NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1177933
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1029-8457
Learning Physics through Argumentation at Secondary School Level in Lesotho: A Feasible Teaching Strategy?
Qhobela, Makomosela; Moru, Eunice Kolitsoe
African Journal of Research in Mathematics, Science and Technology Education, v15 n2 p205-220 2011
The research reported in this paper investigates the impact of, and challenges with, encouraging argumentation on students' conceptual development in physics. It draws its theoretical framework from two socio-cultural perspectives of learning, i.e. that learning science occurs in a social setting and secondly that learning science is a discursive and cultural process. A three stage teaching sequence intended to encourage argumentation was implemented at a government high school in Maseru in 2009. Data were collected through audio taping of group discussions and students' written reports. The results show that the introduction of argumentation as a strategy of introducing learner-centred approaches in science classrooms proved to be beneficial for concept development. The challenges of practicing argumentation include the use of second language and enculturation of students into a scientific community. Students carried out part of their discussions in Sesotho the first language, instead of English the second language which is used as the medium of instruction. Students also used short sentences that needed elaboration and rarely questioned one another's justifications.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Lesotho
Grant or Contract Numbers: N/A