Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning

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dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.authorHlazo, Noluthando
dc.date.accessioned2015-02-26T08:55:20Z
dc.date.accessioned2024-05-28T10:54:40Z
dc.date.available2015-02-26T08:55:20Z
dc.date.available2024-05-28T10:54:40Z
dc.date.issued2014
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThe study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while the control group was taught the same content using TLM. Data was collected using the Science Attitude Questionnaire (SAQ), Beliefs about Lightning Questionnaire (BALQ), Conceptions of Lightning Questionnaire (COLQ) and Science Achievement Test on Lightning (SATOL) which was used to determine learners’ overall performance on the topic of electrostatics. The data was analysed using both qualitative and quantitative methods. The findings of the study revealed that prior to the intervention (DAIM); the two groups of learners had both the scientific and the indigenous knowledge about lightning. A majority of the learners believed that lightning is caused by witches and traditional doctors. After being exposed to the DAIM most of the learners in the experimental group were found to have changed to the more scientific explanation of cause of lightning and protective measures against lightning. Few learners in the control were classified as possessing an equipollent worldview in terms of the CAT after the post tests. Some learners’ conceptions about lightning wavered between the scientific and traditional worldviews. The Science Attitude Questionnaire showed that both groups of learners had a positive attitude towards science. The findings also suggested that the inclusion of indigenous knowledge in science lessons promoted active participation from the learners, reinforced the learning of science because it promoted conceptual development and scientific literacy. The learners in the study also supported the integration of the scientific and the traditional worldviews about lightning. After the instruction, the learners in both groups seemed to still hold indigenous beliefs in relation to lightning. The post-test results showed that the DAIM group seemed to have been able to link the concept of lightning with electrostatics when they related lightning storms to electric discharge. The experimental group was found to be more elaborate in their explanations of the scientific nature of lightning than the control group which was not exposed to DAIMen_US
dc.identifier.urihttps://hdl.handle.net/10566/15576
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectToulmin’s argumentation patternen_US
dc.subjectContiguity argumentation theoryen_US
dc.subjectBorder crossingen_US
dc.subjectSocio-cultural constructiviscmen_US
dc.subjectDialogical argumentationen_US
dc.subjectDialogical argumentation instructional modelen_US
dc.subjectConceptual changeen_US
dc.subjectIndigenous beliefsen_US
dc.subjectQuasi experimental designen_US
dc.subjectConceptions about lightningen_US
dc.titleEffects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightningen_US
dc.typeThesisen_US

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