Namibia is one of the countries with distinct historical education systems that shifted from the traditional teacher-centred approach to learner-centred approach to improve learning outcomes. Despite for the call upon secondary school teachers in Namibia to adopt the learner-centred approach, the pass rates for Grade 10 Junior Secondary Certificate (JSC) in Namibia remains very low with about 50% of the Grade 10 JSC learners failing to make it for senior secondary level. Therefore, this study sought to explore science teachers’ knowledge, practice and perception of learner-centred approach. This study employed a pragmatic approach using an explanatory sequential mixedmethods design to collect quantitative data first and then explaining the quantitative results with in-depth qualitative data. The structured questionnaire, interview protocol and observation protocol were used as research instruments to collect data from a sample of 20 participants. The quantitative data analysis was used for the data collected by the questionnaire while qualitative data analysis was used for the data collected by interview and the observation protocols. The results showed an understanding of learner-centred approach and most teachers use a mixed approach to teaching that incorporates both learner-centred approach and teacher-centred approach. Furthermore, results showed that teachers view learner-centred approach as effective but its effectiveness is reduced by poor participation of learners, large class sizes and inadequate instructional materials. Following the results, it was recommended that the Ministry of Education and education policy makers must consider strategies to reduce challenges to the effectiveness of learner-centred approach to improve learner performance. / Science and Technology Education / M. Ed. (Natural Science Education)

The goal of this research study was to understand the use of learner-centred approaches in teaching Accounting to enhance performance of learners at high schools (Grades 10-12). The teaching of Accounting in high schools is facing challenges. The Department of Education, through many curriculum implementations and revisions, have introduced a new approach to teaching as outlined in the National Curriculum Statement (NCS) Curriculum and Assessment Policy Statement (CAPS). This policy, as with previous ones, emphasises a change in teaching pedagogy emphasising learner-centred approaches in contrast to the traditional teacher-centred approaches which favour rote learning. The Department aims at developing knowledge but links that with acquiring and developing the skills of thinking critically and creatively, working as an individual or a member of a team, organising and managing oneself responsibly and effectively, collecting, analysing, organising and critically evaluating information, communicating effectively, using science and technology effective (DBE, 2011:5) in order to be able to adapt to the requirements of the commercial industries. It was found out that learner-centred approaches can enhance the performance of learners in Accounting in high schools. The researcher used a qualitative approach together with an interpretive perspective to examine the themes. Four high schools, four Accounting teachers and four Heads of Departments were selected from the Ximhungwe circuit in Bohlabela District in Bushbuckridge. Data was collected through observations and interviews. Data were analysed and findings presented. The findings reveal how the Economic and Management Sciences curriculum has a negative effect on Accounting in the higher grades of 10-12, by not developing a solid foundation for the subject. It also revealed that school, parent and learner-based challenges also contribute to a poor perception of Accounting and high failure rates. The research study revealed that learner-centred approaches can improve teaching and learning of Accounting. Recommendations were made in that respect. / Curriculum and Instructional Studies / M. Ed. (Curriculum and Instructional Studies)

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)

The educational changes introduced by the South African democratic dispensation after 1994 were meant to address the apartheid imbalances. The self-governing regime sought to bring and safeguard quality education for all, and to amend the previous education inequalities among all racial groups. Hence, the new curriculum that was introduced by the National Department of Basic Education was meant to be a drastic departure from the school curricula of the apartheid administration. One critical innovation sought was to replace a teacher-centred curriculum with a learner-centred curriculum. The emphasis of this study, therefore, was to determine the level to which learner- centred teaching has been adopted by rural and underdeveloped schools. The selection of rural schools was informed by the obvious differences that still persist between the former Model C schools and those that were predominantly black and underdeveloped, particularly in terms of resources and the quality of teachers. Given the fact that the main feature of the Outcomes Based Education (OBE) that was introduced from 1996 is that it is resource-reliant, the main research question of the study was therefore: How do educators in rural and underdeveloped schools cope with a learner-centred teaching as part of the curriculum innovation? In order to riposte to the study’s main question, the researcher used qualitative research methods to discern data from Physical Sciences teachers, learners and Physical Sciences Heads of Departments (Hods) from the selected schools. In addition, the researcher conducted classroom teaching observations, analysed relevant documents and interviewed some participants to determine their views and experiences on using a learner-centred approach. The findings of the study revealed many challenges to rural schools in adopting and implementing a learner-centred approach. These include the lack of relevant resources, poor quality of teachers, insufficient and inappropriate teacher-support programmes for teachers as well as the rural environmental challenges. The overall conclusion of the study is that, after two decades since the introduction of a learner-centred approach in South Africa, rural schools have not yet managed to adopt and implement learner-centred pedagogy as an important part of the post-1994 educational innovations. The researcher finds it ironic that apartheid education was demonized for promoting inequality around racial lines. Sadly, the post-apartheid innovations have yet to address equality among the racial groups and areas of resident. The inability of rural schools to adopt and implement learner-centred approach is depriving black and rural learners of quality learning. They are still subjected to a teacher-centred learning which does not assist them to acquire required skills which can help them to compete with those learners who are attending affluent urban schools. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

No description available.

Students no longer respond to content-driven, teacher-centred learning. Literature reveals that changes in methodology and pedagogy of teachers needs to take place in order to keep education relevant and engaging. Classrooms where critical thinking, communication, creativity and collaboration are embraced are required in schools. The environment where these components are present can be referred to as 21st century classrooms. Establishing these locales require a leader who is able to create the vision for the changes that need to take place. One who will fashion a learning environment where teachers feel secure and have the confidence through teacher development to embark on and embrace a new arrangement in their classroom. The principal needs to embrace his/her instructional role in establishing these 21st century classrooms. This research project investigated precisely what the instructional role of the principal necessitates in aiding teachers to establish 21st century classrooms. A qualitative research design, embedded in the constructivist paradigm in the form of a hermeneutic study was chosen as research method. Using semi-structured interviews, the researcher attempted to find out how the principal of each school visited, viewed 21st century classrooms, as well as what skills and knowledge he/she required as the instructional leader in leading teachers to establish 21st century classrooms. The researcher used purposeful sampling to select the participants who would have the greatest insight into establishing 21st century classrooms at their school. Trustworthiness was ensured in the collection and interpretation of data. The researcher transcribed the collected data and it was later analysed. Once analysed, the data was interpreted and arranged under the research sub-questions. The findings established that each participant is quite knowledgeable concerning the attributes and characteristics of a 21st century classroom. Many of the principals played a strong instructional role in their school and displayed many of the characteristics and skills necessary to create an environment where teachers could competently bring 21st century skills and knowledge into their classrooms. In most of the schools visited, 21st century classrooms are well on their way to being established. It is evident that the theory of 21st century classrooms is far more prevalent in some of the schools visited than the practical application thereof. In some of the schools visited a whole philosophy of learning, which encases all the 21st century attributes has been implemented. Each school could be placed on a continuum, with no one school being at the same space in their journey to implement 21st century skills and knowledge into their teachers’ pedagogy. / Leerders reageer nie meer op inhoudgedrewe en/of onderwysgesentreerde onderrig nie. Literatuur toon dat veranderinge in onderwysmetodiek en pedagogie moet plaasvind ten einde onderwys relevant en interessant te hou. Klaskamers waarin kritiese denke, kommunikasie, kreatiwiteit en samewerking omhels word, is die nuwe maatstaf. Die omgewing waarin hierdie komponente teenwoordig is, word na verwys as die 21ste eeu klaskamers. Die stigting van 21ste eeu klaskamers vereis ʼn leier wat in staat is om ʼn visie te skep en dit na te volg. Een wat ʼn leeromgewing verseker waarin onderwysers veilig voel en selfvertroue opbou deur personeelontwikkeling. Sodoende word onderwysers bemagtig om die nuwe veranderinge in die klaskamer te omhels. Die skoolhoof speel ʼn sterk rol in die vestiging van hierdie 21ste eeu klaskamers en moet dus ʼn instruktiewe rol aanneem. Hierdie navorsingsprojek ondersoek wat presies hierdie instruktiewe rol van die skoolhoof behels in die ondersteuning van onderwysers om hul toe te rus vir 21ste eeu klaskamers. Hierdie navorsingsprojek is gebaseer op ʼn kwalitatiewe navorsingsontwerp, gegrond op die konstruktivistiese paradigma in die vorm van ʼn fenomenologiese studie. Deur gebruik te maak van semi-gestruktureerde onderhoude, het die navorser gepoog om uit te vind hoe die skoolhoof van elke skool wat besoek is, 21ste eeu klaskamers beskou en oor watter vaardighede en kennis ʼn skoolhoof as onderrigleier moet beskik om onderwysers in 21ste eeu klaskamers te vestig. Die navorser het van ʼn doelbewuste steekproef gebruik gemaak om geskikte kandidate te identifiseer wat kennis dra oor die vestiging van 21ste eeu klaskamers by hul eie skole. Betroubaarheid van die data is verseker deur die versameling en interpretasie daarvan. Die data is deur die navorser getranskribeer en later ontleed. Na analise is die data geïnterpreteer en dan in geskikte navorsings sub-vrae ingedeel. Die bevinding was dat elke kandidaat grondige kennis aangaande die eienskappe en kenmerke van 21ste eeu klaskamers het. Baie van die hoofde vervul ʼn sterk instruktiewe rol in hul skool en beskik oor die nodige eienskappe en vaardighede om ʼn omgewing te skep waarin onderwysers met bevoegdheid 21ste eeu vaardighede en kennis in hul klaskamers kan toepas. In meeste van die skole wat besoek is, is 21ste eeu klaskamers besig om pos te vat. Dit is ook duidelik dat die teorie van 21ste eeu klaskamers baie meer op die voorgrond is by sommige van die skole wat besoek is, as wat die praktiese toepassing daarvan is. In sommige van die skole wat besoek is, is ʼn leerfilosofie wat alle 21ste eeu kenmerke omvat geïmplementeer. Daar is ʼn kontinuum waarop elke skool geplaas kan word wat aandui dat nie een skool op dieselfde vlak in hul implementering van 21ste eeu vaardighede en kennis in hul onderwyspedagogie is nie. / Educational Leadership and Management / M. Ed. (Education Management)

<p>For the projects titled Undergraduate Students’ Interpretation of Fischer and Haworth Carbohydrate Projections and Undergraduate Students' Interpretation of Glycosidic Bonds – there is a prevalent issue in biochemistry education in which students display fragmented knowledge of the biochemical concepts learned when asked to illustrate their understandings (via drawings, descriptions, analysis, etc.). In science education, educators have traditionally used illustrations to support students’ development of conceptual understanding. However, interpreting a representation is dependent on prior knowledge, ability to decode visual information, and the nature of the representation itself. With a prevalence of studies conducted on visualizations, there is little research with a focus on the students’ interpretation and understanding of carbohydrates and/or glycosidic bonds. The aim of these projects focuses on how students interpret representations of carbohydrates and glycosidic bonds. This study offers a description of undergraduate students’ understanding and interpretation using semi-structured interviews through Phenomenography, Grounded Theory and the Resources Frameworks. The data suggests that students have different combinations of (low or high) accuracy and productivity for interpreting and illustrating carbohydrates and glycosidic bonds, among other findings to be highlighted in their respective chapters. More effective teaching strategies can be designed to assist students in developing expertise in proper illustrations and guide their thought process in composing proper explanations in relation to and/or presence of illustrations.</p> <p><br></p> <p>For the project titled Impact of the Pandemic on Student Readiness: Laboratories, Preparedness, and Support – it was based upon research by Meaders et. al (2021) published in the International Journal of STEM Education. Messaging during the first day of class is highly important in establishing positive student learning environments.  Further, this research suggests that students are detecting the messages that are communicated.  Thus, attention should be given to prioritizing what information and messages are most important for faculty to voice. There is little doubt that the pandemic has had a significant impact on students across the K-16 spectrum.  In particular, for undergraduate chemistry instructors’, data on the number of laboratories students completed in high school and in what mode would be important information in considering what modifications could be implemented in the laboratory curriculum and in messaging about the laboratory activities – additionally on how prepared students feel to succeed at college work, how the pandemic has impacted their preparedness for learning, and what we can do to support student learning in chemistry can shape messaging on the first day and for subsequent activities in the course.  An initial course survey that sought to highlight these student experiences and perspectives will be discussed along with the impact on course messaging and structure.    </p> <p><br></p>

The purpose of this case study was to examine how the K-5 elementary alternative program All Students Can Thrive (ASCT) used student-centered learning practices to influence the whole child. There is a lack of research on K-5 elementary alternative programs, such as ASCT, and specifically those that integrate student-centered learning practices to influence the whole child. Literature does not contain universally accepted interventions that are effective in the elementary alternative setting to help students return to the mainstream classroom setting better prepared to display appropriate behaviors when a student is removed from a mainstream classroom setting due to disruptive behaviors. The Association for Supervision and Curriculum Development (ASCD) has determined five major tenets that measure how educators influence the whole child and those are: healthy, safe, engaged, supported, and challenged (ASCD, 2022). These five tenets will serve as the theoretical framework for this research on the whole child and ASCD will function as the scientific authority on the whole child for the purposes this case study. Data collection strategies included interviews, field notes, and a document review. Analysis of data occurred in three phases: (a) coding themes from participant responses during interviews (b) analysis of interview field notes (c) document review. The analysis of the case study data was based on the theoretical proposition that educating the whole child involves children being healthy, safe, engaged, supported, and challenged (ASCD, 2022). The credibility of the analysis was protected by triangulation of data through the coding of interviews, interview field notes, and a document review. The results revealed that that all five tenets of the whole child were identified as a common theme or sub-theme from participant responses. Five common themes: (1) Engaged (2) Space to Thrive/Choices (3) Identify Needs/Skills (4) Confidence/Hope (5) Relationship and five sub-themes emerged from the analysis of data: (1) Challenged (2) Supported (3) Safe (4) Healthy (5) Communication.

Abstracts in English, Zulu and Setswana / This study investigated the feasibility of using WhatsApp Messenger as a tool to enhance the professional identity and inquiry-based pedagogy through the professional development of university chemistry teachers. The epistemological interpretive paradigm was used to guide the study. The study assumed a naturalistic, exploratory investigation. The qualitative research methodology was used to conduct the study. Nine university teachers were purposively sampled from three universities (three teachers from each university) for the study. Data were collected through semi-structured interviews, participant observations, and focus group discussions. Data analysis was completed using the thematic networks analysis. Ethics considerations were observed by not disclosing personal information of the participants or information about the universities where they represented. This study was guided by four theoretical underpinnings: the connectivism theory, the transformative learning theory, the expectancy-value theory, and the dual systems theory. The primary research question guiding this study was: How does the professional identity of university chemistry teachers develop as they learn IBP through WhatsApp Messenger? A two-pronged approach was used in the research: (1) comparing the professional identity of the teachers before and after the course, and (2) observing and describing the professional identity process as the teachers undertook the course. The results from the interviews conducted before the teachers undertook the WhatsApp Messenger-based IBP course showed that most teachers had a negative professional identity. They had become teachers for a variety of reasons, but they did not consider themselves teachers and believed they would leave university teaching if opportunities arose in the industry. They had no formal qualifications in pedagogy, and they did not believe that such knowledge was necessary. The majority of these teachers used teacher-centred approaches. Results from participant observations during the WhatsApp Messenger-based IBP course showed that the course slowly imparted to the teachers the norms associated with not only IBP, but other teaching approaches as well. WhatsApp Messenger provided a flexible online platform where the teachers interacted and exchanged ideas without the need to meet in a physical space. The results from the interviews conducted after the teachers participated in the WhatsApp Messenger-based IBP course showed that the participants' professional identity had changed positively. They now recognised the importance of pedagogy in teaching, they positively identified with the teaching profession, and some were considering acquiring formal qualifications in pedagogy. / Lolu cwaningo beluphenya ithuba lokusetshenziswa kwangempela kwe-WhatsApp Messenger njengethuluzi lokuqinisa isithombe sesisebenzi kanye nohlelo lokufundisa olwencike phezu kophenyo lothisha besifundo seKhemistri (chemistry) enyuvesi, ngohlelo lokuthuthukisa abasebenzi. Uhlelo lwepharadayimu echazayo ye-ephistemoloji lwasetshenziswa ukuhlahla indlela yesifundo, okuyindlela enqume ukulandela indlela yemvelo, ephenyayo. Umethodoloji wocwaningo olwencike kuKhwalithi (Qualitative) lusetshenzisiwe ukwenza ucwaningo, ndawonye nothisha basemanyuvesi ayisishiyagalolunye abakhethwe ngenhloso kumanyuvesi amathathu (abathathu kwinyuvesi eyodwa). Idatha yaqoqwa ngokusebenzisa izinhlolovo ezimbaxambili (semi-structured interviews), ngokubheka izenzo zomdlalindima (participant observation) kanye nezingxoxo zeqembu eliqondiwe (focus group discussions), kanti ukuhlaziywa kwedatha kwenziwa kwaqedwa ngokusebenzisa uhlelo lokuhlaziya oluwuthungelelwano lwendikimba (thematic network analysis). Kubonakele ukulandelwa komgomo wokuziphatha ngokungadaluli ulwazi lomuntu ongumdlalindima noma ulwazi olumayelana namanyuvesi ababewameleyo. Ucwaningo beluholwa yizinhlaka ezine zethiyori: i-connectivism theory, i-transformative learning theory, i-expectancy-value theory kanye nama-dual systems theory. Umbuzo wokuqala wezocwaningo ohola ucwaningo bewuthi: Ngabe isithombe sobizo lobuthishela wekhemistri enyuvesi sithuthukiswa kanjani ngesikhathi befunda uhlelo lwemfundo eyencike ekuphenyeni (inquiry-based pedagogy (IBP) ngokusebenzisa i-WhatsApp Messenger? Indlela embaxambili iye yasetshenziswa: 1) ukuqhathanisa isithombe sobizo lobuthishela ngaphambi nangemuva kwesifundo,, kanye no-2) baqhathanisa isithombe sobizo lobuthishela sothisha ngaphambi nangemuva kwesifundo, kanye no 2) babheke futhi bachaza uhlelo lwezimpawu zokwakha isithombe sobizo lobuthishela njengoba othisha baye badlala indima kulesi sifundo. Imiphumela evela kwizinhlolovo ezenziwe ngaphambi kokuba othisha bahambele isifundo se-WhatsApp Messenger-based IBP, ikhombise ukuthi iningi lothisha libe nesithombe sobizo esibi. Baye bafundela ubuthishela ngezizathu ezahlukahlukile, kodwa abakaze bazibona bangothisha futhi baye bacabanga ukuyeka inyuvesi uma ngabe kuvela amathuba kwimboni. Abakaze babe neziqu zokufundisa, kanti abazange bakholwe ukuthi ulwazi olunjalo kwakunesidingo sokuba nalo, kanti iningi lothisha lwalandela indlela izindlela ezencike kuthisha. Imiphumela evela ekubukeni izenzo zothisha ngesikhathi sesifundo se-IBP ikhombise ukuthi isifundo kancane kancane sinikeze othisha izimfundiso ezithile, kanti futhi nezinye izindlela zokufundisa. Uhlelo lwe-WhatsApp Messenger lunikeze inkundla ye- inthanethi engenamngcele lapho othisha bebahlangana futhi baphakelane ngemibono nhlangothi zombili ngaphandle kwesidingo sokuhlangana endaweni ephathekayo. Ngemuva kwesifundo se-IBP abadlalindima baye babika ukuthi babone izithombe zobizo lwabo zizinhle kakhulu. Manje sebeyakwazi ukubaluleka kwendlela yephedagogi ekufundiseni, bazibona behambisane kahle kakhulu nobizo lobuthishela. Kanti abanye baze bacabanga ukuthola ezinye iziqu ezisemthethweni zobizo lobuthisha. / Thuto e, e dirile dipatlisiso tsa kgonagalo tsa go dirisa WhattsApp Messenger jaaka sediriso sa go tlotlomatsa tlhaolo ya borutegi le potsiso theo ya thuto ya sekolo ya barutabana ba Yunibesithi ba thuto ya khemise, ka tlhabololo ya borutegi. Go dirisitswe pharataeme ya phetolo ya episitemoloji go kaela thuto e e tsaletseng botlhagiso jwa tlhago le tlhotlhomiso. Thutatsela ya patlisiso e e boleng e ne ya dirisiwa go tsamaisa thuto, le barutabana ba ba robongwe ba diyunibesithi tse di neng di na le maikemisetso a bosupi go tswa mo diyunibesithi tse tharo (ba bararo go tswa mo go nngwe le nngwe ya tsona). Didatha di ne di kgobokantswe ka seka-popego sa dipuisano, kelotlhokomelo ya batsayakarolo le tsepamiso ya setlhopha sa dipuisano, fa tshekatsheko ya datha e feditswe ka go dirisa tshekatsheko ya kgokagano ya thitokgang. Kelotlhoko ya maitshwaro e ne e na le tlhokomelo ka go se senole tshedimosetso ya batsayakarolo kgotsa tshedimosetso ka diyunibesthi tse e leng baemedi ba tsona. Thuto e ne e kaelwa ke metheo e mene ya tiori: tiori ya kopano, tiori ya phetogo ya thuto, tiori ya boleng jo bo solofetsweng le tiori ya thulaganyo. Potso e kgolo ya patlisiso e e kaelang thuto e ne e le: tlhaolo ya borutegi e gola jaang mo barutabaneng ba yunibesithi ba thuto ya Khemise fa ba ithuta thuto ka theo-potsiso ya petakoji (IBP) ka WhatsApp Messenger? Go thapilwe tlhagiso e e tlhagelelang gabedi 1) go farologanya tlhaolo ya barutabana pele le morago ga khoso le 2) go ela tlhoko le go tlhalosa tshedimosetso ya tlhaolo ya borutegi jaaka barutabana ba batsayakarolo mo khosong. Dipholo tsa tsamaiso ya potsotherisano e e neng e le teng pele ga go tsena khoso ya WhatsApp Messenger-based IBP, di bontsha gore ba bantsi ba na le tlhaolo ya borutegi jo bo sa siamang. Ba ne ba nna barutabana ka mabaka a a rileng a a sa tshwaneng fela ba sa ipone sentle jaaka barutabana, ka megopolo ya go tlogela Yunibesithi fa ditšhono tsa intasetari di tlhagelela. Ba ne ba sena boatlhodi jwa semmuso ba petakoji, mme ba ne ba sa dumele gore kitso e jaana e a tlhokagala, ka bone bontsi bo ne bo tsaletswe ditlhagiso tsa go tsepama mo borutabaneng. Dipholo tsa kelotlhoko ya batsayakarolo mo nakong ya khoso ya IBP di bontsha gore khoso e e neetse barutabana ditlwaelo tse di rileng tse di sa tsamaisaneng fela le IBP gape le ditlhagiso tse dingwe tsa borutabana. WhatsApp Messenger e kgona go abelana mo polatefomong e e bonolo ya inthanete mo barutabaneng ba ba tlhaeletsanang le go abelana dikakanyo kwa ntle ga tlhokego ya go kopana mo lefelong ka sebele. Morago ga khoso ya IBP batsayakarolo ba begile gore ba leba ditlhaolo tsa bone tsa borutegi ka letshwao la koketso. Jaanong ba lemogile botlhokwa jwa petakoji mo go ruteng, se se tlhagisiwa ka letshwao la koketso mo boruteging jwa go ruta, ba bangwe ba ntse ba akanya go nna le boatlhodi jwa semmuso ka mo petakoji. / Curriculum and Instructional Studies / D. Phil. (Curriculum Studies)