Browsing by Author "Langenhoven, Keith Roy"

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    The effectiveness of an argumentation instructional model in enhancing pre-service science teachers’ efficacy to implement a relevant science indigenous knowledge curriculum in Western Cape classrooms
    (University of the Western Cape, 2014) Langenhoven, Keith Roy; Ogunniyi, Meshach B.; Fakudze, C.
    The study investigated the impact of a dialogical argumentation instructional model (DAIM) as an intervention teaching strategy to assist pre-service science teachers to implement integrated science-indigenous knowledge (IK) lessons during their seven week block teaching practice at schools in the Western Cape. This imperative is found in Specific Aim 3 of the Curriculum and Assessment Policy Statement (CAPS) of the South African School Curriculum (Department of Basics Education, 2011). The study focussed on the pre-post conceptions of pre-service science teachers’ conceptions of the nature of science and the nature of indigenous knowledge. In addition the study examined pre-service teachers’ sense of self-efficacy in deploying a dialogical argumentation instructional model to implement an integrated science-IK lesson. The sample consisted of a cohort of thirty (30) Post-graduate Certificate of Education (PGCE) students training to teach at the Further Education and Training (FET) phase of school. They were a combined class enrolled for method in Natural Sciences, Life Sciences and Physical Sciences. A mixed methods approach was used to generate quantitative and qualitative data using a series of questionnaires, reflective diaries, journals and focus group interviews. Transcripts provided a rich bank of data of which only exemplars were used to highlight trends and to illustrate how theoretical constructs were used as analytical tools. The theoretical constructs used were Toulmin’s (1958/2003) Argumentation Pattern (TAP), Ogunniyi’s (1997) Contiguity Argumentation Theory (CAT) and Banduras’ Social Cognitive Theory (1986). The findings showed that the pre-service teachers appeared to overestimate their sense of self-efficacy (i.e. the ease and comfort) in using DAIM to implement a science- IK curriculum at the pre-test than at the post-test. The study also identified important implications for policy, teacher training programmes, teaching practice, pre-service science teachers, learners and further research. Furthermore, the pre-service reflective experiences indicated their increased awareness of the challenges and successes related to using dialogical argumentation to integrate a science-IK lesson. The most important contribution of this study to an argumentation paradigm was the emergence of a visual model called the Pyramid Argumentation Model that succinctly connected the apparent disparate module units in a holistic way (To be discussed in follow-up reports). The findings revealed numerous complexities as the participants navigated their own cosmologies of a scientific worldview and that of their indigenous knowledge worldview. Finally, the findings have not only corroborated the findings in earlier studies with respect to the merits and demerits of argumentation instruction but also identified various challenges that prospective and even practicing teachers might encounter in an attempt to make school science relevant to the sociocultural environment of learners especially those living in indigenous or traditional societies like the participants in this study.
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    The Effectiveness of peer instruction (PI) in enhancing pre-service teachers’ understanding of electromagnetism I in a Nigerian college of education
    (University of the Western Cape, 2020) Kola, Aina Jacob; Langenhoven, Keith Roy; Kizito, Rita
    This research study investigated the effectiveness of Peer Instruction (PI) in enhancing preservice teachers’ understanding of Electromagnetism I in a Nigerian college of education. PI as a research-based pedagogy was invented for the teaching of introductory science courses to large classes. Lectures in PI is made of short presentations on the main points, each followed by short conceptual questions known as ConcepTest, posed in a multiple-choice format, on the subject under discussion. Electromagnetism is a branch of Physics where students perform poorly at Colleges of Education in Nigeria. Electromagnetism I covers electrostatics, magnetostatics, current electricity, electrolysis, and capacitance. Each of these themes has different topics under it. Most students studying Electromagnetism I, cannot relate or connect what they learned in the classroom to real-world situations because they often learn by memorization (rote learning).
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    Exploring storytelling as a pedagogy to enhance preservice life sciences teachers’ understanding of inquiry-based science education
    (Universty of the Western Cape, 2023) Van Staden, Vanessa Annabel Edwina; Langenhoven, Keith Roy
    In the Life Sciences classroom, students from diverse backgrounds do not always use formal scientific terminology to discuss their experiences and interactions in science but they rather use everyday language. This research is a participatory action study to evaluate preservice Life Sciences teachers’ use of storytelling as a pedagogy to enhance their understanding of Inquiry-Based Science Education. Using a mixed-method approach, it was underpinned by Bourdieu’s Theory of Scientific Capital, Ogunniyi’s Contiguity Argumentation Theory and Vygotsky’s Sociocultural Learning Theory. Langenhoven’s Dialogical Argumentation Instructional Model (DAIM) was employed as an intervention in the learning and teaching of a field study on river health involving fifty-four fourth-year preservice Life Sciences teachers (n = 54). Participants were subjected to pre- and posttests, data were collected through discussions, WhatsApp chats, audio recordings, questionnaires and surveys and were analysed using descriptive statistics and thematic analysis to determine the impact or otherwise of storytelling. The findings had a bearing on the conceptualisation, contextualisation and interpretation of topics in the Curriculum and Assessment Policy Statements (Life Sciences, Grade 10 - 12) from a sociocultural perspective.
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    Perceptions of first year Biology students at a college of education towards the relevance of population dynamics as prescribed for current biology syllabusses at matriculation level in South African schools
    (University of the Western Cape, 1992) Langenhoven, Keith Roy; Mc Kenzie, B; Herman, B
    Throughout this research, an attempt has been made to assess the perceived relevance, if any, of the Population Dynamics topic of the standard ten Biology syllabus, especially of those standard ten pupils enrolling as student teachers at a College of Education. From this investigation, various factors, such as lesson methodology, practical field-work and time restraints amongst others, cause most pupils to misconstrue the relevance of Population Dynamics. Recommendations forwarded suggest an in-depth restructuring of the ecology aspects of the Biology courses at College by integrating content acquisition more closely with methodology than is evident at present- This will foster confidence and skills competence in aspirant teachers as they cultivate an environmental ethos in their classrooms. In addition, attention is focused on Energy FIow as a sample topic for transformation from the theoretical to a more relevant and functional approach. In the absence of a definite commitment to the importance of improving teaching and learning methods in the presentation of this topic, most pupils fail to understand the important role of Population Dynamics in a study of Ecology’ against global degradation.