Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/6044
Title: South African teachers’ ability to argue: The emergence of inclusive argumentation
Authors: Scholtz, Zena 
Braund, Martin 
Hodges, Merle 
Koopman, Robert 
Lubben, Fred 
Keywords: Argumentation;Worldviews;Science teachers;South Africa;Ubuntu
Issue Date: 2008
Publisher: Elsevier
Abstract: This paper explores the argumentation ability of ten science teachers in two South African schools on opposite ends of the resource spectrum. Toulmin’s model is used to analyse individual contributions in six group discussions. The findings show that levels of argumentation improve with teachers’ involvement in the development of teaching resources and the closeness of the argumentation task. The nature of the arguments is permeated by inclusiveness, thus precluding the use of rebuttals, traditionally a requirement for high-quality arguments. Based on the ubuntu worldview, a model of inclusive argumentation is proposed with implication for teaching and a scheme of assessable levels of argumentation.
URI: http://hdl.handle.net/11189/6044
http://dx.doi.org/10.1016/j.ijedudev.2006.12.005
ISSN: 0738-0593
Appears in Collections:Edu - Journal Articles (DHET subsidised)

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