Learning Physics through Argumentation at Secondary School Level in Lesotho: A Feasible Teaching Strategy?

Autor/inn/en	Qhobela, Makomosela; Moru, Eunice Kolitsoe
Titel	Learning Physics through Argumentation at Secondary School Level in Lesotho: A Feasible Teaching Strategy?
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 15 (2011) 2, S.205-220 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2011.10740713
Schlagwörter	Physics; Science Instruction; Persuasive Discourse; Secondary School Science; Foreign Countries; Teaching Methods; Secondary School Students; Secondary School Teachers; Second Language Instruction; Second Language Learning; Uncommonly Taught Languages; Scientific Concepts; Acculturation; Social Integration; Communities of Practice; Classroom Communication; Group Activities; Group Discussion; Lesotho + Suchen Sie Ihr Suchwort? Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Persuasion; Persuasive Kommunikation; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Sekundarschüler; Fremdsprachenunterricht; Zweitsprachenerwerb; Minderheitensprache; Akkulturation; Soziale Integration; Community; Klassengespräch; Gruppenaktivität; Gruppendiskussion
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01