Evaluating skills, knowledge and values of learners exposed to a dialogical argumentation instruction and the traditional lecture method on fermentation

OUTPUT TYPE: Conference or seminar papers
PUBLICATION YEAR: 2012
TITLE AUTHOR(S): C.Diwu, M.M.Ogunniyi
KEYWORDS: DIALOGICAL ARGUMENTATION INSTRUCTION (DAI), EDUCATION, GRADE 10, KNOWLEDGE LEVEL, SCIENCE ACHIEVEMENT, SKILLS DEVELOPMENT, TRADITIONAL LECTURE METHOD (TLM)
DEPARTMENT: Equitable Education and Economies (IED)
Intranet: HSRC Library: shelf number 7098
HANDLE: 20.500.11910/3533
URI: http://hdl.handle.net/20.500.11910/3533

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Abstract

This case study which is part of a larger project, the Science and Indigenous Knowledge Systems Project (SIKSP) at the University of the Western Cape reports on findings of two cohorts of grade 10 science learners whose conceptions of fermentation as well as their Skills, Knowledge, Attitudes and values (SKAVs) on fermentation processes was assessed. One group was taught using Dialogical Argumentation Instruction (DAI) while the other group was taught using the Traditional Lecture Method (TLM) on the same topic, but taught by another experienced teacher. After the interventions which lasted a period of six weeks, both groups were again evaluated using the same conceptions questionnaire as well as a science achievement test to evaluate their SKAVs on activities of various cognitive abilities. This study employed a pre and post-test quasi-experimental design augmented with a qualitative design. The findings showed that learners exposed to dialogical approach developed higher knowledge, process skills, reasoning skills and values as compared to their counterparts who were taught using the TLM approach.

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