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Effects of dialogical argumentation instruction on grade 10 learners’ understanding of concepts of chemical equations
(University of the Western Cape, 2014)
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 ...
Investigating pre-service natural science teachers’ perceptions of earth in space through spatial modelling and argumentation
(University of the Western Cape, 2014)
This study involves a group of pre-service teachers who are specialising in Science and Mathematics education at a university in the Western Cape province of South Africa. The aim of the study was to investigate perceptions ...
The effect of an argumentation-based training programme on pre-service science teachers’ ability to implement a learner-centred curriculum in selected Eritrean Middle Schools
(University of the Western Cape, 2014)
This study is part of a larger school-based research project aimed at training science teachers to integrate argumentation into K-12 science instruction. The current study examined the effect of an argumentation-based ...
The development of the number concept in Grade R: a case study of a school in the Wellington area
(University of the Western Cape, 2014)
Systemic evaluation undertaken by the Department of Basic Education as part of the Literacy and Numeracy Strategy 2006 – 2016 posed a serious challenge in South African schools. The numeracy and mathematics results in 2009 ...
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 ...