Effects of a Dialogical Argumentation Instructional Model on Grade 10 Learners' Conception of Fermentation

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dc.contributor.advisorOgunniyi, Meshach B.
dc.contributor.advisorLangenhoven, Keith R.
dc.contributor.authorDiwu, Christopher
dc.contributor.otherFaculty of Education
dc.date.accessioned2013-12-11T12:44:54Z
dc.date.accessioned2024-04-19T08:43:41Z
dc.date.available2011/02/23 07:20
dc.date.available2011/03/30
dc.date.available2013-12-11T12:44:54Z
dc.date.available2024-04-19T08:43:41Z
dc.date.issued2010
dc.descriptionMagister Educationis - MEd (Mathematics and Science Education)en_US
dc.description.abstractThe study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named Culture Secondary School have been used in this study. The list of instruments for data collection were as follows: Conceptions of Fermentation (COF) questionnaire which was used to elicit learnerss pre- and post-test conceptions of fermentation with special reference to traditional beer or Umqombothi an Attitudes to Science (ATS) questionnaire which was used to find out the learners' worldviews, a Science Achievement Test (SAT) which was used to assess the learners' generalised knowledge of fermentation, a classroom observation schedule as well as a focus group interview schedule to gather additional qualitative data. All the instruments were in English with all technical and difficult terms in both English and isiXhosa (the learners’ home language). Both groups were exposed to Science/IKS-based lessons. The only difference between the two groups was that, the experimental group (E group) was exposed to a Dialogical Argumentation Teaching Model (DAIM) and the comparison group (C group) to a traditional teaching approach. The data gathered were both analyzed in terms of qualitative and quantitative descriptions.en_US
dc.description.countrySouth Africa
dc.identifier.urihttps://hdl.handle.net/10566/12293
dc.language.isoenen_US
dc.publisherUniversity of the Western Capeen_US
dc.rights.holderUniversity of the Western Capeen_US
dc.subjectDialogical Argumentation Instructional Model (DAIM)en_US
dc.subjectGrade 10 learnersen_US
dc.subjectConceptions of fermentationen_US
dc.subjectCurriculum 2005 (C2005)en_US
dc.subjectScience IKS curriculumen_US
dc.subjectBorder Crossingen_US
dc.subjectSocio-cultural Constructivismen_US
dc.subjectToulmin's Argumentation Pattern (TAP)en_US
dc.subjectContiguity Argumentation Theory (CAT)en_US
dc.subjectPre-test/post-test quasi experimental designen_US
dc.titleEffects of a Dialogical Argumentation Instructional Model on Grade 10 Learners' Conception of Fermentationen_US
dc.typeThesisen_US

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