The purpose of this study was to examine the effect of using Lakatos’ heuristic
method to teach the surface area of the cone (SAC) on students’ learning. The Lakatos
(1976) heuristic framework and the Oh (2010) model of “the enhanced-conflict map”
were employed as framework for the study. The first research question examined the
impact of the Lakatosian heuristic method on students’ learning of the SAC, which
was addressed in three sub-questions: the impact of the method on the students’
achievement, the impact of the method on their conceptual learning and the impact of
the method on their higher order thinking skills. The second question examined
whether the heuristic method of teaching the SAC helped students to sustain their
learning better than the traditional method (Euclidean method). The third question
examined whether the heuristic method of teaching SAC could change students’
readiness level, according to Bloom’s taxonomy.
A pre-test and post-test quasi-experimental research design was used in the study that
involved a total of 198 Grade 11 students (98 in the experimental group and 100 in the
control group) from two schools in Cyprus.
The instruments used for data collection were cognitive tests, lesson observations
(video-recorded), interviews and questionnaire. Data was analysed using inferential
statistics and the Oh (2010) model of the enhanced conflict map. Student achievement
within time was the dependent variable and the method of training the independent
variable. Therefore, time was the “within” factor and each group was measured three
times (pre-test, post-test and delayed). The differences in students’ achievement
within each group over time were examined.
Results indicated that the average mean score achievement of the students in the
experimental group was double that of the students in the control group. The Jun-
Young Oh’s model of the enhanced conflict map showed that students in both groups
changed from alternative conceptions to scientific conceptions with the experimental
group showing greater improvement. It was also observed that from the post-test to
delayed test, the Lakatosian method of teaching the SAC has a significant positive
effect on students’ achievement at all levels of Bloom’s taxonomy, especially at the
higher order thinking (HOT) levels (application and analysis-synthesis levels) as compared to the Euclidean method of teaching. In addition, the Lakatosian method
helped the students to sustain their learning over time better than the Euclidean
method did and also helped them to change their readiness level, especially at the
HOT levels. The Lakatosian method helped students to foster skills that promote
active learning. Of great importance was the use of mathematical language, as well as,
the enhanced perception in the experimental group in comparison with the control
group, through the use of the Lakatosian method.
The results of this study are promising. It is recommended that pre-service teachers
should be trained on how to effectively implement the Lakatosian heuristic method in
their teaching. / Mathematics Education / D. Phil. (Mathematics, Science and Technology Education (Mathematics Education))
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:unisa/oai:uir.unisa.ac.za:10500/20006 |
| Date | 02 1900 |
| Creators | Dimitriou-Hadjichristou, Chrysoula |
| Contributors | Ogbonnaya, Ugorji Iheanachor |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 1 online resource (xiv, 210 leaves) : illustrations (some color) |
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