Philosophiae Doctor - PhD (Education) / This study chronicles a teacher training education programme. The findings emerged from
the observation of argumentation skills employed by students in a physical science
education classroom for pre-service high school teachers. Their task was to use the nature
of arguments to solve mathematical problems of mechanics in a physics classroom. Forty
first-year students were examined on how they used a dialogical argumentation
instructional model (DAIM) based on Toulmin's (1958/2003) Argument Pattern (TAP),
Downing's (2007) Analytical Model (DAM) and Ogunniyi's (2007a & b) Contiguity
Argumentation Theory (CAT) to solve mathematical problems in physics. Thus efforts to
judge the pre-service teachers' capability to solve mathematical problems in physics with
respect to mechanics were compounded by the demand for the inclusion of a self-efficacy
framework. According to Bandura (2006) self-efficacy is the judgment of capability. Selfefficacy
plays a key role in human functioning in that it affects not only people's behaviour
but other issues such as goals and aspirations, outcome expectations, affective proclivities
and perception of impediments and opportunities in the social environment (Bandura, 1995,
1997 & 2006).
| Identifer | oai:union.ndltd.org:netd.ac.za/oai:union.ndltd.org:uwc/oai:etd.uwc.ac.za:11394/6252 |
| Date | January 2017 |
| Creators | Nnanyereugo, Iwuanyanwu Paul |
| Contributors | Govender, Rajendran, Ogunniyi, Meshach Mobolaji |
| Publisher | University of the Western Cape |
| Source Sets | South African National ETD Portal |
| Language | English |
| Detected Language | English |
| Rights | University of the Western Cape |
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