Ogunniyi, Meshach B.Langenhoven, KeithMagerman, Ruben CliveSchool of Science and Mathematics EducationFaculty of Arts2013-08-022024-04-192011/10/212011/10/212013-08-022024-04-192011https://hdl.handle.net/10566/12315Magister Scientiae - MScThis study was based on the Science and Indigenous Knowledge Systems Project (SIKSP) at the School of Science and Mathematics Education, University of the Western Cape. The project seeks to enhance educators' understanding of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT).enArgumentation-based instructionGrade 10 learnersContiguity argumentation theoryConstructivismQuasi-experimental designCase studyWater pollutionNew curriculumScienceIndigenous knowledge systemsToulmin’s argumentation patternThesisUniversity of the Western Cape