The changing needs of students and industry act as stimulants to provide society with competent, self-directed graduates and entrepreneurs that can be successful in a multidisciplinary environment. The Faculty of Engineering at Technikon Northern Gauteng (TNG) responded to this paradigm shift by exploring ways to develop teaching and communicating methods that can meet the challenges of real life situations in Environmental Chemistry. It was decided to use Project Oriented Learning (POL) as a teaching strategy and have it implemented with the assistance of the Hoogereschool van Utrecht (Hv U). One of the main strengths of POL as a learning tool is that students have the opportunity to work on and communicating solutions of real life problems using previously and continuously gained knowledge.

This paper will present the experiences of the Department of Chemistry with regards to using POL as a tool for communicating and teaching Environmental Chemistry.

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Project Oriented Learning _POL_ as a tool for communicating environmental chemistry in the Department of Chemistry, Technikon Northern Gauteng

C M van der Linde   Technikon Northern Gauteng, Department Chemistry

V Meyer   Technikon Northern Gauteng, Department Chemistry

The changing needs of students and industry act as stimulants to provide society with competent, self-directed graduates and entrepreneurs that can be successful in a multidisciplinary environment. The Faculty of Engineering at Technikon Northern Gauteng (TNG) responded to this paradigm shift by exploring ways to develop teaching and communicating methods that can meet the challenges of real life situations in Environmental Chemistry. It was decided to use Project Oriented Learning (POL) as a teaching strategy and have it implemented with the assistance of the Hoogereschool van Utrecht (Hv U). One of the main strengths of POL as a learning tool is that students have the opportunity to work on and communicating solutions of real life problems using previously and continuously gained knowledge.

This paper will present the experiences of the Department of Chemistry with regards to using POL as a tool for communicating and teaching Environmental Chemistry.

A copy of the full paper has not yet been submitted.

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