Advanced Diploma in Science Education

Purpose

The purpose of this qualification is to guide teachers in developing an understanding of the nature of the subject discipline and to acquire pedagogic content knowledge. The teacher will be able to teach Senior Phase Natural Sciences- and/or FET Physical or Life Sciences. The proposed curriculum covers theoretical and pedagogical components required in the teaching of Natural -, Physical - and Life Sciences. This qualification comprises a knowledge mix consisting of four different knowledge strands according to the Curriculum Assessment Policy Statement (CAPS), accompanied by four Pedagogical Content Knowledge (PCK) components, to break the predominant transmission mode that characterises many classrooms.

Rationale

The rationale for the Advanced Diploma in Science Education as a Continuous Professional Development (CPD) learning programme is to provide teachers with opportunities to strengthen or supplement their existing specialisation in either Senior Phase Natural Sciences, or FET Physical Sciences or Life Sciences, in ways that will be meaningful to the lives of learners. This qualification is designed with three endorsements, namely Senior Phase Natural Sciences, or FET Physical Sciences or Life Sciences, thus catering for the professional development needs of individual teachers.

Recognition of Prior Learning (RPL)

The Faculty accepts Recognition of Prior Learning (RPL) as an integral part of education and academic practice. It is acknowledged that all learning has value and the Faculty accepts the challenge to assess prior learning and award credit that is aligned to Faculty qualifications to promote lifelong learning. The purpose of the institution's RPL policy, which directs the Faculty's RPL procedure, is to recognise prior learning in order to provide for admission to qualifications, grant advanced placement in qualifications and grant credits for modules using the principles and processes that serve as basis for Faculty-specific RPL practices.

A panel of selected staff members will determine, on a one-on-one basis, the competence of prospective learners who apply for RPL. In determining an applicant's competence against the relevant exit level outcomes, this panel will do one or more of the following:

• Verify the standard/quality of the learner's prior qualifications.
• Ask for and assess a portfolio containing examples of the learner's work in the field of education, training and development.
• Observe the learner's performance in authentic and/or in situ teaching-learning situations and/or contexts.
• Conduct one-on-one interviews with learners to discuss the results of the evidence collection process.

Learners are supported mainly through monitoring of assessment results and provision of assistance through the tutor system.

• The lecturer in conjunction with the tutor identifies at-risk learners.
• A support strategy is developed by the lecturer and discussed with the tutor.
• Support includes: Individual tutor sessions with learners, group work sessions and referral to the Academic Development Division for professional services.
• The learner's progress is then tracked and monitored.

Entry Requirements

The minimum entrance requirements are

• A four- year Bachelor of Education Degree.

Or

• A general Bachelor's Degree or a 360 Credits Diploma plus a 120 Credits at NQF Level 7 Advanced Diploma in Teaching.

This qualification consists of compulsory modules at NQF Level 7 totalling 120 Credits.

Modules

• Adv Science for Ed A, 10 Credits.
• PCK A, 10 Credits.
• Adv Science for Ed B, 10 Credits.
• PCK B, 10 Credits.
• Conceptual Change, 20 Credits.
• Adv Science for Ed, 10 Credits.
• PCK C, 10 Credits.
• Adv Science for Ed D, 10 Credits.
• PCK D, 10 Credits.
• Inquiry Methodology, 20 Credits.

1. Interrogate practice by using theories and research findings in Science Education.
2. Use a variety of teaching and learning approaches to solve problems in Natural-, Physical and/or Life Sciences.
3. Commit to high ethical standards in the practice of Natural-, Physical and/or Life Sciences Education.
4. Use science and technology to enhance pedagogical content knowledge in Natural-, Physical and/or Life Sciences.

Associated Assessment Criteria for Exit Level Outcome 1

• The lessons learned from findings captured in research publications are applied.
• Various theories to enhance and improve Natural -, Physical and/or Life Sciences teaching and learning practice are used.

Associated Assessment Criteria for Exit Level Outcome 2

• Appropriate teaching and learning approaches to achieve specific learning objectives are selected and applied.
• Constructive conversations around content themes with colleagues and like-minded individuals within the educational field are engaged in.

Associated Assessment Criteria for Exit Level Outcome 3

• Agreed ethical standards in the teaching and learning of Natural -, Physical and/or Life Sciences Education are adhered to.
• Professional standards and respect for the code of conduct for educators are demonstrated.

Associated Assessment Criteria for Exit Level Outcome 4

• Digital resources for classroom learning to challenge and extend the learners' conceptual knowledge are created.
• The multiple perspectives that form part of the Science and Technology field in the design of learning activities are taken into account.
• Appropriate resource materials in the Natural -, Physical and/or Life Sciences classroom in developing a comprehensive pedagogical content knowledge (PCK) are used.

Integrated Assessment

There are a minimum of three summative assessment opportunities per semester module and at least seven summative assessment opportunities per year module. One of these summative assessment opportunities, preferably towards the end of a module, should be substantial (such as a written examination, a portfolio or substantial assignment) to ensure that outcomes are assessed in an integrated manner. The weighting of the latter assessment opportunity should be at least 50% but not more than 60% of the final mark.

Formative and summative assessment opportunities are available to learners. Formative assessment supports teaching and learning, provides feedback to the learner, diagnoses the learners' strengths and weaknesses, assists in the planning of future learning and helps to make decisions on the readiness of the learner to do a summative assessment. Summative assessments are conducted for the purpose of making a judgment about the level of competence of learners in relation to the outcomes of a module. The marks reflect a pass or fail. An assessment analysis is done for each assessment to ensure that all questions are on the correct cognitive level as well as to ensure an appropriate percentage of higher and lower cognitive questions.