Bachelor of Education Honours in Science Education

Purpose

The purpose of the qualification is to prepare the learner for in-depth, research-based postgraduate studies in Mathematics, Science or Technology Education. The qualification seeks to consolidate and deepen learners' knowledge of the field and further develop research capacity in the methodologies and techniques in the field of specialisation. It demands a high level of theoretical engagement with the relevant and most recent literature, and successful completion of a research report based on an intellectually independent and largely self-directed investigation of a chosen topic of interest.

Upon completion, qualifying learners will be able to

• Develop research capacity in the methodology and techniques of Science Education.
• Develop candidates' professional expertise in an aspect of the practices or study of Science Education.
• Provide candidates with a deeper understanding of some aspects of the professional practices, institutions and/or systems of science education.
• Empower candidates to achieve some critical distance from the fashionable and conventional practices and institutions of science education.
• Foster progressive thinking in the field of science education by developing a cadre of science educators with a wider and deeper understanding of the transformation of science education.

Focusing on science thinking skills in the science curriculum is one way of helping educators to become independent thinkers and problem solvers and demonstrate the ability to apply the innovative teaching strategies, which are needed in the 21st century. The qualification also prepares teachers for further postgraduate studies at the Master's level and beyond.

Rationale

South Africa faces significant skills shortages in technical fields such as science and technology. The lack of skills and engagement in science and technology to meet the needs of society will ultimately erode the quality of life of all South Africans both economically and environmentally. The qualification will provide professional educators and leaders at a post-graduate level with a clear understanding of theories and theoretical frameworks, which underwrite current science education systems. This qualification will deepen the expertise of educators; broaden the leadership base in the field of science education, training and development.

To improve the performance of learners in Science and Mathematics there is a need for quality teacher education qualifications in the fields of Science, Mathematics and Technology Education. This qualification will deepen the expertise of educators; broaden the leadership base in the field of science education, training and development. The qualification, therefore, provides an opportunity to improve the quality of Science and Mathematics Education in South Africa.

The primary benefit of this qualification is to ensure that learners have a greater depth of knowledge in the discipline and the competence required for independent research at higher levels. The qualification serves as a critical bridge between pre-service professional education and advanced studies at the Master's level and beyond.

Recognition of Prior Learning (RPL)

This qualification may be achieved in part through the recognition of relevant prior knowledge and/or experience. In relation to the recognition of prior learning, providers are required to develop structured means for the assessment of individual candidates against the exit level outcomes of the qualification on a case-by-case basis.

The Recognition of Prior Learning (RPL) is following the Policy and Procedures for Recognition of Prior Learning (RPL) of the institution. RPL is one of the critical mechanisms for achieving redress and equity and accelerating access in the university. RPL may be applied for access, credits from modules and credits for or towards the qualification.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through non-formal and/or informal learning to cope with the qualification expectations should they be allowed entrance into the qualification.

RPL for exemption of modules

• Learners may apply for RPL to be exempted for modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Bachelor of Education in Science Education, NQF Level 7.

Or

• An appropriate Bachelor's Degree plus Postgraduate Certificate in Education, NQF Level 7.

Or

• A four-year teaching qualification, NQF Level 7.

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

Compulsory Modules, Level 8,102 Credits

• Research Methods in Education, 18 Credits.
• Research project in Education, 30 Credits.
• Curriculum Development in Mathematics, Science and Technology Education, 18 Credits.
• Current Thinking in Mathematics, Science and Technology Education, 18 Credits.
• The history, philosophy, and nature of science, 18 Credits.

Elective Modules, Level 6,18 Credits (Select one module)

• Mathematics Education, 18 Credits.
• Physical Sciences Education, 18 Credits.
• Life Sciences Education, 18 Credits.
• Technology Education, 18 Credits.
• Information Communication Technology Education, 18 Credits.

1. Demonstrate a critical understanding of concepts, theories and approaches in Science Education to deepen knowledge and consolidate expertise.
2. Critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation.
3. Demonstrate competency to conduct research under supervision, solve problems, identify outcomes, make predictions and establish cause-and-effect relationships based on research findings.
4. Demonstrate the ability to function as academic leaders and experts in the field of science education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• Exhibit familiarity with major lines of debate in the specialisation within the field of science education.
• Provide well-founded interpretations of literature in the study, and succinct and accurate syntheses of written material.
• Locate studies in a relevant and coherent theoretical framework.
• Evaluate and apply specialist and applied knowledge in science education.
• Demonstrate sensitivity for and understanding of the relative and contextual nature of thought and knowledge.
• Provide well-founded interpretations based on a deep conceptual understanding and different approaches in Science Education.
• Interpret knowledge as a source of meaning and as a guide to reflection, choice, and action.
• Explore the dialectical relationship between theoretical and practical knowledge.
• Demonstrate awareness of the variety of educational contexts in which knowledge might apply.

Associated Assessment Criteria for Exit Level Outcome 2

• Display a critical understanding of the principles and concepts underpinning the field of study and its boundaries and limitations.
• Communicate effectively using visual, science and language skills in the academic modes of oral and written persuasion.
• Analyse, evaluate, critically reflect on educational situations and address complex problems, applying evidence-based solutions and theory-driven arguments.
• Assess and evaluate various kinds of evidence for claims and theories in the field of science education.
• Justify conclusions with appropriate argument or evidence in theorising about science education.
• Identify and solve science education problems using critical and creative thinking to arrive at responsible decisions.
• Display intellectual independence and analytical skill in the development of systematic arguments.
• Make sound theoretical judgements and evaluations based on evidence.

Associated Assessment Criteria for Exit Level Outcome 3

• Compete for major assignments and/or project reports by applying different research approaches and methodology.
• Collect, analyse, organize and critically evaluate educational and related information from primary and secondary sources.
• Evaluate and identify appropriate resources for academic work, including information and communications technology.
• Plan and conduct elementary piece of research using basic research techniques.
• Communicate accurately and reliably research results in written reports and oral presentations.

Associated Assessment Criteria for Exit Level Outcome 4

• Interpret educational principles and concepts flexibly in a range of institutional contexts.
• Participate effectively in debates in science education and interact productively within a learning or professional community.
• Stimulate and encourage others to become engaged in disciplined thinking about science education.
• Communicate effectively with academic and professional colleagues and collaborate with others in addressing science education problems.
• Review and support views of others and initiate or facilitate discussion in a perceptive sensitive and thought-provoking manner.
• Uphold and respect rights and responsibilities as well as constructive criticism and commitment to service in the wider interests of all those represented in the school or wider educational environment.