Inligtings- en Kommunikasietegnologie (IKT) op alle terreine van die lewe – of dit vir opvoedkundige, korporatiewe, regerings- of sosiale gebruik is – ontken nie. Uit 'n opvoedkundige oogpunt, het die Suid-Afrikaanse Departement van Basiese Onderwys die invloed van IKT op onderrig en leer in die klaskamer erken deur IKT in die onderwysstelsel bekend te stel. IKT-integrasie in Suid-Afrikaanse skole is steeds in sy beginfase, veral in landelike skole. Hierdie fenomenologiese, kwalitatiewe navorsingstudie het 'n gevallestudie as navorsingsontwerp en die konnektivisme teorie as teoretiese raamwerk gebruik. Die teorie wat die studie onderskryf het, was die konnektivisme teorie. Die navorsing is met 'n steekproefneming van ses doelbewus gekose onderwyserdeelnemers uitgevoer. Semigestruktureerde onderhoude en niedeelnemerwaarneming is gebruik om data te versamel. Die doel van die semigestruktureerde onderhoude was om die onderwysers se persepsies te bepaal oor die integrasie van IKT as hulpmiddel om onderrig en leer te bevorder. Die niedeelnemerwaarneming het gehelp om die data uit die onderhoude te bevestig. Die navorsingsdata wat versamel is, is bestudeer, ontleed, verduidelik en geldig verklaar. Die bevindings het aangedui dat die integrasie van IKT nog in sy beginfase is en alhoewel die onderwysers IKT as 'n waardevolle hulpmiddel beskou om onderrig en leer te bevorder, het hulle die groot hoeveelheid werk wat die Departement van Basiese Onderwys nog moet doen om volledige integrasie van IKT in skole te verseker, beklemtoon. Die studie se bevinding het die onderwysers se uitdagings wat die behoorlike integrasie van IKT in skole verhinder, uitgelig. Die studie beveel aan dat die Departement van Basiese Onderwys genoegsame IKT-hulpmiddels in alle openbare skole voorsien, verseker dat die onderwyser behoorlike IKT-opleiding en deurlopende ondersteuning ontvang, en dat IKT-hulpmiddels gereeld opgradeer en onderhou word. Verder, dat die IKT-beleid as 'n riglyn vir onderrig en leer in skole gereguleer moet word. / Curriculum and Instructional Studies / M. Ed. (Curriculum Studies)