Doctor Educationis / The central concern of this study has been to determine the effectiveness or otherwise of a combined Dialogical Argumentation Instructional Method (DAIM) and the Assessment for Learning Model (DAAFLIM) strategies in enhancing Tertiary and Vocational Education and Training (TVET) students’ conceptions of selected scientific topics. The extant literature has shown that students often hold other worldviews or funds of knowledge, which might be in conflict with canonical school science. In light of this, DAAFLIM has been chosen for a number of reasons: (1) it has been shown to be effective for revealing students’ scientific and alternative worldviews; (2) it provides the learning environment that encourages students to express themselves freely, exchange views with others, reflect on what they have learned, and even to change their minds in the face of stronger arguments; (3) it is compatible with the Curriculum and Assessment Policy Statements (CAPS) curriculum which emphasizes that educators should integrate school science with students’ indigenous knowledge as a way to make the former more relevant to their sociocultural environment; (4) assists educators to plan instruction in accordance with the needs of multicultural science classroom; and (5) the combination of classroom discourses with continuous or formative assessment (as exemplified by DAAFLIM), instead of the usual terminal summative assessment, tends to mitigate the fears that students usually associate with assessment. Specifically, a group of TVET students i.e. the Experimental group (E-group) was exposed to DAAFLIM while the other group i.e. the Control group (C-group) was exposed to traditional instruction method (TIM).

Philosophiae Doctor - PhD / This study examined the effects of using Dialogical Argumentation and Assessment for Learning as an Instructional Method (DAAFLIM) in teaching static electricity focussing on lightning as an example of static electricity to Grade 10 learners. Three groups of learners from two township schools were used as a sample for the study. The Solomon three-group design was employed in collecting data. One class was used as the experimental group and the other two were the control groups: control 1 group and control 2 group. The study drew on theoretical frameworks associated with prior knowledge of learners such as the constructivist viewpoint. The frameworks that were applied in the analysis of the data were Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The experimental group and control group 2 were exposed to DAAFLIM as a teaching method and AFL as the assessment strategy. The control 1 group was taught in the traditional chalk- talk method and assessment was mostly summative. The experimental and control 1 groups received pre-tests and also wrote a post-test whereas the control 2 group only wrote the post test.

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 / 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).

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 / This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Province

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.

<p>The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named &ldquo / Culture Secondary School&rdquo / have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learners&rsquo / pre- and post-test conceptions of fermentation with special reference to traditional beer or &ldquo / Umqombothi&rdquo / , an Attitudes to Science (ATS) questionnaire which was used to find out the learners&rsquo / worldviews, a Science Achievement Test (SAT) which was used to assess the learners&rsquo / generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners&rsquo / home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gatherred were both analyzed in terms of qualitative and quantitative descriptions.</p>