| dc.description.abstract | The central concern of this study has been to determine the effectiveness or otherwise of a
combined Dialogical Argumentation Instructional Method (DAIM) and the Assessment for
Learning Model (DAAFLIM) strategies in enhancing Tertiary and Vocational Education and
Training (TVET) students’ conceptions of selected scientific topics. The extant literature has
shown that students often hold other worldviews or funds of knowledge, which might be in
conflict with canonical school science. In light of this, DAAFLIM has been chosen for a number
of reasons: (1) it has been shown to be effective for revealing students’ scientific and alternative
worldviews; (2) it provides the learning environment that encourages students to express
themselves freely, exchange views with others, reflect on what they have learned, and even to
change their minds in the face of stronger arguments; (3) it is compatible with the Curriculum
and Assessment Policy Statements (CAPS) curriculum which emphasizes that educators should
integrate school science with students’ indigenous knowledge as a way to make the former more
relevant to their sociocultural environment; (4) assists educators to plan instruction in accordance
with the needs of multicultural science classroom; and (5) the combination of classroom
discourses with continuous or formative assessment (as exemplified by DAAFLIM), instead of
the usual terminal summative assessment, tends to mitigate the fears that students usually
associate with assessment. Specifically, a group of TVET students i.e. the Experimental group
(E-group) was exposed to DAAFLIM while the other group i.e. the Control group (C-group) was
exposed to traditional instruction method (TIM). | en_US |
