The use of discourse in enabling access physics students to construct meaning of magnetic field patterns

Qhobela, Makomosela; Rollnick, Marissa

doi:10.1080/10288457.2010.10740688

Cited by 2 publications

(5 citation statements)

References 17 publications

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“…Students were given Downloaded by [Erciyes University] at 05:21 27 December 2014 opportunity to use argumentation as a way of learning physics. The design of the study was based on the understanding that practicing Discourses of science (Gee, 1999) can progress from a lower engagement to a higher level of engagement of Discourses (Qhobela & Rollnick, 2010). For this reason, a teaching sequence that was implemented allowed students to progress from a level where classroom talk would be dominated by unjustifi ed claims to one where claims would be justifi ed.…”

Section: Methodsmentioning

confidence: 99%

“…For example, Qhobela and Rollnick (2010) have shown elements of classroom talk that enabled students to construct meaning of physics concepts. Firstly, at an initial stage of talking science students explore the world of real objects and their talk is of an exploratory nature.…”

Section: Classroom Talkmentioning

confidence: 98%

“…Students are normally given ample opportunity to practice talking (e.g. Duran et al, 1998;Qhobela & Rollnick, 2010). These two perspectives characterise the learning of science as a process of meaning making of a phenomenon already existing on the social plane.…”

Section: Literature Reviewmentioning

confidence: 99%

“…This may infl uence students' perceptions of science as a foreign and abstract fi eld of knowledge. This is an issue of identity that is viewed to be critical in enculturation of students (Qhobela & Rollnick, 2010).…”

Section: Figurementioning

confidence: 99%

“…Two factors may have contributed towards this lack of precision. Firstly, this may be explained by the fact that the principle of moments was introduced after this discussion and therefore the talk took an exploratory form (Qhobela & Rollnick, 2010). Secondly, it may be the effect of using a second language in learning and teaching.…”

mentioning

confidence: 99%

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Learning physics through argumentation at secondary school level in Lesotho: a feasible teaching strategy?

Qhobela

Moru

2011

African Journal of Research in Mathematics, Science and Technol

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936The 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 benefi cial for concept development. The challenges of practicing argumentation include the use of second language and enculturation of students into a scientifi c community. Students carried out part of their discussions in Sesotho the fi rst 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 justifi cations.

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Section: Methodsmentioning

confidence: 99%

Section: Classroom Talkmentioning

confidence: 98%

Section: Literature Reviewmentioning

confidence: 99%

Section: Figurementioning

confidence: 99%

mentioning

confidence: 99%

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