The use of problem-based learning in teaching environmental issues to grade 6 natural sciences learners
- Authors: Sondezi, Zandile Goodness
- Date: 2015
- Subjects: Science - Study and teaching , Environmental education , Problem-based learning
- Language: English
- Type: Masters (Thesis)
- Identifier: http://hdl.handle.net/10210/214608 , uj:21302
- Description: Abstract: This study argues that the teaching of environmental issues in South African schools has followed a didactic approach that stifles the learner and prevents the solving of real environmental problems at schools and in the communities that they serve. Studies have shown that conventional methods of teaching emphasize science content and neglect the development of skills in learners. Problem-based learning (PBL), which is more effective in learning science than traditional methods, equips learners with critical-thinking and problem-solving skills, which are crucial skills in the 21st century. In this respect, the use of PBL may serve as a gateway to developing these necessary skills. The study followed a design-based research (DBR) approach. Design-based research follows an on-going cycle of design, development, enactment and reflection. Data collection was done using interviews, lesson observations and reflective questionnaire. The findings from Stage 1 revealed that teachers experience challenges associated with the lack of resources, limited space to conduct environmental practical activities, and lack of parental and community support in the teaching of environmental issues. The lesson observations supported these findings. The reflective questionnaire in the final stage indicated that teachers felt that the use of PBL provided a practical method for encouraging learner involvement in local environmental issues. All teachers expressed a desire to continue using this teaching strategy, as it helped learners to remain focused on the task. , M.Ed. (Science Education)
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Broadening access to problem-based learning : design of the shell eco-marathon car-in-a-box concept
- Authors: Von Solms, S. , Hurter, W.S. , Meyer, J.
- Date: 2016
- Subjects: Car-In-A-Box , Design , Problem-based learning
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124144 , uj:20879 , Citation: Von Solms, S., Hurter, W.S & Meyer, J. 2016. Broadening access to problem-based learning : design of the shell eco-marathon car-in-a-box concept.
- Description: Abstract: Problem-based learning has proven to develop teamwork, problem solving skills, communication and critical thinking skills amongst learners. Due to these advantages, secondary schools in South Africa engage with problem-based events to promote the participation of learners in Science, Technology, Engineering and Mathematics (STEM). However, many schools face lack of time, lack of available funds and lack of the required technical skill set, which limits them from participating in these events. The Car-In-a-Box concept was developed to broaden access to a STEM problem-based learning event, called the Shell Eco-Marathon. The Car-In-A-Box concept addresses the three challenges that would normally prevent a school from entering the Shell Eco-Marathon, disenabling learners to harness the advantages of problem-based learning. The impact of the Car-In-A-Box concept for broadening access to problem-based learning is discussed.
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