dc.contributor.advisor | Govender, Rajendran | |
dc.contributor.author | Iwuanyanwu, Paul Nnanyereugo | |
dc.date.accessioned | 2023-03-08T07:41:10Z | |
dc.date.available | 2023-03-08T07:41:10Z | |
dc.date.issued | 2017 | |
dc.identifier.uri | http://hdl.handle.net/11394/9724 | |
dc.description | Philosophiae Doctor - PhD | en_US |
dc.description.abstract | This study chronicles a teacher training education programme. The findings emerged from
the observation of argumentation skills employed by students in a physical science
education classroom for pre-service high school teachers. Their task was to use the nature
of arguments to solve mathematical problems of mechanics in a physics classroom. Forty
first-year students were examined on how they used a dialogical argumentation
instructional model (DAIM) based on Toulmin‘s (1958/2003) Argument Pattern (TAP),
Downing‘s (2007) Analytical Model (DAM) and Ogunniyi‘s (2007a & b) Contiguity
Argumentation Theory (CAT) to solve mathematical problems in physics. Thus efforts to
judge the pre-service teachers‘ capability to solve mathematical problems in physics with
respect to mechanics were compounded by the demand for the inclusion of a self-efficacy
framework. | en_US |
dc.language.iso | en | en_US |
dc.publisher | University of the Western Cape | en_US |
dc.subject | Teacher training | en_US |
dc.subject | Physical science education | en_US |
dc.subject | Education programme | en_US |
dc.subject | Physics | en_US |
dc.subject | Mathematics | en_US |
dc.title | An analysis of pre-service teachers‘ ability to use a dialogical argumentation instructional model to solve mathematical problems in physics | en_US |
dc.rights.holder | University of the Western Cape | en_US |