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Now showing items 11-20 of 28
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 ...
Effects of a dialogical argumentation based instruction on grade 9 learners’ conceptions of a meteorological concept: cold fronts in the Western Cape, South Africa
(University of Western Cape, 2012)
This study looks at the effects of a dialogical argumentation instructional model (DAIM) on grade 9 learners understanding of selected meteorological concepts: Cold fronts in the Western Cape of South Africa. Using a ...
Fitted numerical methods to solve differential models describing unsteady magneto-hydrodynamic flow
(2011)
In this thesis, we consider some nonlinear differential models that govern unsteady
magneto-hydrodynamic convective flow and mass transfer of viscous, incompressible,electrically conducting fluid past a porous plate ...
The effect of an argumentation instructional model on pre-service teachers' ability to implement a science-IK curriculum
(University of the Western Cape, 2013)
This study investigated the effect of an Argumentation Instructional Model (AIM) on the preservice teachers‘ ability to implement a Science-IK Curriculum in selected South African schools. I examined what instructional ...
The contexts which Namibian learners in grades 8 to 10 prefer to use in mathematics
(University of the Western Cape, 2012)
One of the key ideas in the research on mathematics education is that the mathematical knowledge that learners acquire is strongly tied to the particular situation in which it is learnt. This study investigated the contexts ...
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 a Dialogical Argumentation Instructional Model on Grade 10 Learners' Conception of Fermentation
(University of the Western Cape, 2010)
The study catered for empirical and metaphysical dimensions of science and IKS. The study employed a quasi-experimental design as well as a qualitative research design. Two cohorts of students from a fictitiously named ...
A teaching strategy to enhance mathematical competency of pre-service teachers at UWC
(University of the Western Cape, 2017)
In this study a mixed methods approach was employed to investigate how exposure to a
teaching strategy based on spiral revision, productive practice and a mainly direct expository
instructional method would influence the ...