Abstract:
Technical competence and problem solving skills
are key graduate attributes that engineering students must
develop, especially within a practical laboratory. A new specialized
course in renewable energy was introduced at the beginning of
2014 at the Central University of Technology, with the main
purpose of addressing this goal. The purpose of this research is to
describe the design and development of relevant practical
instruction which was introduced into one of the solar energy
modules, termed Solar Energy Systems II. This module forms part
of the curriculum of the new renewable energy course. The
backward curriculum design method was applied in developing
the practical instruction. Five learning outcomes were specified
while three assessment strategies were selected, including oral
presentations, written laboratory reports (headings include the
experimental question, hypothesis, materials, procedure,
observations, data, conclusion and reflections) and a final written
class test. Two main pedagogical methods were used involving
authentic learning and computer-based learning, while lectures,
group work, videos and a learning management system were also
used. A questionnaire was finally used to obtain student feedback
on the practical instruction. Students indicated that the practical
work was enjoyable (92%), relevant to the theory (83%), and a
valuable learning experience (97%). This practical instruction has
given freshmen engineering students the opportunity to
demonstrate their acquisition of important graduate attributes
that may help them to contribute to the socio-economic
development of South Africa.
