Bachelor of Education Honours in Science Education

Purpose

This Bachelor of Education Honours in Science Education will satisfy the needs of offering high level theoretical knowledge in Science Education, as well as providing opportunity to develop skills and competences by means of a sustained research project, accompanied by the appropriate use of advanced research methodologies. Collecting scientific data in Science education in the form of an independent sustained research project, allows for the establishment of best practices that teachers and learners should use to improve teaching and learning outcomes. It will also enable learners to make conclusions and predictions that are based upon research evidence; preventing them from running the risk of producing evidence based on one or more of the following: dogma, theory, ideology, convenience and prejudice.

Rationale

The qualification aims to attract and prepare learners who wish to proceed to a Master's Degree within a structured qualification framework, whilst conducting further research. It is intended to prepare learners for research based postgraduate study in a particular field. A sustained research project is therefore required.

The faculty has in its undergraduate teacher education qualifications identified and included science education as one of its fundamental qualifications in the teacher education. This is because science education is one of the core and critical skills qualification being flagged by not only the Department of basic Education but the country as a whole.

The Faculty believes that Science Education since South African education system demonstrated an interest in a specific type of knowledge from Science Education and the possibility of a career in science or science education is to inspire and engage young developing minds.

This qualification aims to enable teachers to develop, apply, integrate and generate scientific knowledge in professional contexts to analyse challenges and to develop effective solutions and to demonstrate technical skills for enhancing employability outcomes.

Recognition of Prior Learning (RPL)

Entry Requirements

The minimum entry requirement for this qualification is

• A four-year professional teaching Degree, such as a Bachelor of Education at Level 7, with a minimum of 480 Credits.

Or

• An appropriate Bachelor's Degree at level 7, such as Bachelor of Science or Bachelor of Commerce, plus a recognised professional teaching qualification (such as PGCE).

Or

• A four-year professional teaching qualification, as well as a cognate Advanced Diploma in Education at Level 7 with a minimum of 120 Credits.

This qualification consists of the following compulsory modules at Level 8 totalling 120 Credits.

Compulsory Modules, 120 Credits

• Psychology of Education, 10 Credits.
• Philosophy of Education, 10 Credits.
• Sociology of Education, 10 Credits.
• Introduction to Educational Research, 12 Credits.
• Science Curriculum, 24 Credits.
• Issues in Science Education, 24 Credits.
• Research Project, 30 Credits.

1. Demonstrated the ability to conduct research at postgraduate studies in Science Education.
2. Reflect and develop a systematic survey of current thinking, practice and research methods in Science Education.
3. Demonstrate the ability to take full responsibility for his/her work, decision-making and the use of resources.
4. Critical review information gathering, synthesis of data, evaluation and management processes in specialised contexts in order to develop creative responses to problems and issues.
5. Research capacity in the techniques and methodology to conduct research in the field of Science Education is developed.
6. Develop a high level of theoretical engagement and intellectual independence to become competent researchers in the field of Science Education.
7. Demonstrate competency to conduct research, solve problems, identify outcomes, make predictions and establish cause-and-effect relationships based on research findings.
8. Demonstrate the competency to develop research projects independently.
9. Build a repertoire to deal with the unexpected, identify problems and find solutions that inform improvement.
10. Familiar with research debates and scientific outcomes.
11. Understand the cultural context of schools that embody justice and reduce prejudice and inequality.
12. Knowledge and expertise in Science Education is consolidated and deepened.
13. Enhance critical awareness and an understanding of issues in Science Education especially the nature of learning difficulties of learners from socio-economically deprived backgrounds.

Associated Assessment Criteria are applied in an integrated manner to the Exit Level Outcomes

• Demonstrate sound knowledge and engagement in Science Education, and an understanding of the theories, research methodologies, methods and techniques, relevant to Science Education.
• Conduct Independent research under supervision in the form of a research project.
• Develop the ability to think and reflect critically, in theoretically informed ways and in conjunction with their professional community of colleagues on their own practice in order to constantly improve.
• Demonstrate knowledge literacy, in respect of which a learner is able to demonstrate the ability to interrogate multiple sources of knowledge in the area of Science Education and to evaluate knowledge.

Integrated Assessment

The following methods of assessment shall be integrated for this module

All first and second year modules will run over a period of 12 months, and during this period learners will be expected to do assignments; write tests; take part in discussions and do oral presentations on a continuous basis. Assignments and tests will be marked on an ongoing basis.

Introduction to Educational Research is a prerequisite for the Research Project in year two. Learners will have to show competence in all areas of research: statement of the research problem; formulation of research questions; research aims and objectives; literature review; methodology; data collection; data analysis; and presentation and discussion of findings. Learners will be assessed on their research competence on an ongoing basis.

During the first third of the year, learners will be introduced to theories underpinning these modules. Learners will thereafter be expected to undertake independent research in the area of specialization, where they apply their reading, critical thinking skills and knowledge of a topic to its manifestation and dynamics in a local or regional context.

The marks for the continuous assessment component and a 3-hour examination at the end of each academic year will be combined to get a final mark for the learner.

The examination of research component in year two will consist of a research project on an educational topic in the area of Science Education.