Bachelor of Education Honours in Science Education

Purpose

In line with the Policy on the Minimum Requirements for Teacher Education Qualifications (2011), the Bachelor of Education Honours in Science Education (B. Ed Hons) qualification aims to prepare learners for research-based postgraduate studies in a field of education. It serves to consolidate and deepen learners' knowledge of the field and develop research capacity in the methodology and techniques of that field. The B. Ed Hons qualification demands a high level of theoretical engagement and intellectual independence.

Towards achieving these aims, the curriculum takes a strong praxeological approach, with all assignments being closely related to professional practice, and the Year 2 research-based specialism being framed as applied research. From the very first session in Year 1, learners are inducted into the multiple facets of qualitative educational research (purpose, orientations, as well as academic conventions in reading and writing about research). Through on-course activities and assignments, learners are required to engage critically and in theoretically-informed ways with current educational issues, and to consider the implications of these perspectives for their own educational practice.

Rationale

The Bachelor of Education Honours in Science Education (B. Ed Hons) qualification is a long-established qualification that focuses primarily on continuing professional development for teachers (with an emphasis on critical thinking and responsiveness to educational challenges). There is a long-term need in the Eastern Cape to provide continuing teacher professional development opportunities to strengthen the quality of education in the province. This B. Ed Hons qualification focuses on laying not only a foundation of educational knowledge (the sociological, psychological and philosophical dimensions of education), but it also supports the development of applied research competence and reflexive practice for educators, and lays a foundation for future research at masters level.

Recognition of Prior Learning (RPL)

RPL is currently practiced in three different ways within the University

• An admissions test is used as a means of alternative admission into qualifications for disadvantaged learners lacking matriculation endorsement.
• Applicants lacking the necessary formal qualification (an Honours Degree) may be admitted by Senate, on the recommendation of Heads of Departments, Deans and Faculties, to Master's Degree study as ad eundem gradum learners.

Entry Requirements

Minimum admission requirements include

• Four-year professional teaching Degree.

Or

• An appropriate Bachelor's Degree with a recognised professional teaching qualification.

Or

• An Advanced Diploma in Education.

This qualification comprises compulsory and elective modules at NQF Level 8, totalling 120 Credits.

Compulsory Modules

• Educational Ideas and Issues, 40 Credits.
• Educational Research I, 20 Credits.
• Educational Research II, 10 Credits.

Elective Modules (Learners must select two of the following)

• Adult Education Processes, 25 Credits.
• Science Education 'A', 25 Credits.
• Science Education 'B', 25 Credits.

1. Acquire a sound knowledge base for a critical understanding of education in general and of the area of specialisation in particular.
2. Conduct independent inquiry in a specialised area of education, training or development, and report findings in academically appropriate ways.
3. Exhibit the potential to act as academic leaders and/or experts in the field of education, training and development.

Associated Assessment Criteria for Exit Level Outcome 1

• A critically informed understanding of national and international policy context of education in general, and of his/her area(s) of specialisation in particular is acquired.
• The sociocultural, historical and material contexts of education in general and of his /her area of specialisation in particular are explained.
• A range of responses to key issues in education in general, and of his/her area(s) of specialisation in particular is identified and critically analysed.
• A range of academic texts relevant to the field of education is accessed, selected and critically reviewed.
• A range of theoretical responses to an area of educational specialisation is evaluated.
• Key educational issues from philosophical, sociological and psychological vantage points are reflected upon.

Associated Assessment Criteria for Exit Level Outcome 2

• A range of research design options are considered and decisions about appropriate use of research methods are made.
• Relevant theories and concepts are applied to data in a specified educational investigation.
• The ethics of conducting educational research is understood and applied appropriately.
• Issues of rigour, validity and quality in educational research are engaged with.
• Small-scale educational research in a systematic, professional and academically appropriate way is report upon.
• An ability to think independently is demonstrated in writing the report and ethical and defensible responses to key educational issues in an area of specialisation is critically to formulate.
• Theoretically-informed assignments using qualitative research methods are conducted.

Associated Assessment Criteria for Exit Level Outcome 3

• Professional conduct with others in response to current educational issues is demonstrated.
• Management within a system is effectively conducted based on an understanding of the roles and relationships between elements within the system.

Integrated Assessment

Assessment of learning on this qualification will be guided by the University's Policy on Assessment which recognises that, "although assessment functions to measure learning, it can also be used to guide and develop that learning". Both formative and summative assessment is designed to create an opportunity for learners to demonstrate through a variety of procedures how they have grown as professionals. Summative assessment consists of written examinations at the end of each year that comply with the University's Policy of Assessment, the procedures and practices. The policy stipulates that assessment should be open and transparent to learners and encourages the use of multiple forms of assessment.

The University has an external examining policy which formalises what is accepted as good practice. The assessment results are first examined internally. Once the results have been consolidated, scripts are sent to the external examiners. The assessment of learning achievements is benchmarked according to the Exit Level Outcomes of the qualification and is subjected then to external examination by appropriately qualified academics.

Types of formative assessment will be individual and group assignments, and the summative assessment will be either a written examination at the end of the year, or a Portfolio of Evidence which will include a research report (also submitted at the end of the year).

For each module, the Final Mark will be constituted by the combined Class Mark (50%) and the Examination Mark (50%).