Bachelor of Education Honours in Chemistry Education

Purpose

The Bachelor of Education in Chemistry Education is the first Postgraduate qualification in education. It will prepare learners for research-based Postgraduate studies in Chemistry Education. It serves to consolidate and deepen a learner's knowledge of Chemistry Education and to develop research capacity in its methodology and techniques. The curriculum package for the qualification, therefore, includes modules on Chemistry content, Nature of Science; Curriculum theories, research methods and a research project. This qualification, therefore, demands learners to develop a high level of theoretical engagement and intellectual independence in research with the support of qualified academic staff.

The following are the NQF Level 8 Exit Level Outcomes for the qualification

• Prepare learners for research knowledge and skills for further postgraduate studies in Masters in education in Chemistry Education or another relevant Degree in education.
• Consolidate specialised and theoretical knowledge in Chemistry Education.
• Develop research capacity in the methodology and techniques of Chemistry Education.
• Provide learners with theoretical engagement and intellectual enhancement in Chemistry Education.
• Develop a systematic array of current thinking, practice and research methods in Chemistry Education as well as their application to educational settings.
• Ability to use research projects to conduct and report on research under the supervision of a competent and qualified academic staff.

Rationale

South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the basic and higher education sectors. The Bachelor of Education in Chemistry Education (BED Hons (Chemistry Education)) will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Chemistry Education for investigation and application to a variety of challenges that require Chemistry Education. The importance of Chemistry Education is consonant with the need for the country to develop in Science Technology Engineering and Mathematics (STEM) fields.

The qualification meets the national requirements for NQF Level 8 as per the NQF Level Descriptors. The knowledge and skills about the subject methodology are part of the physical sciences learnt. It will serve to consolidate and deepen learners' knowledge in the related field and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under supervision.

Learners who qualify from this qualification may enrol in Master's qualifications and further into doctoral qualifications, where they will be able to further contribute to the research capacity in higher education, and also respond to societal needs in the field of education. With the Bachelor of Education Honours (Chemistry Education) qualification, learners will also contribute to society as educators, educational analysts, subject specialists, and Heads of Department and school managers.

Recognition of Prior Learning (RPL)

In line with the institution's policy, Recognition of Prior Learning will apply for deserving, experienced Learners. The learners must demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution registry will verify the evidence of prior learning provided by the learners.

Entry Requirements

The minimum entry requirement for this qualification is

• Four-year professional teaching qualification.

Or

• An appropriate Bachelor's degree and a recognised professional teaching qualification.

Or

• Four-year professional teaching qualification(s) as well as an Advanced Diploma in a cognate sub-field of Education.

This qualification consists of the following compulsory and elective modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules NQF Level 8, 102 Credits

• History, Philosophy and Nature of Science, 12 Credits.
• Science, Technology and Society, 12 Credits.
• Organic Chemistry, 12 Credits.
• Physical Chemistry, 12 Credits.
• Introduction to Educational Research, 12 Credits.
• Advanced research in Science Education, 12 Credits.
• Research Project, 30 Credits.

Elective Modules NQF Level 8, 18 Credits (Choose one)

• Teaching, Learning and Assessment Strategies, 18 Credits.
• Curriculum Design and Development, 18 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current literature on practices in the field, discipline or practice of Physics education.
2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specialised context.
3. Design and implement a strategy for the processing and management of information, to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
5. Develop his or her learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing learning.

Associated Assessment Criteria for Exit Level Outcome 1

• Identify relevant and appropriate terminologies in Physics education.
• Identify the scope of knowledge in Physics education.
• Explain of knowledge of current arguments and views in Physics education.
• Conceptualise current literature on the broad field of Physics education.
• Synthesise arguments in support of a theory or to defend a position.

Associated Assessment Criteria for Exit Level Outcome 2

• Critique the theoretical landscape in Physics education to practical settings.
• Apply specialised knowledge of Physics education to different educational settings such as related social challenges that educators and learners face.
• Justify arguments using specialised knowledge in the field of Physics education and arguments that provide situations to education stakeholders.

Associated Assessment Criteria for Exit Level Outcome 3

• Identify a research problem and topic in the area of Physics education.
• Design a logical research proposal that relates to the application of Physics education to research problems.
• Develop related research objectives that utilise knowledge of Physics education.
• Apply the knowledge and skills to articulate and explain the processes.

Associated Assessment Criteria for Exit Level Outcome 4

• Identify characteristics of a suitable interviewing atmosphere and environment within parameters of Physics education for use in research.
• Identify and use research instruments relevant for research in Physics education.
• Explain and justify the methodological approaches utilised on a chosen research project on Physics education.
• Report and explain research approach or process and findings and disseminate research knowledge in a logically structured manner in a written form.

Associated Assessment Criteria for Exit Level Outcome 5

• Use the time, reading researches such as journals, e-books, resources from scholarly websites, online resources and other research findings and present a logical argument from own research as well as communicate findings of other researchers in the field of Physics Education.
• Communicate research findings into a mini-dissertation using a given format, to nominated examiners in the field of Physics education.
• Understand the comments of examiners and satisfactorily correct mini- dissertation with minimum support from supervisors

Integrated Assessment

Assessment in the University is an integral part of teaching and learning, which should be designed in such a way that it improves the quality of teaching and learning and to provide just and accurate analysis on learners' achievements.

For the formative coursework assessment, all the modules are at least two tests and two assignments. One of the assignments is in groups and presented and discussed in class.

Secondly, individuals will work on a topic of their own choice leading to their research project, which they submit in the form of a mini-dissertation in the second semester. The report of the research project will be assessed internally and externally by nominated and approved academic experts with at least a Master's degree in the field.

Formative and summative assessment

Assessment of the first semester modules is both formative and summative. Formative assessments provide feedback on the teaching and learning while summative assessment provides final judgement on whether a learner has passed a module or not. The internal assessment offered through tests, assignments and oral presentations is used as a formative strategy to inform lecturers and learners about the level of understanding and achievement of teaching objectives, thereby helping to identify areas which need improvement for both learners and lecturers.

Awarding of the final mark per module will be in tandem with the University policy where 50% of the final mark is for formatively assessed course work and 50% for final summative assessment or the written exam mark. The research project will be an exception since consideration is for only the final summative assessment.