NotesFAQContact Us
Search Tips
ERIC Number: ED520420
Record Type: Non-Journal
Publication Date: 2011-Jan
Pages: 12
Abstractor: As Provided
Effects of Dialogical Argumentation-Based Workshops on Primary and Secondary School Teachers' Ability to Co-Construct the Concept of Solubility
Kwofie, Samuel; Ogunniyi, Meshach
Online Submission, Paper presented at the Annual Meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE) (19th, Mafikeng, Republic of South Africa, Jan 18-21, 2011)
This article presents a case for equipping science teachers with the necessary skills needed to enact dialogical argumentation-based classroom discourses. Even though teachers are required to scaffold knowledge construction in the classroom, it appears that not much prominence has been dedicated to exploring alternative or novel approaches to teaching. Hence, this research seeks to evaluate the effectiveness of dialogical argumentation-based pedagogic framework as essential tools for enhancing teachers' ability to co-construct solubility concepts in the classroom. The workshop sessions employed for this study involved primary and secondary school teachers. The results reinforces the belief that dialogical argumentation-based model is a plausible pedagogic approach which augments teachers' ability to co-construct scientific knowledge and also improves their quality of argument during discursive classroom environment. In addition, frequent epistemic interactions during dialogue could enable the teachers to synthesis and critically evaluate scientific concepts as well as exhibiting keen interest in problem solving discourses. [This paper was published in: Proceedings of the 19th Annual meeting of the Southern African Association for Research in Mathematics, Science and Technology (SAARMSTE), 18-21 January 2011 at North-West University, pages 277-286.]
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: Adult Education; Elementary Education; Elementary Secondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa