Using a Dialogical Argumentation Instructional Model (DAIM) to integrate indigenous knowledge and school-science when teaching ‘Heat Transfer’ to grade 7 learners

Abstract

In this study, two cohorts of grade 7 science learners (N = 97) in a local school in Cape Town were exposed to a series of school science and indigenous knowledge system (IKS) lessons for six weeks in addition to which a Dialogical Argumentation Instructional Model (DAIM) was used to mediate learners’ understanding of concepts of heat transfer. The study adopted quasi-experimental-control design with the intention to estimate the causal impact of the intervention on targeted learners. Of the two grade 7s, one formed the experimental group (i.e. Grade 7B = eexperimental) while grade 7D formed the control (C) group. Data were collected using Heat Transfer Concept Test Instrument (HTCT), class activities, classroom observations and interviews. Theoretical frameworks that underpin the study are Dialogical Argumentation Instructional Model (DAIM) and Contiguity Argumentation Theory (CAT). Contiguity Argumentation Theory was used to identify any cognitive shifts learners may exhibit after being exposed to the Dialogical Argumentation Instructional Model when teaching heat transfer. The findings of the study revealed DAIM as an effective pedagogy which can be used as the tool for integrated Indigenous knowledge system and school science curriculum. From the results of the study, it was evident that the use of DAIM helped in improving the scientific reasoning of learners, it encouraged learners to value and use their everyday life experiences in the science classroom. The findings from the study further showed that the use of DAIM enhanced learners understanding of heat transfer in grade 7 learners. Also, it shows that the experimental group exposed to DAIM outperformed the control group which was not exposed to DAIM. Lastly the post-test results (after DAIM exposure) showed that there was no significant difference between boys and girls with a p-value= .519. These results shows that DAIM had more effect on boys causing them to measure up with the performance of girls.