Philosophiae Doctor - PhD / This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based training programme on pre-service science teachers’ ability to use an argumentation-based instructional model (ABIM) to implement a learner-centred curriculum in selected Eritrean middle school science classrooms. The study was situated within the social constructivist and argumentation theoretical frameworks. A predominately qualitative research approach was utilized to address the purpose and the research questions of this study. The research design was primarily a case study of a cohort of 25 undergraduate middle school pre-service science teachers, enrolled in a teaching practice course in January, 2013 under the auspices of the Department of Science, College of Education at Eritrea Institute of Technology (EIT). None of the pre-service teachers involved in the study had taken a formal course work, workshops or seminars on argumentation instruction. Six of the 25 pre-service teachers were selected for an in-depth qualitative analysis using purposive sampling technique (Groenewald, 2004; Flyvbjerg, 2006). This study utilized multiple data collection instruments including, questionnaire, argument-based tasks, classroom observation, interview, reflective questionnaire, video-tape class lessons and field notes. Argumentation framework as espoused in the work of Toulmin (1958) and Ogunniyi (2004) were utilized as the units of analysis for the data collected in the study. Furthermore, the study considered a variety of validity and ethical protocols to ensure the findings and interpretation generated from the data were valid.

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

Philosophiae Doctor - PhD / The basic premise of this study was that when a learner is confronted with two contradictory explanations of the same phenomenon, there is cognitive dissonance in the learner as the learner tries to determine which of the two explanations is correct. An argumentation-based instructional intervention programme (ABIIP) was created for and used on and by the Grade 10 learners in order to attempt to ameliorate this cognitive conflict. The purpose of this study was to determine the relative impact of that intervention programme on Grade 10 learners’ conceptions of lightning and thunder. The programme was designed to help learners to develop argumentative skills and use the acquired skills to negotiate and harmonise divergent and conflicting explanations of the nature of lightning and thunder that are propounded by different worldviews (Science and indigenous knowledge).

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

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.