Future-proofing STEAME education in South Africa

Volume editor

Rajendran Govender

Volume editor

Josef de Beer

Volume editor

Rouaan Maarman

Volume editor

Rajendra Chetty

Synopsis

This book aims to contribute to the discourse of finding innovative solutions to the myriad of challenges facing science education in South Africa. The book positions itself in the multi-disciplinary focus on Science, Technology, Engineering, Arts, Mathematics and Entrepreneurship (STEAME) education, rather than the traditional narrow focus on Science, Technology, Engineering and Mathematics (STEM). The chapters in the book explore the challenges and opportunities facing STEAME education in a complex 21st century, and at the advent of a society with a strong Artificial Intelligence component in its DNA. The leitmotif of the book is how engaging pedagogies could be utilised in the classroom to enhance self-directed learning – a sine qua non to future-proof South Africa’s science and technological advancement.

This is a book written by scholars for scholars and the target audience of the book includes academics and researchers in the field of science education and scholars engaged with innovative teaching pedagogies, particularly approaches that would enhance the achievement of learners in disadvantaged contexts.

The chapters in the book, although eclectic in approach, all contribute to the central theme of the book. Most of the chapters lean on textual analyses, literature reviews or concept papers which disclose new ideas before full validation.

The editors were responsible for reviewing the content, and provided feedback to the authors to make amendments. AOSIS then managed an independent and rigorous double blind peer review process. In accordance with the Department of Higher Education and Training’s guidelines, this book contains more than 50% of original research content not published before, and no part of the book has been plagiarised.

Chapters

Preface

Rajendran Govender, Josef de Beer, Rajendra Chetty, Rouaan Maarman
Chapter 1
Science education in South Africa: Possibilities and challenges

Josef de Beer, Nigel Prinsloo, Marie Louise Botha, Rajendran Govender
Chapter 2
Indigenous knowledge in the culturally diverse classroom

Shafiek Dinie, Josef de Beer, Keith R Langenhoven
Chapter 3
The affordances of Change Laboratories for systemic change

Josef de Beer, Elsa Mentz, Jacques Louw, Fieroza Francis
Chapter 4
Promoting the heuristic in STEAME teacher education: Facilitating meaningful learning

Benita P Nel, Marie Louise Botha, Rajendran Govender
Chapter 5
Foundation Phase teaching and learning and the affordances of coding and robotics

Frances J Wessels, Frederick Toni Sylvester, Gasant Gamiet
Chapter 6
Language, literacy and STEAME education

Peter Plüddemann, Pumla Cutalele-Maqhude, Ayub Sheik, Rajendra Chetty
Chapter 7
Engaging pedagogies for self-directed learning

Moira C Bladergroen, Zainoenisa Allie, Colette February, Tswakae Sebotsa, Frances J Wessels
Chapter 8
Bridging the gap: The interplay of critical thinking, problem-based learning and mathematical modelling

Rajendran Govender, Ekaterina Rzyankina, Benita P Nel
Chapter 9
Inclusion in the STEAME classroom: Giving a voice to the marginalised

Kaylianne Aploon-Zokufa, Rajendra Chetty, Rouaan Maarman, Trevor Moodley
Chapter 10
The wellness of STEAME teachers

Rubina Setlhare, Ronél Koch, Mokgadi Moletsane
Chapter 11
The infusion of arts and entrepreneurial thinking in STE(A)M(E) education: Opportunities and challenges

Nigel Prinsloo, Colette February, Josef de Beer, Celia Booyse
Chapter 12
Emerging information communication technologies in STEAME education

Dominique Fagan, Moira C Bladergroen
Chapter 13
Reasoning backwards with the aid of visual diagrams to solve a calculus problem

Rajendran Govender