Browsing by Author "Philander, Lorraine"

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    The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution
    (University of the Western Cape, 2012) Philander, Lorraine; Ogunniyi, Meshach B.; NULL
    The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific concepts, four suitable collaborative activities on river pollution were used as a stimulus to effectively engage learners in scientific reasoning and use evidence for decision-making through cognitive harmonization. The research, involved four groups of five children each. Data were collected through analysis of children’s Water Pollution Questionnaire (WPQ), classroom observation, documentation of field notes, conversations and focus group interviews. The study found that all groups were able to engage in the activities to some extent, but that good quality argumentation develops when children are familiar with working in this manner. This study sought to investigate the opportunities, possibilities and challenges associated with a dialogical argumentation teaching and learning approach in a primary school science class A mapping technique was used to analyze the children’s discussions and identify the quality of their different “levels” of argument. This study confirmed that an argumentation based instruction was an effective way of enhancing learners’ understanding of river pollution. The learners’ listening skills improved tremendously and they were actively involve during discussions and provided claims with valid grounds or reasons. They were also very enthusiastic and challenged each other’s claims during these argumentation lessons, but most of all was the enjoyment that was visible on their young faces. Further research needs to be carried out over a longer period to determine the effectiveness of an argumentation based instruction.
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    The effect of dialogical argumentation and assessment for learning on Grade 1 learners’ conceptions of water pollution
    (University of the Western Cape, 2024) Philander, Lorraine
    This study explores the effect of Dialogical Argumentation and Assessment for Learning as an Instructional Method (DAAFLIM) in enhancing Grade 1 learners' conceptions of water pollution. A quasi-experimental design was employed to compare the experimental (24) and control (24) groups’ epistemic knowledge of science. The theoretical framework of this study is based on Vygotsky’s (1978) social constructivist theory, Toulmin’s (1985) Argumentation Pattern (TAP), Ogunniyi’s (2007a) Contiguity Argumentation Theory (CAT), and Knowles’s self-directed learning (SDL). The study involved a mixed-method approach consisting of two intact classes of Grade 1 learners. The experimental group received the DAAFLIM intervention, and the control group received the traditional instructional method (TTM). This study utilized multiple data collection instruments and techniques, including a water-pollution questionnaire, classroom observations, focus-group interviews, video-recorded class lessons, and field notes. The data was analysed using both qualitative and quantitative methods. The study showed that DAAFLIM improved the conceptions of the experimental group significantly compared to the control group exposed to TTM. The findings also showed that SDL is best developed in a social environment where learners are provided with personalized opportunities to develop their SDL skills. These results advocate that dialogic argumentation can improve learners’ skills and dispositions for decision-making in a way that scientific inquiry alone may not. Moreover, the study has demonstrated the value of using the Dialogical Argumentation and Assessment for Learning Instructional Model (DAAFLIM) in the foundation phase as a more effective scaffolding pedagogical method to create a teaching and learning discussion space within an open SDL curriculum.