School of Science & Mathematics Education

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Browsing by Author "Langenhoven, Keith"

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    Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site
    (University of the Western Cape, 2011) Magerman, Ruben Clive; Ogunniyi, Meshach B.; Langenhoven, Keith; School of Science and Mathematics Education; Faculty of Arts
    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).
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    The impact of intergrating the history of science into the teaching and learning of life sciences in the further education and training curriculum
    (University of the Western Cape, 2024) Buthelezi, Penelope Zamashenge Gugulethu; Langenhoven, Keith
    This study examined the impact of incorporating the History of Science (HoS) into the teaching and learning of Life Sciences in the FET curriculum. A sample of ten (10) Grade 11 Life Sciences teacher respondents from 2 (two) public secondary schools were chosen at random for the study's qualitative component. These schools were drawn from sixteen public schools in the Thabo-Mofutsanyane district, in the Free State Province of South Africa. A selected sample of fifty (50) Grade 11 learners was further drawn from these 2 (two) selected schools for the quantitative part of the study. The study developed History of Science Integrated Instruction (HoSII) experimental unit model as a teaching strategy and assessment tools. The study employed a sequential exploratory mixed methodological research design, where qualitative and quantitative data were collected sequentially. Qualitative data was collected through open-ended questionnaires and was analyzed a week prior to the implementation of the treatment. This served to inform the implementation of the HoSII experimental unit model. Quantitative data from learners was collected by one test instrument that was administered at varying periods, a preliminary test first, a day before the treatment, and as a post-test immediately after the intervention. The learners’ scores obtained from pre and post-tests were analysed using SPSS statistical analysis. The study findings indicated that historically based instruction impacted on Grade 11 learners’ educational achievement.