Bachelor of Education Honours in Science Education

Purpose

The purpose of this qualification is to prepare learners for research-based postgraduate studies in Science Education. It is designed to consolidate and deepen a learner's knowledge and to develop research capacity in the methodology and techniques of the field. It is envisaged that the qualification would develop an innovative, socially responsible, reflective and reflexive researcher who is able to demonstrate a critical understanding of contemporary, historical and socio-political issues as well as scholarly research in Science Education. In addition, the learner will be equipped to read and write critically and to design and implement a research process relevant to the field of study. Hence, the Exit Level Outcomes and the associated assessment criteria are designed to prepare learners for a high level of theoretical engagement and intellectual independence to engage with the issues and challenges in Science Education.

Upon completion the learners will be able to

• Reflect critically on contemporary theories in Education in general, and in the field of Science Education, in particular.
• Engage in disciplinary discourses related to contextual issues in socially responsible ways.
• Identify and compare various research paradigms and methodologies.
• Conduct independent research/inquiry in Science Education culminating in a research treatise.

Rationale

The Bachelor of Education Honours in Science Education intends to address the continuing professional development needs of teachers with a focus on researcher development in Science Education. Given the current issues in the South African educational environment, it has become increasingly important for teachers to critically engage with concerns related to education and be equipped to develop "new" knowledge through research. Hence, the development of teachers as researchers is imperative both in classrooms and across the broad educational landscape. This qualification aims to encourage and support a vibrant research, scholarship and innovation culture by providing teachers with skills to strengthen their capacity to identify, conduct and develop research-based solutions to challenges experienced in Science Education in particular.

Recognition of Prior Learning (RPL)

RPL will be applied in terms of the institution's Policy on RPL which involves interalia that a committee be set up to consider individual cases to evaluate the portfolios of evidence outlining the knowledge, competences and skills at NQF Level 8 in order for the learner to be granted credit in the Honours qualification.

Entry Requirements

The minimum entrance requirements are

• Four Year Bachelor of Education Degree with a postgraduate professional teaching qualification (for example, PGCE).

OR

• Bachelor's Degree (e.g. BSc) plus an advanced Diploma in Teaching (or a recognised professional teaching qualification).

OR

• A four year Higher Diploma in Education.

OR

• An Advanced Diploma in Education.

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

• Curriculum Studies, 12 Credits.
• Research in Education, 24 Credits.
• Issues in Science Education, 12 Credits.
• Nature of Science, 12 Credits.
• Teacher Identities in Educational Contexts, 12 Credits.
• Language in Science Education, 12 Credits.
• Research Project in Science Education, 36 Credits.

1. Reflect critically on contemporary theories in Education in general, and in the field of Science Education, in particular.
2. Engage in disciplinary discourses related to contextual issues in socially responsible ways.
3. Identify and compare various research paradigms and methodologies.
4. Conduct independent research/inquiry in Science Education culminating in a research treatise.

Associated Assessment Criteria for Exit Level Outcome 1

• Theoretical perspectives on professional identity formation and re-formation are articulated.
• The evolving nature of scientific knowledge is interrogated.
• The influence of differing world views on the teaching and learning of science are identified and explored.
• Science as a human enterprise is described.

Associated Assessment Criteria for Exit Level Outcome 2

• Critical discussions on the impact of differing world views in relation to mainstream science are engaged in.
• Ways to integrate appropriate examples from African Indigenous Knowledge and Technology in the teaching and learning of science are identified and suggested.
• Gender issues in science and ways and means to address the under-representation of females in science are critically examined.
• Ways to mediate the transition of learners from the culture of home to the culture of classroom science and vice-versa are suggested.

Associated Assessment Criteria for Exit Level Outcome 3

• Conceptions of various world-views or paradigms including identifying and critically engaging with one's own world-view and identities as a researcher are identified and developed.
• An awareness of traditional and participatory approaches based on their paradigmatic origins is developed.
• A critical appraisal of the methods of science such as the theory-laden nature of observations, a deeper examination of inductive reasoning, the role of falsificationism, the myth of the "scientific method" is provided.

Associated Assessment Criteria for Exit Level Outcome 4

• The various research steps, including ethical clearance, instrument design and refinement, data collection, analysis and synthesis are systematically and practically carried out.
• The research findings commensurate with standards expected for research in education are written up and presented.
• Data is collected and analysed.

Integrated Assessment

A variety of formative assessment strategies (for e.g. assignments, seminar presentations, contribution to discussion forums, short tests etc.) will be used to develop learners' literacy and research skills as well as their comprehension and interrogation of key themes/concepts in each module. The approach employed for formative assessment will be developmental to enable learners to engage with theoretical perspectives and understandings as well as master literacy and research skills. The formative assessments will build learners' capacity to develop proficiencies in designing their research proposal, carrying out the research and writing up the thesis as well as an overall preparation for final exams (if applicable).