A sustainable model for problem based learning in a South African school
- Von Solms, S., Hurter, W.S., Meyer, J.
- Authors: Von Solms, S. , Hurter, W.S. , Meyer, J.
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124089 , uj:20872 , Citation: Von Solms, S., Hurter, W.S & Meyer, J. 2016. A sustainable model for problem based learning in a South African school.
- Description: Abstract: South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
- Full Text:
- Authors: Von Solms, S. , Hurter, W.S. , Meyer, J.
- Date: 2016
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124089 , uj:20872 , Citation: Von Solms, S., Hurter, W.S & Meyer, J. 2016. A sustainable model for problem based learning in a South African school.
- Description: Abstract: South Africa is currently facing an education dilemma with high numbers of youth unemployment and a growing specialized skills shortage in Science, Technology, Engineering and Mathematics (STEM). STEM problem based learning events, hosted by government and the corporate sector, has shown to improve science and technology literacy and to encourage the youth to pursue tertiary education in the field of science. Unfortunately, schools face a range of challenges which restricts them from participating in these learning methods, depriving learners of the advantages offered by problem based learning. This paper presents a model for the sustainable provision of STEM problem based learning opportunities in South African schools. The presented model is based on a two-team mentoring model which makes problem based learning sustainable in a South African school environments. The Shell Eco Marathon is in its third year, and the students that have passed through the program will now be progressing to university. The impact of this program, therefore, will be become evident by the success of the students’ studies in the near future.
- Full Text:
Broadening access to problem-based learning : design of the shell eco-marathon car-in-a-box concept
- Von Solms, S., Hurter, W.S., Meyer, J.
- 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.
- Full Text:
- 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.
- Full Text:
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