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The effect of an argumentation-based instructional approach on Grade 3 learners' understanding of river pollution
(University of the Western Cape, 2012)
The research reported in this paper involves the use of dialogical argumentation in scientific context with 7-9 year olds as part of teaching and learning in primary classrooms. To develop an understanding of scientific ...
Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning
(University of the Western Cape, 2014)
The study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while the control group was taught the same content using ...
The effectiveness of an argumentation instructional model in enhancing pre-service science teachers’ efficacy to implement a relevant science indigenous knowledge curriculum in Western Cape classrooms
(University of the Western Cape, 2014)
The study investigated the impact of a dialogical argumentation instructional model (DAIM) as an intervention teaching strategy to assist pre-service science teachers to implement integrated science-indigenous knowledge ...
Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments
(UWC, 2012)
Two grade 11 classes of two high schools in Cape Town were taught some concepts
of sound by means of indigenous musical instruments. The purpose was to find out
the relative effects (or none) of two instructional strategies. ...
Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site
(University of the Western Cape, 2011)
This 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 ...