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ERIC Number: ED532164
Record Type: Non-Journal
Publication Date: 2012
Pages: 10
Abstractor: As Provided
Reference Count: 23
ISBN: N/A
ISSN: ISSN-1548-6613
Using Argumentation as a Strategy of Promotion of Talking Science in a Physics Classroom: What Are Some of the Challenges?
Qhobela, Makomosela
Online Submission, US-China Education Review B 2 p163-172 2012
This paper discusses lessons learnt from a bigger study which investigates teaching approaches that could be employed to address the problem of classrooms that are dominated by teacher-centered approaches with minimal students' talk. The purpose of this paper is to establish the feasibility of success when argumentation is introduced as a part of learning physics in Lesotho. This study draws its theoretical framework from socio-cultural theory of learning. A three-staged teaching sequence whose main purpose was to promote talking was implemented at a government-controlled high school in Maseru. An important finding is that introduction of argumentation as a strategy of introducing learner-centered approaches in science classrooms proved to be beneficial. The paper highlights that the greatest challenge to the introduction of argumentation in Lesotho is related to changing the tradition that science teachers have adopted. (Contains 3 figures.)
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lesotho