Magister Educationis - MEd (Mathematics)

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https://hdl.handle.net/10566/10535

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Browsing by Subject "Conceptions"

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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 effects of an instructional strategy on grade 11 learners' understanding of genetics
    (University of the Western Cape, 2004) Siseho, Simasiku Charles; Ogunniyi, Meshach Bolaji
    Research into learning genetics has largely focused on issues such as problem solving and the process of meiosis. The central concept of genetics, however, has received very little attention despite the fact that it is one of the concepts that learners find difficult (Ogunniyi, 1999; Bahar, Johnstone and Hansell, 1999; Collins and Stewart, 1989). In view of this, the specific purpose of this study was to investigate: (l) concepts of genetics that grade I I learners hold before and after a period of instruction in genetics (2) the differences in the understanding of genetics held by learners exposed to an instructional model and those not so exposed; and (3) possible influences of gender, age, and language on grade I I leamers' understanding of genetics. The method adopted for this study was a multidimensional approach in which both qualitative and quantitative approaches were used to complement each other. The role of the researcher in this study was that of the participant-as-observer. An induction workshop was conducted for both the combined instructional teacher (i.e. experimental teacher) and the traditional instructional teacher (i.e. control teacher) to help them explore and reflect on their practice with the view to create in them an appreciation for multiple teaching strategies or traditional teaching strategies to teaching and learning respectively.