The study explored the classroom practices of Natural Sciences teachers when teaching the Matter and Material strand in senior phase schools in the Siyabuswa circuit. The following research questions were explored: What is the nature of the teacher’s teacher knowledge when teaching Matter and Material strand in the senior phase schools? What is the nature of the teacher’s instructional strategies when teaching the Matter and Material strand in the senior phase schools? How does the teacher’s teacher knowledge and instructional strategies shape the classroom interactions and discourse? The qualitative case study approach was employed, wherein three teachers participated. Interviews and observation were used for data collection. The findings revealed that Natural Science teachers lack content knowledge and inadequate Subject Matter Knowledge which influences their instructional strategies, hence their classroom interactions and discourses. Recommendations were made to the Department of Education and government to look into the factors that influence the teaching of Natural Sciences as far as teacher’s knowledge and contextual factors are concerned. / Irhubhululo leli liphathelene nomfundisi nakafundisa ngekumbeni isifundo se Natural Sciences khulu khulu sitjheje amakghono kunye nobukgwari I Matter and Material strand emabangeni aphakathi (Senior Phase) isiyingi sange Siyabuswa. Imibuzo erhujululiweko netsengiweko ngelandelako: inzindzolwazi lomfundisi lingangani lokha nakafundisa isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Anjani amakgono womfundisi nakafundisa / nokwethula isifundo se Matter and Material strand emabangeni aphakathi (Senior Phase)? Ingabe ilwazi neendlela zokufundisa zomfundisi ziletha njani ukuzwisisa nokuragela phambili kwesifundo ngekumbeni? Irhubhululo elingeneleleko mayelana nokufuna ilwazi ngesihloko esingehla lisetjenzisiswe. Kusetjenziswe abafundisi abathathu kulelirhubhulo. Ukuhlolwa kwelwazi babuzwe imibuzo begodu baphoswa ilihlo elibukhali ukubuthelela inzinzolwazi. Imiphumela iveze pepeneneni bona abafundisi be Natural Sciences bayatlhayela ngelwazi kunye nelwazi elingeneleleko mayelana nesifundo, lokho kunomthelela omumbi ngendlela abathula ngayo ilwazi kunye nendlela yokuzwisisa kwabafundi. UMnyango wezeFundo kunye norhulumende bayelelisiwe bona batjheje amaphuzu anemithelela emimbi lokha nakufundiswa isifundo se Natural Sciences khulu khulu inzinzo lwazi lomfundisi kunye neenqabo zokufunda. / Die studie is die ondersoek na klaskamer praktyke van Natuurwetenskaponderwysers wanneer onderrig gegee word in Materie-en Materiale vesel in senior fase skole, in die Siyabuswa omgewing. Die volgende navorsingsvrae was ondersoek: Wat is die aard van die onderwyser se onderrigkennis wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Wat is die aard van die onderwyser se onderrigstrategie wanneer Materie-en Materiale vesel in senior fase skole onderrig word? Hoe vorm die onderwyser se kennis-en onderrigstrategieë die klas se interaksies en diskoers? Die kwalititatiewe gevallestudie benadering was toegepas waartydens drie onderwysers deelgeneem het en die versamelde data gebruik was. Die bevindinge het die Natuurwetenskaponderwysers se gebrek aan inhoudskennis en onvoldoende Vakkennis, wat hul onderrigstrategieë nadelig beïnvloed uitgewys, vandaar hul klaskamer en interaksie diskoerse. Aanbevelings is gemaak aan die Departement van Opvoeding en die Regering om ondersoek in te stel na wat die onderrig van Natuurwetenskappe benadeel in so verre dit die kennis van die onderwysers betref. / Science and Technology Education / M. Ed. (Specialisation in Natural Science Education)

Abstract in English, Xhosa and Venda / Open educational resources (OER) is a new innovation coined to bridge the educational divide by way of providing free quality learning resources. Consequently, this study explored the perception of the faculty members of the Namibian open and distance learning institutions on the use of OER as a pedagogical approach. This study was prompted by the presumption that if ODL institutions adopt open educational resources to replace costly textbooks, an increased number of the Namibian population could access education in the equitable manner. The study focused on faculty members from the three public ODL institutions in Namibia, namely, the Namibian College of Open Learning (NAMCOL), University of Namibia (UNAM)-Centre for Open, Distance and eLearning (CODeL) and Namibian University of Science and Technology (NUST)-Centre of Open and Lifelong Learning (COLL). The following integrated theories were adopted to underpin this study: Transformative Learning Theory, Heutagogy Learning Theory, Cognitive Learning Theory and Social Learning Theory, Constructivism Learning Theory, Connectivism Theory and the Diffusion of Innovations Theory. The theories were compared to the findings to assess their applicability. This is a qualitative case underpinned by an interpretivist paradigm. Data were collected through interviews, non-participant observations and document analysis, and analysed through the inductive approach. The results of this study showed inconsistency between the perception of the faculty members and the use of OER within the ODL institutions in Namibia. Although the faculty members displayed positive attitudes towards the use of OER, very little has been achieved in the use of OER within the institutions for the benefit of the Namibian ODL students. The study identified challenges that impede the adoption of OER at institutional level, such as lack of institutional policies, lack of awareness, technological factors, as well as management support. The study further crafted strategies to address challenges, including the OER design based on the Diffusion of Innovation Model. The study advanced recommendations for consideration by the institutions and the faculty members as well as suggestions for future research. The knowledge contribution made by this PhD is the proposed OER design for adoption by the ODL institutions to facilitate the use of OER by faculty members. / Ubuchule bokufunda ekuthiwa yiOpen Educational Resources (OER) licebo elitsha lokunikezela simahla ngemithombo yokufunda esemgangathweni, nelenzelwe ukukhawulelana nobunzima bokushiyashiyana emfundweni. Esi sifundo siphonononge indlela abacinga ngayo abahlohli bamaziko emfundo aseNamibia avulekileyo nafundisa abafundi bekude (iiODL), ngokusetyenziswa kweOER njengendlela yokufundisa. Esi sifundo sisuswe kukucingela ukuba xa amaziko emfundo avulekileyo nafundisa abafundi bekude enokusebenzisa izixhobo zokufunda ezivulekileyo endaweni yokusebenzisa iincwadi ezibiza imali eninzi, linganda inani labantu abanokuxhamla imfundo ngokulinganayo. Esi sifundo sigxininise kubahlohli bamaziko amathathu kawonkewonke, angawemfundo evulekileyo nafundisa abafundi bekude eNamibia, angala - iNamibian College of Open Learning (NAMCOL), iUniversity of Namibia (UNAM) - Centre for Open, Distance and eLearning (CODeL) kunye neNamibian University of Science and Technology (NUST) - Centre of Open and Lifelong Learning (COLL). Kusetyenziswe ezi ngcingane zihlangeneyo zilandelayo njengezisekelo zokukhokela esi sifundo: Ingcingane Yokufunda Okuhambelana Nenguqu (Transformative Learning Theory), Ingcingane Yokufunda Ngokuziqhuba Komfundi (Heutagogy Learning Theory), Ingcingane Yokufunda Ngokuqiqa Neyemfundo Esekelwe Kwezentlalo (Cognitive Learning Theory and Social Learning Theory), Ingcingane Yokufunda Ngokuzakhela Ukuqonda (Constructivism Learning Theory), Ingcingane Yokufunda Ngoncedo Lobuchwepheshe (Connectivism Theory) kwakunye nengcingane Yokufunda Ngokunwenwa Kobuchule (Diffusion of Innovations Theory). Ezi ngcingane ziye zathelekiswa nokufunyanisisweyo ngenjongo yokukhangela ukuba zingasebenziseka kusini na. Kusetyenziswe indlela yophando ngokuzathuza nokutolika izimvo ezahlukeneyo. Iinkcukacha zolwazi okanye idatha yaqokelelwa ngokuqhuba udliwano ndlebe nabathatha inxaxheba, ukuqwalasela abangathathi nxaxheba nokuphengulula imibhalo ukuze kudalwe ingcingane entsha. Iziphumo zesi sifundo zivelise ukungahambelani phakathi kwengcinga yabahlohli nokusetyenziswa kweOER kumaziko emfundo avulekileyo nafundisa abafundi bekude eNamibia. Nangona abahlohli bebonakalisa uthakazelelo ngokusebenzisa iOER, kuncinci kakhulu okwenziweyo malunga nokusebenzisa iOER kumaziko emfundo ekuncedeni abafundi baseNamibia kumaziko avulekileyo nafundisa abafundi bekude. Esi sifundo sichonge imingeni ethibaza ukusetyenziswa kweOER kumaziko emfundo, mingeni leyo ifana nokungabikho kwemigaqo nkqubo, ukungabikho lwazi, imiba yobuchwepheshe kwakunye nentswela nkxaso yabalawuli. Kuqwetywe amacebo obuchule okulwa nemingeni, macebo lawo aquka ukuqulunqwa kweOER esekelwe kwingcingane Yokunwenwa Kobuchule. Kunikwe iingcebiso nezimvo ezinokuqwalaselwa ngamaziko emfundo nabahlohli ngophando olusenokulandela olu. Igalelo lolu phando luyilo olucetywayo lweOER olunokwamkelwa ngamaziko emfundo avulekileyo nafundisa abafundi bekude ukuze kukhuthazwe ukusetyenziswa kweOER ngabahlohli. / Zwiko zwa nnyi na nnyi zwa pfunzo (OER) ndi vhubveledzi vhuswa ha u ḓisa khethekanyo ya pfunzo nga u ṋetshedza wo vhofholowa zwiko zwa u guda zwa ndeme. Ngudo heyi yo wanulusa mbonalo ya miraḓo ine ya funza yunivesithi kana magudedzini a Namibia ya zwiimiswa zwa pfunzo yo vulelwaho nnyi na nnyi ya u guda u kule (ODL) nga ha u shumisa OER sa nḓila ya pfunzo. Ngudo heyi yo ṱuṱuwedzwa nga u humbulela ha uri arali zwiimiswa zwa ODL zwo ṱanganedza OER u thivha bugu dza u gudisa dzine dza ḓura, tshivhalo tshi re nṱha tsha vhathu vha Namibia vha nga swikelela pfunzo nga nḓila i linganaho. Ngudo yo sedza kha u bva kha zwiimiswa zwa nnyi na nnyi zwa ODL zwa Namibia, zwine madzina azwo avha Gudedzi ḽa Namibia ḽa u Guda ha Nnyi na nnyi (NAMCOL), Yunivesithi ya Namibia (UNAM) – Senthara ya Nnyi na nnyi, u Guda u kule na nga Lubuvhisia (CODeL) na Yunivesithi ya Saintsi na Thekhinoḽodzhi ya Namibia (NUST) Senthara ya nnyi na nnyi ya u Guda ha Tshoṱhe (COLL). Thyeori dzo ṱanganelaho dzi tevhelaho dzo shumiswa u tikedza ngudo iyi: thyeori ya u guda ine vhagudiswa vha ṱalutshedza na u tshenzhela zwipfi zwavho, thyeori ya u ta u guda ha iwe muṋe, thyeori ya u guda ya kuhumbulele na thyeori ya u guda ya matshilisano, thyeori ine ya dzhiela nṱha nḓivho na kupfesesele kwa vhagudiswa kha tshenzhemo yavho phanḓa ha musi vha sa athu u ya tshikoloni, thyeori ya u pfesesa u guda nga didzhithala na thyeori ine ya ṱalutshedza phimo ya mihumbulo miswa na kuphaḓalele kwa thekhinoḽodzhi. Thyeori dzo vhambedzwa na mawanwa u gaganya u tea hadzo. Heyi ndi ngudo ya khwaḽithethivi yo khwaṱhisedzwaho nga tshiedziso tsha saintsi ya matshilisano. Data yo kuvhanganyiwa nga kha inthaviwu, u sedza hu si na u dzhenelela na u saukanya maṅwalo, na u saukanya nga kuitele kwa u humbula. Mvelelo dza ngudo heyi dzo sumbedza u sa vha na thevhekano ya zwithu vhukati ha kuvhonele kwa miraḓo ine ya funza yunivesithi kana magudedzini na u shumiswa ha OER kha zwiimiswa zwa ODL ngei Namibia. Naho miraḓo ine ya funza yunivesithi kana magudedzini yo sumbedza vhuvha ha vhuḓi kha u shumiswa ha OER, ho swikelelwa zwiṱuku kha u shumiswa ha OER kha zwiimiswa hu tshi itelwa u vhuelwa ha matshudeni a ODL a Namibia. Ngudo yo topola khaedu dze dza thithisa u ṱanganedzwa ha OER kha ḽeveḽe ya tshiimiswa, u fana na ṱhahelelo ya mbekanyamaitele dza tshiimiswa, ṱhahelelo ya tsivhudzo, zwiṱuṱuwedzi zwa thekhinoḽodzhi, na thikhedzo ya ndangulo. Zwiṱirathedzhi zwo bveledzwa u amba nga ha khaedu, hu tshi katelwa na nyolo ya OER zwo ḓi sendeka nga muanḓadzo wa nḓisedzo ya tshiedziso tsha vhubveledzi. Themendelo dza u dzhiela nṱha nga zwiimiswa na nga miraḓo ine ya funza yunivesithi kana magudedzini na khumbudzo kha ṱhoḓisiso dza tshifhingani tshiḓaho zwo itwa. U shela mulenzhe ha nḓivho ho itwaho nga ngudo iyi ndi u kumedza nyolo ya OER uri i ṱanganedzwe nga zwiimiswa zwa ODL u thusa u shumiswa ha OER nga miraḓo ine ya funza yunivesithi kana magudedzini. / Curriculum and Instructional Studies / D. Ed. (Curriculum and Instructional studies)

Summaries In English, Xhosa and Afrikaans / The aim of this study was to carry out a reading comprehension intervention to empower teachers with knowledge and strategies for teaching reading, with the ultimate goal of improving the low reading comprehension of Upper Primary learners in Grade 5. The intervention was carried out for about four months, in which teachers were provided with teaching and learning resources, guidance on how to utilise the resources, and coaching on instructional practices. The intervention involved two control and two intervention schools. A modest interventionist approach was applied in which the six quality criteria for formative assessment as proposed by Nieveen (2007) were adopted to guide the study. The study was carried out in three phases. Phase 1 was concerned with the context and problem identification in which the relevance of the study, the first quality criterion, was addressed. A baseline study was conducted and the results showed that learners had low decoding and reading comprehension skills. The baseline study also revealed that teachers and principals had limited knowledge about reading and comprehension and how to teach them, and the schools were poorly resourced. Considering the low reading levels and academic performance of the learners, there was a need to improve the learners’ reading comprehension levels through teacher empowerment to enhance their literacy practices and change their attitudes. The study was underpinned by two theories of change, namely Guskey’s (1986, 2002) theory of teacher change and Fishbein’s (2000) Integrative Model of Behaviour Prediction. Phase 2 was concerned about the design, development and implementation of the intervention in which four quality criteria were addressed: the consistency, expected practicality, actual practicality, and the expected effectiveness of the intervention. Phase 3 addressed the actual effectiveness of the intervention, and the analysis of the pre- and post-intervention scores showed that the intervention schools improved significantly more than the control schools in decoding tests. The results also showed that the grade-appropriate age groups (10 and 11-yearolds) performed significantly higher than the older learners, and that girls had a slightly better performance than boys in all the assessments. The findings suggest that quality teaching and learning can happen if teachers receive ongoing support to enhance their instructional practices. / Injongo yolu phando ibe ikukuqhuba umsebenzi wokungenelela kufundo ngokuqiqa kwanokuqonda intsingiselo equlethwe kumagama abhaliweyo, ukuze kuxhotyise ootitshala ngezakhono nangeendlela emabafundise ngazo abafundi, khon’ukuze bakwazi ukufunda nokuqonda okubhaliweyo. Eyona nto lujonge kuyo olu phando, kukukhuphula izinga lesakhono sokufundwa kwamagama abhaliweyo ngabafundi bebanga lesi-5, ukuze bafunde ngomoya wengqiqo nokuqonda intsingiselo yoko bakufundayo. Olu phando lulungenelelo olwaaqhutywa isithuba esingangeenyanga ezine, apho ootitshala baanikwa izixhobo zokufundisa, kunye nemigaqo yokusetyenziswa kwazo, baza baqeqeshelwa ukumilisela imiyalelo yokwenza oko bakufundisiweyo. Olu phando lubandakanya amaqela amabini ezikolo. Elokuqala, lelezikolo ezimbini apho abafundi bebandakanywe kuphando njengokuba benjalo. Oko kuthetha ukuthi, aba bafundi abanalo ifuthe longenelelo esingalo esi sifundo. Elesibini, lelezikolo ezimbini ekwenziwe kuzo ungenelelo. Xa kwakuqhutywa olu phando, kwaasetyenziswa uhlobo longenelelo oluzothileyo (i-modest intervention approach). Kulapho kwaaphakanyiswa khona ukuba kusetyenziswe imigaqo emithandathu ekumgangatho ophezulu, apho kuqhutywa uvavanyo olusekwe phezu kweentlobo-ntlobo zeemvavanyo, ngokwengcebiso kaNieveen (2007). Olu phando lwaaqhutywa kwizigaba ezintathu. Kwisigaba soku-1, lwalujongene nokubona ingxaki kunye neemeko eyenzeka phantsi kwazo, Kulapho olu ngenelelo lufuneka khona, nalapho umgangatho ophezulu nowokuqala waathi waphicothwa ngokubanzi. Isiseko sophando saaqhutywa, zaza iziphumo zaso zabonisa okokuba izinga lesakhono sokufunda kwabafundi liphantsi ngokubhekiselele kufundo lwamagama abhaliweyo, kuba bengenaso isakhono sokuhlalutya ngokupheleleyo instingiselo yamagama abhaliweyo, nesakhono sokufunda amagama ngomoya wengqiqo. Isiseko sophando sikwadize okokuba iititshala neenqununu azinalwazi luphangaleleyo malunga nendlela ekufundwa nekuhlalutywa ngayo amagama izivakalisi kunye neentetho ezibhaliweyo. Kananjalo, isiseko sophando sikwadize okokuba iititshala neenqununu azinazo izakhono zokufundisa abafundi ukufunda nokuhlalutya okubhaliweyo ngengqiqo, kwaye izikolo ziswele izixhobo zokukhuphula izinga lokufunda okubhaliweyo ngabafundi. Ngelokuthathela ingqalelo amazinga aphantsi ngokubhekiselele kwizakhono zabafundi ekufundeni amagama abhaliweyo, nakwimpumelelo yabafundi kwizifundo zabo ngokubanzi, kwaabakho imfuneko yokokuba kuphuculwe amazinga ekufundwa ngawo ngabafundi xa befunda okubhaliweyo. Ngokolu phando, konke oku kuyakwenzeka ngokuthi kuxhotyiswe ootitshala ngezakhono zokuphucula indlela abaqhuba ngayo xa befundisa abafundi ukubhala nokufunda okubhaliweyo, ukuze kananjalo batshintshe indlela ababona ngayo. Olu phando luxhaswe ngemibono emalunga notshintsho, nekuyimibono yeengcali ezimbini, u-Guskey’s (1986, 2002) ngombono wakhe osihloko sawo sithi “Utshintsho kwititshala” ‘Teacher change’ kunye no-Fishbein’s (2000) ngombono wakhe omalunga nokuphicotha ngokubanzi indlela zokutshintsha okanye ekunokwakhiwa ngazo izimilo okanye indlela ezithile zokuziphatha (NgesiNgesi yi-“Integrative Model of Behaviour Prediction). Isigaba sesi-2 sasijongene noku kulandelayo: izicwangciso zokungenelela kwingxuba kaxaka ethe yaphawulwa kolu phando, ukusebenzisa olu phando njengelinge lokungenelela ekukhuphuleni izinga lokufunda okubhaliweyo, nasekumiliseleni olu ngenelelo kwinkqubo zokufundisa okubhaliweyo. Kwesi sigaba kuyakuphicothwa ngokwemigqaliselo emine ekudidi oluphezulu ekuyile ilandelayo: Ungenelelo lwenziwa rhoqo okanye ngamaxesha athile; kulindeleke ukuba lwenzeke kangakanani olu ngenelelo? Kanti lona eneneni lwenzeke kangakanani? Utshintsho olulindelekileyo ngenxa yolu phando olungenelele kwingxaki ekhoyo yezinga eliphantsi lokufundwa kwamagama okanye okubhaliweyo ngokubanzi. Kwisigaba sesi-3, kuphicothwe kwabekwa elubala eyona nto iye yenzeka okanye umahluko oye wabonakala ngenxa yolu ngenelelo xa abafundi befunda amagama abhaliweyo. Ukuze kubonakale oku, kuphicothwe amanqaku athathwe phambi kokuba kungenelelwe nasemva kokuba kungenelelwe. Laa manqaku aye abonakalisa okokuba kwizikolo ebekwenziwe kuzo uphando longenelelo, inqanaba lokufunda amagama abhaliweyo ngomoya wokutolika ngengqiqo, likhuphuke ngaphandle kwamathandabuzo, laba ke ngoko libhulele amasaka ezo zikolo bezingakhange zichatshazelwe lungenelelo. Iziphumo zolu phando zikwabonakalisa okokuba amaqela abafundi (abaminyaka ili-10 ne-11 leminyaka ubudala) ngokwamabanga abakuwo esikolweni ngokufanelekileyo, bababhulele amasaka abafundi abadala kunabo ngeminyaka xa kuthelekiswa amanqaku angokufunda ngengqiqo. Ngaphezu koko, amanqaku amantombazana abe bukhuphuka xa kuthelekiswa nawamakhwenkwe kuyo yonke imisebenzi yokuvavanywa kwabo. Iziphumo zophando zibonakalisa okokuba ukufundisa nokufunda okusemgangathweni kungenzeka xa iititshala zisoloko zifumana inkxaso engagungqiyo ukuze zikwazi ukukhuphula nokuphucula imisebenzi yabo yemihla ngemihla, yokufundisa abafundi. / Die doel van hierdie studie was om 'n leesbegripsintervensie uit te voer om onderwysers te bemagtig met kennis en strategieë vir leesonderrig, met die uiteindelike doel om die lae leesbegrip van Hoër Primêre leerders in graad 5 te verbeter. Die intervensie is vir ongeveer vier gedoen maande, waarin onderwysers onderrig- en leerhulpbronne, leiding oor hoe om die hulpbronne te benut, en afrigting oor onderrigpraktyke voorsien is. Die intervensie het twee beheer- en twee intervensieskole behels. 'N Beskeie intervensionistiese benadering is toegepas waarin die ses kwaliteitskriteria vir formatiewe assessering, soos voorgestel deur Nieveen (2007), gebruik word om die studie te lei. Die studie is in drie fases uitgevoer. Fase 1 het gehandel oor die konteks en probleemidentifisering waarin die relevansie van die studie, die eerste kwaliteitskriterium, aangespreek is. 'N Basisstudie is uitgevoer en die resultate het getoon dat leerders oor lae vaardighede beskik oor dekodering en leesbegrip. Die basisstudie het ook aan die lig gebring dat onderwysers en skoolhoofde beperkte kennis gehad het oor lees en begrip en hoe om dit te onderrig, en dat die skole nie genoeg hulpbronne gehad het nie. Met inagneming van die lae leesvlakke en akademiese prestasie van die leerders, was dit nodig om die leerders se leesbegripsvlakke te verbeter deur bemagtiging van onderwysers om hul geletterdheidspraktyke te verbeter en hul houding te verander. Die studie is ondersteun deur twee teorieë oor verandering, naamlik Guskey (1986, 2002) se teorie oor onderwyserverandering en Fishbein (2000) se integrerende model van gedragsvoorspelling. Fase 2 was besorg oor die ontwerp, ontwikkeling en implementering van die intervensie waarin vier kwaliteitskriteria aangespreek is: die konsekwentheid, verwagte praktiese, werklike praktiese en die verwagte effektiwiteit van die intervensie. Fase 3 het die werklike effektiwiteit van die intervensie behandel, en die ontleding van die voor- en na-intervensie-tellings het getoon dat die intervensie-skole aansienlik meer verbeter het as die beheerskole in dekoderingstoetse. Die resultate het ook getoon dat die graadtoepaslike ouderdomsgroepe (10 en 11-jariges) beduidend hoër presteer as die ouer leerders, en dat meisies in al die assesserings effens beter presteer as seuns. Die bevindinge dui daarop dat gehalte-onderrig en -leer kan gebeur as onderwysers deurlopend ondersteuning kry om hul onderrigpraktyke te verbeter. / Linguistics and Modern Languages

Morero oa thuto e ne e le ho hlahloba hore na hobaneng matichere a maemo a phahameng a hokahanya kapa a sa kopanye thuto ea tikoloho ho ruteng le ho ithuteng. Sepheo sa thuto ena e ne e le tsebo ea mosuoe mabapi le thuto ea tikoloho, maano a ho a sebelisa, liphephetso le menyetla e fumanoeng ha ba tlameha ho kopanya thuto ea tikoloho. Boithuto bo amohetse mokhoa oa ho etsa lipatlisiso oa boleng, thuto ea linyeoe le paradigm ea lipatlisiso. Lintlha tsa boleng li ile tsa bokelloa ho sebelisoa lipuisano le boithuto ba lithuto. Matichere a mararo a nkile karolo thutong ena. Pseudonyms e ne e sebelisoa ho sireletsa boitsebiso ba bona. Mokhoa oa typology o sebelisitsoe ho sekaseka metheo ea data lipotsong tsa lipatlisiso, lihlooho, sebopeho sa mohopolo, tlhahlobo ea lingoliloeng le boiphihlelo ba motho oa mofuputsi. Lintlha tsohle tse bokelletsoeng, li ile tsa hlahlojoa le ho hlalosoa e le nyeoe e le ‘ngoe. Phuputso e senotse hore thuto ea tikoloho ha e kopantsoe ka katleho, matichere a hokahanyang le tse sa kopaneng li bile le mathata le hore matichere ha a na tsebo e lekaneng mabapi le ho kopanngoa ha thuto ea tikoloho. Ka hona, ho khothalletsoa hore sekolo mmoho le matichere ba hlahise mananeo a thuto a tikoloho ka bophara le ho fan aka maikutlo a mekhoa e ka sebelisoang ho ntlafatsa maano a bona a ho ruta ho kopanya thuto ea tikoholo ka nepo. / Injongo yesifundo yayikukuphonononga ukuba kutheni kwaye kutheni ootitshala benqanaba eliphakamileyo bedibanisa okanye bengadibanisi imfundo yendalo ekufundiseni nasekufundeni. Ugxininiso kolu phando lwalukwimfundo katitshala malunga nemfundo yendalo esingqongileyo, iindlela zokufundisa ezisetyenzisiweyo, imiceli mngeni kunye namathuba afunyanwa xa kufuneka edibanise imfundo yendalo. Uphononongo lwamkele indlela yophando esemgangathweni, uyilo lwamatyala kunye nepharadigm yophando. Idatha yolwazi yaqokelelwa kusetyenziswa udliwanondlebe kunye nokujonga izifundo. Ngootitshala abathathu abathathe inxaxheba kolu phando. I-pseudonyms yasetyenziswa ukukhusela ubuqu babo. Indlela yokuchwetheza isetyenziselwe ukuhlalutya iziseko zedata kwimibuzo yophando, imixholo, isikhokelo sekhonkco, uphononongo loncwadi kunye namava obuqu omphandi. Yonke idatha eqokelelweyo, yahlalutywa kwaye itolikwa njengecala elinye. Olu phando luveze ukuba imfundo yendalo esingqongileyo ayihlangananga kakuhle, ootitshala abadibanisa kunye nabangazidibanisi nemiceli mngeni kwaye ootitshala abanalwazi lwaneleyo malunga nokudityaniswa kwemfundo yendalo esingqongileyo. K ngoko kucetyiswa ukuba isikolo kunye nabafundisi-ntsapo bazise iinkqubo zokufunda zokusingqongileyo kwaye bacebise ngeendlela ezinokuthi zisetyenziselwe ukuphucula izisetyenziselwe ukuphucula izicwangiso zabo zokufundisa ukulungiselela ukudityaniswa kwemfundo yendalo esingqongileyo ngempumelelo. / The aim of the study was to explore how and why senior phase teachers are capable or incapable of integrating environmental education in teaching and learning. The focus of this study was on teacher’s knowledge about environmental education, instructional strategies used and challenges and opportunities experienced when they have to integrate environmental education. The study adopted a qualitative research method, case study design and an interpretative research paradigm. Qualitative data was collected using interviews and lesson observations. Three teachers participated in this study. Pseudonyms were used to protect their identities. A typology approach was utilised to analyse data based on the research questions, themes, conceptual framework, literature review and the personal experience of the researcher. All data collected was analysed and interpreted as a single case using. The study revealed that environmental education is not integrated effectively, teachers who integrate and those that do not integrate encountered challenges and that teachers have inadequate knowledge about the integration of environmental education. Therefore, it is recommended that the school together with teachers introduce continuous environmental education programmes and suggests approaches that can be used to improve their instructional strategies to enable the intergration of environmental education effectively. / Science and Technology Education / M. Ed. (Environmental Education)