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1	The Influence Of Argumentation Based Instruction Onsixth Grade Students Oguz Cakir, Bahriye Zuhal 01 September 2011 (has links) (PDF) The purpose of this study was to investigate the influence of argumentation based instruction on sixth grade students LB Primary Education 1501-1547
2	Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site Magerman, Ruben Clive January 2011 (has links) Magister Scientiae - MSc / This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT). / South Africa Argumentation-based instruction Grade 10 learners Contiguity argumentation theory Constructivism Quasi-experimental design Case study Water pollution New curriculum Science Indigenous knowledge systems Toulmin’s argumentation pattern
3	Effects of an argumentation-based instruction on grade 10 learnersâ understanding of the causes of pollution at a river site Magerman, Ruben Clive January 2011 (has links) This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educatorsâ understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learnersâ understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulminâs (1958) Argumentation Pattern (TAP) and Ogunniyiâs (1995) Contiguity Argumentation Theory (CAT). 1. Argumentation-based instruction 2. Grade 10 learners 3. Toulminâs argumentation pattern 4. Contiguity argumentation theory 4. Constructivism 5. Quasi-experimental design 6. Case study 7. Water pollution 8. New curriculum9. Science 10. Indigenous knowledge systems.
4	Effects of an argumentation-based instruction on grade 10 learnersâ understanding of the causes of pollution at a river site Magerman, Ruben Clive January 2011 (has links) This study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educatorsâ understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learnersâ understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulminâs (1958) Argumentation Pattern (TAP) and Ogunniyiâs (1995) Contiguity Argumentation Theory (CAT). 1. Argumentation-based instruction 2. Grade 10 learners 3. Toulminâs argumentation pattern 4. Contiguity argumentation theory 4. Constructivism 5. Quasi-experimental design 6. Case study 7. Water pollution 8. New curriculum9. Science 10. Indigenous knowledge systems.

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