Bachelor of Education Honours in Physics Education

Purpose

The Bachelor of Education in Physics Education is the first Postgraduate qualification in education. The qualification prepares learners for research-based Postgraduate studies in Physics Education. It serves to consolidate and deepen a learner's knowledge of Physics Education and to develop research capacity in its methodology and techniques. The curriculum package for the qualification, therefore, includes modules on Physics 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

• Preparing learners for research knowledge and skills for further postgraduate studies in Masters in education in Physics Education or another relevant degree in education.
• Consolidating specialised and theoretical knowledge in Physics Education.
• Developing research capacity in the methodology and techniques of Physics Education.
• Providing learners with a high level of academic engagement and intellectual enhancement in Physics Education.
• Develop a systematic array of current thinking, practice and research methods in Physics Education as well as their application to educational settings.
• Ability to use research projects to conduct and report on research under the supervision of the academic staff.

Rationale

South Africa and the Southern African region needs highly qualified and professionally grounded educators in both the primary and higher education sectors. The qualification will provide an opportunity for educators to develop their capacity in research knowledge and skills in Physics Education for investigation and application to a variety of challenges that require Physics Education. The importance of Physics Education is consonant with the need for the Country to develop in Science Technology Engineering and Mathematics (STEM) fields.

Learners who qualify from this qualification may enrol in a Master's qualification and further into a Doctoral qualification. Thus, 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 qualification, qualifying learners will also help 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 be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate that they can cope with the qualification expectations if enrolled.

Learners eligible for RPL need to provide relevant evidence for consideration and verification by the Institution. They should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credits shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year Bachelor of Education, NQF Level 7.

Or

• An appropriate Bachelor's qualification, NQF Level 7 plus a recognised professional teaching qualification.

Or

• A four-year professional teaching Diploma plus 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, 102 Credits

• History, Philosophy and Nature of Science, 12 Credits.
• Science, Technology and Society, 12 Credits.
• Electronics, Electricity and Magnetism, 12 Credits.
• Statics, dynamics and Kinematics, 12 Credits.
• Introduction to Educational Research, 12 Credits.
• Advanced research in Science Education, 12 Credits.
• Research Project, 30 Credits.

Elective Modules, 18 Credits (Choose/Select 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 variety 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 teaching or professional group as a means of enhancing knowledge.

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 the 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 debates 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 to 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 is as an integral part of teaching and learning, in which the design improves the quality of teaching and learning and provides just and accurate analysis of the learner's achievements.

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

Secondly, learners 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 is through tests, assignments and oral presentations. This formative assessment informs 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's policy. 50% of the final mark is for formatively assessed coursework and 50% for final summative assessment or the written exam mark. The research project will be an exception since there is only the final summative assessment.