Effects of a discursive course on two science teachers' perceptions of the nature of science

Ogunniyi, Meshach B.

doi:10.1080/10288457.2006.10740597

Cited by 17 publications

(22 citation statements)

References 10 publications

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“…Difficulties with Vision II concern assessment, and the potential embarrassment for teachers to be in classroom situations where they feel unsure about the accuracy or legitimacy of the indigenous topics being raised by their learnersfeeling 'out of their comfort zones'. Many teachers in South Africa complain of confusion with this new curriculum (Ogunniyi 2006). Our data confirm some of the difficulties associated with the Vision II curriculum approach.…”

Section: Needs Appropriate Curriculum and Materialssupporting

confidence: 87%

“…He aimed to help science teachers to capitalize on their learners' IK and bring it into explicit classroom conversation in such a way that the learners could both recognize and appreciate their IK as valid and important. More detailed descriptions of the content and processes in the course have been published elsewhere (Ogunniyi 2006). The argumentation course lasted 6 months.…”

Section: Argumentation and Ikmentioning

confidence: 99%

“…Most important, argumentation mirrors scientific practice where ideas are proposed and contradicted by the evidence and by the arguments suggested by others. Ogunniyi (2006) developed and implemented an argumentation course for graduate students in science education. This course was based on both the argumentation models described above.…”

Section: Argumentation and Ikmentioning

confidence: 99%

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Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges

Hewson

Ogunniyi

2010

Cult Stud of Sci Educ

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An innovative school science curriculum in South Africa requires the inclusion of African societal/cultural knowledge, such as indigenous knowledge (IK). The main project involves introducing argumentation to accomplish this requirement. We used a focus group plus critical incident technique to ascertain nine teachers' understandings of argumentation and IK, their perceptions of how argumentation helps in teaching IK, examples of how argumentation-teaching had (or had not) worked in their classrooms, and their suggestions. Our results show that the teachers accepted argumentation as a viable approach to teach science and introduce IK into their classrooms. Executive SummaryIiNgcali kwezemfundo, ehlabathini jikelele, ziya qala ukuwaqonda ngoku amaseko emfundo engenamkhethe, edlelana nabantwana ezikolweni; yiyo loonto zinomdla ngokona kwimfundo engqinelana nolwazi lwezemvelo. Ikharityhulamu entsha nehlaziyiweyo yoMzantsi Afrika icebisa ukuba abafundi bafundiswe isixa esimashumi mathathu ekhulwini (30%) kwezeNzululwazi ngokungqinelana nendlela yolwazi oluphuma kwizithethe nobugcisa bakwaNtu. Oku kungumcelimngeni kubafundisi-ntsapho (ootishala) abangenalwazi lwezemvelo olufana nolo lwabafundi babo okanye ukuba banalo, bangaluhlomelela njani ezifundweni zabo. Injongo yolu phando lwethu kukubona ukuba aba bafundisi-ntsapho benze mqela mni na ekufundiseni unzululwazi ngale ndlela, iziziphina iindawo abaxinge kuzo. Xa bekusetyenziswa intlanganisela yendlela yodliwanondlebe lwamaqela (ifokhas-gruphu) kwakunye nendlela yodliwano-ndlebe locikido (ikhrithikhal-insidenti), abafundisi-ntsapho abalithoba (abenza izifundo zophando kumabakala ezidanga zembeko nangaphezulu) bebexoxa: malunga nabakwaziyo ngendlela yokuxoxa ekuthiwa yimvunyelwano-mpikiswana (i-adyumenteyishini) kwakunye nolwazi lwezemvelo (i-indijinas noleji); izimvo zabo malunga nendlela ingxoxo-mpikiswano ethi incede ngayo ekufundise ngolwazi lwezemvelo; imizekelo apho ingxoxo-mpikiswano ethe

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Section: Needs Appropriate Curriculum and Materialssupporting

confidence: 87%

Section: Argumentation and Ikmentioning

confidence: 99%

Section: Argumentation and Ikmentioning

confidence: 99%

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Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges

Hewson

Ogunniyi

2010

Cult Stud of Sci Educ

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“…Recently, a strand of the NOS research programme has taken aboard the understanding of students' worldviews and the development of teachers' and students' ideas about indigenous knowledge systems (IKS) (see for example, Liu & Lederman, 2007;Ogunniyi, 2006Ogunniyi, , 2007aOgunniyi, , 2007b. This line of research suggests links between an individual's NOS understanding and his or her worldview and/or ideas about IKS.…”

Section: The International Nos and Iks Programmes And Research In Soumentioning

confidence: 97%

“…First, during the last century, the development of school students' understanding of the NOS became, globally, an important science education curriculum and instructional goal (Ogunniyi, 2006;2007a;McComas & Olson, 1998;Abd-El-Khalick, 2005;. Earlier on we noted that in South Africa, in line with international fashion, one of the major goals of the current secondary school science curriculum is to develop learners' understandings of the NOS and the interrelationships among science, technology, society and the environment (Department of Education, 2006).…”

Section: The International Nos and Iks Programmes And Research In Soumentioning

confidence: 99%

The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education

Vhurumuku¹,

Mokeleche²

2009

African Journal of Research in Mathematics, Science and Technol

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In this paper we describe and analyze the research in science education on the nature of science (NOS) and indigenous knowledge systems (IKS) done in South Africa, and published in local and international refereed journals between the years 2000 and 2007. Through an examination of the current state of NOS and IKS research internationally, we explore and locate the research done in South Africa within what we call the international "research programmes". Our discussion shows that the research being done in South Africa is attuned with contemporary international research agendas, theoretical paradigms and methodological tastes. We tease out and explore the patterns of the research, highlighting its major strands. Our description and analysis also identifies some of the major drivers of the research. Within that effort we point out that the major impetus behind the research has been the deliberate effort to inform the implementation of South Africa's new science curricula. An interesting observation coming out of our analysis is the fact that for both NOS and IKS research, the primary and secondary school levels are clearly under researched. Recommendations for future research are given.

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Connected learning: An approach for teaching nature of science aspects and argumentation components

Khishfe

2023

J Res Sci Teach

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The study investigated the influence of a connected learning approach for explicit nature of science (NOS) instruction and explicit argumentation instruction, in comparison with a non‐connected approach, on students' NOS conceptions and argumentation skills. Participants comprised 42 students enrolled in two sections of grade 10 that were randomly assigned (flip of a coin) into two groups: Connected (22 students) and non‐connected (20 students). Participants in both groups were taught by the same teacher. The duration for the treatment was 2 months and one unit about plants was addressed. Participants in one group received explicit NOS and explicit argumentation instruction and learned about NOS and argumentation components as connected and at the same time, while participants in the other group received explicit NOS instruction and explicit argumentation instruction as non‐connected and learned about them as separate. An open‐ended questionnaire, together with individual semi‐structured interviews, were administered at the beginning and conclusion of the study to assess participants' NOS conceptions and argumentation components in socioscientific contexts. The results showed that the connected group outperformed the non‐connected group in generating arguments and counterarguments. As for NOS, the results revealed that both the connected and non‐connected approaches showed a general enhancement of the conceptions of the NOS aspects. These results are interpreted in terms of the reflective judgment model, argumentation as a framework, an explicit approach, cognitive load theory, and curriculum coherence.

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Effects of a discursive course on two science teachers' perceptions of the nature of science

Cited by 17 publications

References 10 publications

Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges

Argumentation-teaching as a method to introduce indigenous knowledge into science classrooms: opportunities and challenges

The nature of science and indigenous knowledge systems in South Africa, 2000–2007: A critical review of the research in science education

Connected learning: An approach for teaching nature of science aspects and argumentation components

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