Exploring the use of a dialogical argumentation instructional model to an assessment for learning tool when teaching natural science and technology in foundation phase
| dc.contributor.author | February, Florence | |
| dc.date.accessioned | 2025-08-22T13:43:03Z | |
| dc.date.available | 2025-08-22T13:43:03Z | |
| dc.date.issued | 2024 | |
| dc.description.abstract | Assessment for learning forms an integral part of the teaching and learning process and it can support teachers to identify learners’ prior knowledge and address learners’ alternative conceptions. This study was conducted within mixed methods (QUAL-quan) paradigm and adopted case study methods. The data was collected from foundation phase teachers in the form of individual interviews, pre- and post-questionnaires, classroom observations and artefacts to explain the nature and extent to which foundation phase teachers elicit learners’ prior knowledge and address their alternative conceptions when implementing Dialogical Argumentation Instructional Model (DAIMAL) to facilitate the teaching and learning of the foundation phase Life Skills Curriculum and Assessment Policy Statement (CAPS). It further sought to explain the perceptions, which foundation phase beginner teachers hold, about assessment for learning and argumentation as a teaching methodology. Social constructivist theory provided the over-arching theoretical framework that guided this study. The data collected was analyzed using the Toulmin Argumentation Pattern, Contiguity Argumentation Theory, and Social Constructivist Theory. Toulmin’s Argumentation Patterns (TAP) provided a basis for analysing and describing teachers’ interview responses. In addition, this study utilized Third-Generation Cultural-Historical Activity Theory (CHAT) as a methodological lens to identify the tensions and contradictions when teachers are implementing DAIMAL. The key findings emanating from this study shows that the teachers have conflicting perceptions about assessment for learning due to the pressures of the external assessments. The findings indicated that in the event where teachers embrace DAIMAL to support their assessment for learning practices that the argumentation spaces within DAIMAL allowed teachers to implement assessment for learning strategies and supported them to elicit learners’ prior knowledge and address their alternative conceptions. CHAT highlighted the contextual- and systemic factors that influenced the way teachers responded to professional development interventions. The implementation of DAIMAL was constrained by the contradictions and tensions identified in the activity systems. Finally, the study offers strategies to policy makers, curriculum designers, and education planners on the need to integrate assessment for learning in natural science to enhance the quality of teaching and learning and at the same time improve learners’ performance, and to encourage more learners to follow science careers. | |
| dc.identifier.uri | https://hdl.handle.net/10566/20800 | |
| dc.language.iso | en | |
| dc.subject | Teaching Strategies | |
| dc.subject | Foundation phase | |
| dc.subject | Assessment of learning | |
| dc.subject | Social Constructivist Theory. | |
| dc.subject | learning practices | |
| dc.title | Exploring the use of a dialogical argumentation instructional model to an assessment for learning tool when teaching natural science and technology in foundation phase | |
| dc.type | Thesis |