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ERIC Number: EJ1081545
Record Type: Journal
Publication Date: 2015
Pages: 11
Abstractor: As Provided
ISSN: ISSN-2332-3205
An Insight into a School's Readiness to Implement a CAPS Related Indigenous Knowledge Curriculum for Meteorological Sciences
Riffel, Alvin Daniel
Universal Journal of Educational Research, v3 n11 p906-916 2015
This paper looks at those aspects of Indigenous Knowledge (IK) that are socially and culturally relevant in South Africa for teaching meteorological science concepts in a grade 9 geography class room using dialogical argumentation as an instructional model (DAIM). Focusing on the Western Cape Province, and using a quasi-experimental research design model, the study employed both quantitative and qualitative (mixed methods) to collect data in a public secondary school in Cape Town, in the Western Cape Province. The study employed a dialogical instructional model (DAIM) with an experimental group of learners exposed to the DAIM intervention, and recorded differences like: responses to the DAIM method of teaching/learning; learner performance (scores in the post MLT test); depth of learners' understanding about weather/meteorological concepts; their perceptions/attitudes towards Geography--between this group and a control group which had no intervention. Learners from the two groups were exposed to a meteorological literacy test (MLT) evaluation before and after the DAIM intervention. The results from the two groups were then compared and analysed according to the two theoretical frameworks that underpin the study namely: Toulmin's Argumentation Pattern--TAP [46] and Contiguity Argumentation Theory--CAT [23].
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education; Grade 9; Junior High Schools; Middle Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A