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In my Grade 7 Social Sciences classes in Zebediela, I have traditionally relied heavily on a problem-based approach. When teaching about Natural Resources and water issues, we often focused on the “problems”: the drought, the dry taps, and the pollution in our local rivers.
How learners responded to the Problem-Based approach: While this effectively raised awareness, I noticed that learners often felt overwhelmed or passive. They understood the science of why the water was scarce, but they felt that fixing it was solely the municipality’s job. The mood in the classroom was often one of complaint or hopelessness.
Transitioning to a Solution-Focused approach: Recently, I have started shifting towards a solution-focused approach (inspired by the Handprints “Action Learning” model). Instead of just studying the lack of water, we are starting to act as “School Catchment Detectives.” We identify specific, small challenges we can solve—like finding a leaking tap or creating a “rock pack” to stop soil erosion on the playground.
How learners are responding now: The response has been very positive. By framing the lesson around “solutions” (and using local stories like the “Water Snake” to encourage stewardship), learners feel a sense of agency. They are more energetic and eager to participate because they can see a direct link between their actions and a positive outcome.
In Conclusion, I have learned that we need the problem-based approach to understand the root causes (the science), but we absolutely need the solution-focused approach to build the hope and agency required for true sustainable development.