Browsing by Author "Nxele, Elizabeth Ursula"

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    The effect of an argumentation-based instruction on grade twelve learners’ understanding of genetics in two schools in the Western Cape
    (University of the Western Cape, 2024) Nxele, Elizabeth Ursula
    The clamour in the country about the poor performance of learners in Life sciences and physical science is a great concern about the general performance of learners in science and their overall level of scientific literacy. This problem has been attributed to different facets of learning which include the amendment of curriculum over years. But my question is, can the curriculum amendment succeed without effective teaching approaches? This pivotal question formed the central concern for this investigation. This study seeks to explore the problems of genetics learning and to identify possible ways forward. Genetics is often thought of as a subject or a topic in Life Sciences (previously called Biology) that is difficult to learn and understand, especially for learners. The study is exploring the difficulties in genetics that learners are experiencing and the nature of the difficulties, with possible explanations for the difficulties observed. Many would undoubtedly acknowledge that genetics is an important subject to learn today where its applications are ubiquitous and even the cause of many debates. However, due to the nature of the subject matter, the way learning processes occur and, possibly, the way it is being taught, the understanding of genetics ideas of most learners is thought to be very poor and full of confusion and alternative views. Thus, the overall aim of this study is to explore learning difficulties and problems in genetics and then to develop and test ways by which the situation might be improved and remedied. This study involved and examined two cohorts of grade twelve learners’ conceptions of genetics using a Dialogical Argumentation Instructional Model (DAIM) as well as the Traditional Lecture Method (TLM). The study involved 60 learners selected from two public schools in Cape Town. Using a quasi-experimental design, the study examined the two groups from different schools (30 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 rgumentation Theory (CAT). This research study investigated the concepts of genetics that grade twelve learners hold about Genetic terminology, Dihybrid crossings, Pedigree diagrams and Indigenous knowledge. The study lasted for six weeks during which data was collected via a Genetic Achievement Test (GAT) which in turn consisted of components such as a Cloze Test (CT); Genetic crossing Questionnaire (GCQ); and Genetic Indigenous Knowledge Case Studies (GIKCS). In addition, other activities such as group work, debates and discussions, Classroom observation, and Semi-Structured Interviews were conducted to obtain as far as possible, a holistic picture of the learners’ scientific and indigenous conceptions of genetics and related concepts.