Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site

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dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.advisorLangenhoven, Keith
dc.contributor.authorMagerman, Ruben Clive
dc.contributor.otherSchool of Science and Mathematics Education
dc.contributor.otherFaculty of Arts
dc.date.accessioned2013-08-02T11:15:34Z
dc.date.accessioned2024-04-19T08:43:49Z
dc.date.available2011/10/21 13:12
dc.date.available2011/10/21
dc.date.available2013-08-02T11:15:34Z
dc.date.available2024-04-19T08:43:49Z
dc.date.issued2011
dc.descriptionMagister Scientiae - MScen_US
dc.description.abstractThis 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).en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/12315
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectArgumentation-based instructionen_US
dc.subjectGrade 10 learnersen_US
dc.subjectContiguity argumentation theoryen_US
dc.subjectConstructivismen_US
dc.subjectQuasi-experimental designen_US
dc.subjectCase studyen_US
dc.subjectWater pollutionen_US
dc.subjectNew curriculumen_US
dc.subjectScienceen_US
dc.subjectIndigenous knowledge systemsen_US
dc.subjectToulmin’s argumentation patternen_US
dc.titleEffects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river siteen_US
dc.typeThesisen_US

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