Effects of a dialogical argumentation based instruction on grade 9 learners’ conceptions of a meteorological concept: cold fronts in the Western Cape, South Africa

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dc.contributor.advisorOgunniyi, M.B.
dc.contributor.authorRiffel, Alvin Daniel
dc.date.accessioned2014-06-27T07:47:27Z
dc.date.accessioned2024-04-19T08:43:45Z
dc.date.available2014-06-27T07:47:27Z
dc.date.available2024-04-19T08:43:45Z
dc.date.issued2012
dc.descriptionMagister Educationis - MEd (Mathematics and Science Education)en_US
dc.description.abstractThis study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a quasi-experimental research design model, the study employed both quantitative and qualitative (so-called ‘mixed methods’) to collect data in a public secondary school in Cape Town, in the Western Cape Province. A survey questionnaire on attitudes and perceptions towards high school as well as conceptions of weather was administered before the main study to give the researcher baseline information and to develop pilot instruments to use in the main study. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the intervention, and recorded differences from a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin’s Argumentation Pattern - TAP (Toulmin, 1958) and Contiguity Argumentation Theory - CAT (Ogunniyi, 1997). Further analyses were conducted on learners’ beliefs and indigenous knowledge, according to their conceptual understanding of weather related concepts used in the current NCS (National Curriculum Statement). After completing the study some interesting findings were made and based on these findings certain recommendations were suggested on how to implement a DAIM-model into classroom teaching using Indigenous Knowledge (IK). These recommendations are suggestions to plot the way towards developing a science–IK curriculum for the Natural Sciences subjects in South African schools.en_US
dc.identifier.urihttps://hdl.handle.net/10566/12305
dc.language.isoenen_US
dc.publisherUniversity of Western Capeen_US
dc.rights.holderUniversity of Western Capeen_US
dc.subjectEnvironmental educationen_US
dc.subjectMeteorological literacyen_US
dc.subjectMeteorological scienceen_US
dc.subjectAttitudes scaleen_US
dc.subjectWeather patternsen_US
dc.subjectSocio-economic factorsen_US
dc.subjectOutdoor educationen_US
dc.subjectClimate changeen_US
dc.subjectEffectivenessen_US
dc.subjectAtmospheric understandingen_US
dc.titleEffects of a dialogical argumentation based instruction on grade 9 learners’ conceptions of a meteorological concept: cold fronts in the Western Cape, South Africaen_US
dc.typeThesisen_US

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