Interactive exhibits for career awareness: A case study involving secondary school Geography learners in Limpopo, South Africa

Abstract

Interactive science centres present a unique opportunity to assist learners in their career choices. However, the types of information delivered, and the manner of knowledge transfer are also important. This study investigated and reports a mixed-methods approach to identify the role of interactive exhibits in advancing career awareness. The Science Education Centre of the University of Limpopo conducted a pilot survey with 153 grades 8 to 11 learners interested in potential careers in Geography and Geology to investigate the impact of various Geography/Geology-related exhibits and different presentation methods on their career knowledge and aspirations. The exhibits included a GPS demonstrator, a remote sensing satellite model, and puzzle maps. Learners’ attitudes were evaluated using a structured questionnaire. Results indicate that learners exposed to interactive exhibits demonstrated a significant increase in both their knowledge of science careers and the specificity of their career descriptions. Once printed materials and verbal briefings were supplied (experimental group), they had a fair idea of the potential careers associated with the exhibits. This suggests that interactive science centres, such as the one at the University of Limpopo, can effectively support learners in exploring and choosing science careers. These results have implications for educators and policymakers seeking to enhance STEM career readiness and engagement in under-represented communities.