Effects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equations
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Date
2014
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Western Cape
Abstract
This study explored the dialogical argumentation instruction approach to determine whether it enhanced grade ten learners‟ understanding of the chemical equation concept. Toulmin‟s argumentation pattern and the contiguity argumentation theory underpin this study and was used to construct the dialogical argumentation instruction methodology, which was used as the intervention strategy. Information and communication technology and computer-assisted learning were used as contextual environment for this study. This study is located in the interpretive paradigm and the data was collected and analysed using both qualitative and quantitative methods based on a quasi-experimental research design model. A survey questionnaire, open-end and fixed choice questionnaires and a chemistry achievement test was used to collect data from a high school in the Western Cape Province
Description
Magister Educationis - MEd
Keywords
Chemical equations, Computer assisted learning, Critical thinking, Dialogical argumentation instruction, E-education, Information communication technology, Learner achievement, Learner performance, Socio-cultural constructivism