Magister Educationis - MEd / Over the last 15 years the Department of Education has rolled out various projects in an attempt to improve Mathematics and Science results and to increase the amount of learners who exit their schooling with those subjects. The 2010 - 2014 matric results show a decrease in the number of students who exiting with Science. One of the factors that might influence the learners' decision to do science can be ascribed to the methodologies that the teachers are using to teach Science. In response to the latter, this study investigated the cognitive shifts of grade two learners' conceptual knowledge of the day and night cycle after being exposed to a Dialogical Argumentation Based Instructional Model. The Contiguity Argumentation Theory (CAT) and Toulmin's Argumentation Pattern (TAP) were used as a framework to capture and interrogate learners' arguments with argumentation frames developed to categorize the learners’ argument responses. Analytical approaches were used to assess learners' argumentation skills along four stages namely intra-argumentation, inter-argumentation, whole class discussion and trans-argumentation. The study employed both quantitative and qualitative methods. The data was collected from grade 2 learners in a primary school in Cape Town, Western Cape Province in the form of a pre-post questionnaire, focus group interviews and classroom observation. The major findings of this study indicated that ● The Dialogical Argumentation Instructional model can assist learners to develop argumentative skills. ● The grade two learners in this study had alternative conceptions regarding the day and night cycle which is not scientifically valid. ● The views that learners hold are egocentric. ● DAIM is an effective teaching strategy to help learners to eliminate the misconceptions This study has shown that the Dialogical Argumentation Instructional Model (DAIM) seems to be effective in enhancing the learners’ understanding of the day and night cycle. / National Research Foundation

Magister Educationis - MEd / The clamour in the country about the poor performance of learners in the area of physical science is a concern and this problem had been attributed to different facets of learning which include the amendment of curriculum over the years. But my question is; can the curriculum amendment succeed without effective teaching approaches? This poignant question formed the central concern for this investigation. This study examined two cohorts of grade seven learners’ conceptions of conservation of energy using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 48 learners selected from two public schools in Cape Town. Using a quasi-experimental (Non-equivalent groups) design, the study examined the two groups from different schools (24 learners in each). It exposed one group to the Traditional Lecture Method (TLM) and the other group to a Dialogical Argumentation Instructional Model (DAIM) which was based on two argumentation frameworks– Toulmin’s Argumentation Pattern (TAP) and Contiguity Argumentation Theory (CAT).

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

<p>This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers&lsquo / ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners&lsquo / ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher&lsquo / s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers&lsquo / thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.</p>

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did. / South Africa

Philosophiae Doctor - PhD / This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South Africanschools. I examined what instructional practices the pre-service teachers engage in when they introduce scientific explanation and whether those practices influence learners‘ ability to construct scientific explanations during a natural science unit of a South African school curriculum. My study began with a pilot study of 16 pre-service science teachers who completed a B.Ed university module, Science for Teaching, which included an IK component. Data collection for main study took place from 2010 to 2011, and used questionnaires, face-to-face and reflective interview protocols, case studies, lesson plans and classroom observation schedules. I took videos and audios of each of the pre-service teacher‘s enactment of the focal lesson on argumentation and then coded the videotape for different instructional practices. The study investigated firstly, what currently informed teachers‘ thinking, knowledge and action of IK. Secondly, the research questioned how teachers interpreted and implemented IK in the science classroom. A sample of the three pre-service teachers were followed into their classrooms to investigate how they specifically implemented Learning Outcome Three using argumentation instruction as a mode of instruction and what approaches relevant to the inclusion of IK were developed. The study found that the three pre-service teachers used three very different approaches through which IK was brought in the science curriculum. An assimilationist approach, that brings IK into science by seeking how best IK fits into science. A segregationist approach that holds IK side-by-side with scientific knowledge. Lastly, an integrationist approach makes connections between IK and science. The approaches developed by the pre-service teachers were found to be informed by their biographies, values, cultural backgrounds and worldviews. Meticulously, the study explored how shifts were being made from a theoretical phase at the university where the pre-service teachers engaged IK to an actual phase of implementation in their school science classrooms. Finally, I attempted to explain why the pre-service teachers interpreted and implemented IK in the way they did.

Magister Educationis - MEd / The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction. / South Africa

Magister Educationis - MEd / Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose was to find out the relative effects (or none) of two instructional strategies. Toulmin (1958)’s Argumentation Pattern, Ogunniyi (1997)’s Contiguity Argumentation Theory and Reiner et al. (2000)’s Substance Schema formed the theoretical framework. A pre-post-test quasi-experimental design was employed and data collated using questionnaires, a sound conceptual test, argumentation worksheets, and classroom observation schedules. One teacher taught the experimental group using dialogical argumentation while another teacher taught the comparative group using lecturedemonstration method, coupled with the use of ICTs for duration of four weeks. Data were analysed using a mixed (quantitative and qualitative) methods approach. The findings revealed that many the learners held some scientifically valid conceptions of sound prior to formal instruction. However, the learners also held many scientifically invalid conceptions in relation to the speed of sound in air, sound propagation, and sound produced by stringed instruments. The alternative conceptions of learners in the C group remained largely unchanged after instruction, while those of the E group changed appreciably, but not completely. The E group learners changed the alternative conceptions that were worked into structured argumentation activities better than those which were not. Also, the learners in both groups seemed to hold indigenous beliefs in relation to sound which did not seem to change after instruction. Most learners had a positive attitude towards the use of indigenous knowledge in the science class. No significant difference was found between male and female learners with respect to conceptual understanding of sound, indigenous beliefs, and interest in the integration of science and indigenous knowledge.

Magister Educationis - MEd / The study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while the control group was taught the same content using TLM. Data was collected using the Science Attitude Questionnaire (SAQ), Beliefs about Lightning Questionnaire (BALQ), Conceptions of Lightning Questionnaire (COLQ) and Science Achievement Test on Lightning (SATOL) which was used to determine learners’ overall performance on the topic of electrostatics. The data was analysed using both qualitative and quantitative methods. The findings of the study revealed that prior to the intervention (DAIM); the two groups of learners had both the scientific and the indigenous knowledge about lightning. A majority of the learners believed that lightning is caused by witches and traditional doctors. After being exposed to the DAIM most of the learners in the experimental group were found to have changed to the more scientific explanation of cause of lightning and protective measures against lightning. Few learners in the control were classified as possessing an equipollent worldview in terms of the CAT after the post tests. Some learners’ conceptions about lightning wavered between the scientific and traditional worldviews. The Science Attitude Questionnaire showed that both groups of learners had a positive attitude towards science. The findings also suggested that the inclusion of indigenous knowledge in science lessons promoted active participation from the learners, reinforced the learning of science because it promoted conceptual development and scientific literacy. The learners in the study also supported the integration of the scientific and the traditional worldviews about lightning. After the instruction, the learners in both groups seemed to still hold indigenous beliefs in relation to lightning. The post-test results showed that the DAIM group seemed to have been able to link the concept of lightning with electrostatics when they related lightning storms to electric discharge. The experimental group was found to be more elaborate in their explanations of the scientific nature of lightning than the control group which was not exposed to DAIM

Magister Educationis - MEd / This study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.