Effects of an argumentation-based instruction on grade 10 learners' understanding of the causes of pollution at a river site

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 of and ability to implement a Science-IKS curriculum (Ogunniyi, 2007) through using the theoretical framework of argumentation (Toulmin Argument Pattern) to the extent that learners would value the significance of both worldviews. This study sought to find the effects of an Argumentation-Based Instruction on grade 10 learners' understanding of the causes of pollution at a river site. Since the integration of Science and IKS are envisaged by Curriculum 2005 (C2005), two theoretical argumentation constructs have been used namely, Toulmin's (1958) Argumentation Pattern (TAP) and Ogunniyi's (1995) Contiguity Argumentation Theory (CAT).

Grantor dc:publisher.institution

University of the Western Cape

Year dc:date.issued

2011

Author dc:creator

• Magerman, Ruben Clive

Advisors dc:contributor.advisor

• Ogunniyi, Meshach B.
• Langenhoven, Keith

• Argumentation-based instruction
• Grade 10 learners
• Contiguity argumentation theory
• Constructivism
• Quasi-experimental design
• Case study
• Water pollution
• New curriculum
• Science
• Indigenous knowledge systems
• Toulmin’s argumentation pattern