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A Sustainable Model for Problem Based Learning in a South African School

[+] Author Affiliations
S. von Solms, W. S. Hurter, J. Meyer

University of Johannesburg, Johannesburg, South Africa

Paper No. IMECE2016-68075, pp. V005T06A030; 7 pages
doi:10.1115/IMECE2016-68075
From:
  • ASME 2016 International Mechanical Engineering Congress and Exposition
  • Volume 5: Education and Globalization
  • Phoenix, Arizona, USA, November 11–17, 2016
  • Conference Sponsors: ASME
  • ISBN: 978-0-7918-5057-2
  • Copyright © 2016 by ASME

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.

Copyright © 2016 by ASME
Topics: Sustainability

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