Effects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schools

dc.contributor.advisorFakudze, C.
dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.authorGoodman, Lynn
dc.date.accessioned2016-06-06T13:21:56Z
dc.date.accessioned2024-04-19T08:43:47Z
dc.date.available2016-06-06T13:21:56Z
dc.date.available2024-04-19T08:43:47Z
dc.date.issued2015
dc.descriptionMagister Educationis - MEden_US
dc.description.abstractThis study investigated 1) the conceptions on capacitors held by a group teachers in the Western Cape; 2) the effect of a dialogical argumentation instructional model on the teachers’ conceptions on the capacitor; and 3) the teachers’ perceptions on the implementation of this instructional model. The theoretical framework of the study was based on Toulmin’s Argumentation Pattern (TAP) and Ogunniyi’s Contiguity Argumentation Theory (CAT). The objective was to retrain science teachers in their awareness and understanding of the Nature of Science and Indigenous Knowledge Systems thereby enhancing their ability and efficacy in integrating science and Indigenous Knowledge Systems. The study involved workshop activities that included the teachers’ Reflective Diary, interview sessions, and video-taped lesson observations. The study adopted a Case Study approach and the data was analysed both quantitatively and qualitatively. The findings of the study showed that: 1) the teachers held varying conceptions of the capacitor; 2) the teachers’ conceptions of the capacitor improved after being exposed to the Dialogical Argumentation Instructional Model and 3) the teachers were dominantly in favour of the Dialogical Argumentation Instruction Model as a teaching method to be introduced at schools. The implications of the findings for school science and pedagogy were highlighted for closer observation.en_US
dc.identifier.urihttps://hdl.handle.net/10566/12309
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectDialogical argumentation instructional modelen_US
dc.subjectCapacitors--Mathematical modelsen_US
dc.subjectToulmin’s Argumentation Pattern (TAP)en_US
dc.subjectOgunniyi’s Contiguity Argumentation Theory (CAT)en_US
dc.subjectTeachersen_US
dc.subjectIndigenous Knowledge Systems (IKS)en_US
dc.titleEffects of a dialogical argumentation instructional model on science teachers’ understanding of capacitors in selected Western Cape schoolsen_US

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