Bachelor of Education Honours in Science, Mathematics and Computing Education

Purpose

The purpose of Bachelor of Education Honours in Science, Mathematics and Computing Education is to prepare learners for research-based postgraduate studies in a particular field of education. It serves to consolidate and deepen a learner's knowledge of the field and to develop research capacity in the methodology and techniques of that field. This qualification demands a high level of theoretical engagement and intellectual independence.

This qualification aims to develop leadership potential in Science, Mathematics and Computer educators. This will be done by introducing them to current trends in Science, Mathematics and Computing Education.

Upon completion of this qualification, qualifying learners will be able to

• Critically engage with research articles within their respective paradigms and become better readers and users of research.
• Critically engage with issues that influence the teaching and learning of Mathematics, Science and Computers.
• Critically engage with fundamental issues that are involved in curriculum and its development within Science, Mathematics and Computers.
• Integrate methods and theories related to the different forms of assessment in Mathematics, Science and Computers.
• Communicate effectively in the language of learning and teaching.
• Integrate Information and communication technologies (ICT) effectively in their practice to ensure learners entering Higher Education, or the workplace have basic ICT skills.
• Critically engage with a small independent research project to foster intellectual independence and critical reflection.
• Critically reflect on their beliefs and practices to enhance teaching and learning in their Science, Mathematics or Computer classroom with the aim of uplifting South African society.
• Apply skills to enhance capacity to problematise and critically address relevant issues in Science, Mathematics and Computing Education.
• Consolidate and use the knowledge gained in this qualification to critically reflect on their professional and academic practice.

Rationale

Citizens' constructive development and participation are critical for a country's economic growth in the global arena. It is imperative in a world where science and technology-orientated businesses dominate that citizens may have the necessary knowledge and skills to be competitive and productive (IMF, 2018). Mathematics, Science and Computers are essential as they have been identified as crucial components of a science, technology, engineering and mathematics (STEM) education. In turn, they are seen as providing the skills for future jobs (Black, 2021). However, South African learners' performance in STEM-related subjects is poor (Reddy et al., 2012; Spaull, 2013).

There is evidence of declining quality in the learners entering universities nationally and internationally (Beblav�, Teteryatnikova, & Thum, 2015; Chamorro-Premuzic and Frankiewicz, 2019; Fraser & Killen, 2003; Murray, 2016). The Departments of Science and Technology, Basic Education, and Higher Education in South Africa have recognised the value and importance of STEM education. This importance is revealed in the policies and practices for developing and implementing qualifications for the capacitation of citizens in STEM education. Within the past decade, the demand for STEM learners globally has amplified (White Paper, 2011).

This qualification is organised in a way that would create the bridge between the undergraduate qualification and further postgraduate qualifications. Inherent in the qualification are modules that would prepare a learner to develop skills, knowledge and practice for teaching and learning and develop independent postgraduate work through a general understanding of research within a specific discipline area and in an African and globalised context. The Departments of Education, both nationally and internationally, agree that improving learner performances in school depends largely on teachers' strong subject and pedagogic content knowledge.

The proposed qualification has been developed in line with the revised policy on the Minimum Requirements for Teacher Education Qualifications (Department of Higher Education and Training, Government Gazette No 34467, 15 July 2011) and the South African Standards for Principalship (18 March 2016). Most of the teachers registering for this qualification have completed a four-year professional teaching practice and subject content course. Now that they have experience in the classroom, the honours qualification incorporates their experiences, the current research findings and theoretical perspectives to raise and deepen the level of these teachers' understanding of several issues in the teaching of STEM. Furthermore, these classroom teachers' experiences are valued in redesigning and reflecting pedagogic approaches to teaching and learning and in addressing their classroom dynamics by deepening the conceptual understanding of their learners.

Therefore, the most appropriate learning pathways are related to articulation and progression. The BEdHons (Science, Mathematics and Computing Education) articulates vertically within the HEQSF to an NQF Level 9 Master's related to Mathematics Education, Science Education, and Computer Education.

This qualification also raises learners' confidence to collaborate and take leadership roles in working with their peers, thus enhancing STEM curriculum development at school. They will be able to consolidate and use their knowledge to ensure that Science, Mathematics and Computer teachers can carry out competent research and contribute to the ongoing development of this field of study. Thus, this qualification aims to benefit learners and society and improve the economy.

Recognition of Prior Learning (RPL)

The institution has an approved Recognition of Prior Learning (RPL) policy applicable to equivalent qualifications for admission into the qualification. RPL will be applied to accommodate applicants who qualify. RPL thus provides alternative access and admission to qualifications, as well as advancement within qualifications.

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 formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from 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 formal, 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

• Advanced Diploma in Science Education, NQF Level 7.

Or

• Bachelor of Education, NQF Level 7.

Or

• Bachelor of Education (Senior and FET Phase): Science Education/Mathematics Education, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 7 totalling 128 Credits.

Compulsory Modules Level 7, 128 Credits

• Understanding Research, 16 Credits.
• Independent Research Project, 32 Credits.
• Teaching and Learning in Science, Mathematics and Computing Education, 16 Credits.
• Teaching and Learning in Science, Mathematics and Computing Education II,16 Credits.
• Curriculum Development in Science, Mathematics and Computing Education, 16 Credits.
• Assessment in Science, Mathematics and Computing Education, 16 Credits.
• Issues in Science, Mathematics and Computing Education, 16 Credits.

1. Identify, analyse and address complex or abstract problems drawing methodically on the body of knowledge and methods appropriate to the field of Education.
2. Develop the ability to engage with research articles within their respective paradigms critically and become better research readers and users.
3. Engage with issues that influence the teaching and learning of Mathematics, Science and Computers.
4. Demonstrate understanding and engage with fundamental issues involved in curriculum and its development within Science, Mathematics and Computers.
5. Demonstrate understanding of the method and theory related to the different assessment forms in Mathematics, Science and Computers.
6. Develop the knowledge and competencies to understand the practices of teaching and learning Science, Mathematics and Computers within the current technological era.
7. Design a small independent research project to foster intellectual independence and critical reflection.
8. Present and communicate academic and professional ideas and proposals effectively to a range of audiences, offering creative insights, rigorous interpretations and solutions to problems and issues appropriate to the context of the field of Education.

Associated Assessment Criteria 1

• Clearly articulate the research problem.
• Apply relevant and proper application of research tools and techniques.
• Select and use the appropriate theoretical or conceptual framing.
• Apply synthesis of research in the Independent Research Project (IRP) Module.

Associated Assessment Criteria 2

• Develop an appropriate research design (Core Understanding Research (UR) Module and Core Independent Research Project (IRP).
• Distinguish between different research methods [Core Understanding Research (UR) and Core Independent Research Project (IRP).
• Identify and extract the relevant data to distinguish the different fields of education-based research.
• Formulate a draft research project proposal for the Core Independent Research Project [IRP].
• Apply synthesis of research on an Education-based research project.

Associated Assessment Criteria 3

• Illustrate a critical understanding of the significant issues and concerns for teaching and learning, curriculum and assessments.
• Critically analyse theories and concepts related to Science, Mathematics and Computing Education.
• Use synthesis research on a Science, Mathematics, and Computing Education research project [IRP].

Associated Assessment Criteria 4

• Illustrate a critical understanding of the fundamental issues related to curriculum and development in Science, Mathematics, and Computing Education.
• Critically analyse theories and concepts related to Science, Mathematics and Computing Education Curriculum Development in Science, Mathematics and Computing Education.
• Synthesise research on a Science, Mathematics and Computing Education Research Project.
• Use Independent Research Project (IRP).

Associated Assessment Criteria 5

• Illustrate a critical understanding of the methods and theories related to assessment in science Mathematics and Computing Education.
• Critically analyse assessment theories and concepts related to Science, Mathematics and Computing Education.
• Develop different types of assessments for Science, Mathematics and Computing Education.

Associated Assessment Criteria 6

• Illustrate a critical understanding of the knowledge and competencies required for the teaching of Science, Mathematics and Computing Education.
• Critically engage with issues related to the teaching and learning of Science, Mathematics and Computing Education in a South African, African, and Global context.
• Critically analyse teaching and learning theories and concepts related to Science, Mathematics and Computing Education.
• Develop different teaching and learning resources.

Associated Assessment Criteria 7

• Illustrate a critical understanding of the significant issues in Science, Mathematics and Computing education.
• Formulate a proposal for a research project that adequately responds to the needs in the Science, Mathematics and Computing Education field.
• Design and complete a research project that allows for bringing new knowledge or adding existing knowledge to the field.
• Integrate technology and consider aspects of the Fourth Industrial Revolution when executing the project.

Associated Assessment Criteria 8

• Collate and articulate material and arguments in a presentation to a group and Understanding Research.
• Promote critical engagement through a visual and oral presentation.
• Clearly and logically present visual material.

INTEGRATED ASSESSMENT

An integrated assessment strategy is generally utilised, whereby learning outcomes are constructively aligned to the level descriptors and professional competencies required of the learners.

All modules in the qualification have a range of assessments, and these assessments are of varying nature.

Formative Assessment

Formative assessment includes independent education-based research projects, written assignments, critiques of research-based articles, critiques of case studies, developing of teaching, learning and assessment tasks and activities, seminars, group collaboration, oral presentations and participation in discussions and workshops. Apart from the discipline-related outcomes of each module, the range of assessments and the demands made on learners ensure that the generic qualification outcomes are achieved. All modules will follow a Continuous assessment strategy in accordance with the institution's Assessment Policy.

Summative Assessment

Examples of work that learners will be assessed on include

• Oral presentation of theories for teaching and learning Science, Mathematics, and Computing Education.
• Presentation of seminars on selected topics.
• Annotated bibliographies and critical reviews of recent literature on relevant issues in Science, Mathematics, and Computing Education.
• Interrogation and critique of recent relevant research papers and case studies and development of teaching and learning resources.
• Development of assessment activities and research on critical issues related to Science, Mathematics and Computing Education.
• Development of a mini-thesis (independent research project) in Science, Mathematics, and Computing Education.

Each learner's Independent Research Project (IRP) is assessed, and learners are expected to complete this mini-thesis to complete this qualification successfully.

Each learner is supervised by a supervisor who ensures that the learner is assisted with all processes involved (writing the research proposal, obtaining Ethical Clearance data generation, data analysis and writing up). The final product is a mini-thesis. Once the independent research project is concluded, the supervisor assesses this project using a rubric. All supervisors use the same rubric to assess their learner's Independent Research Project (IRP). Learners who obtain less than 50% for the IRP can resubmit within a reasonable time. After the supervisor assesses each IRP, the IRP is internally moderated. After internal moderation, the IRPs are sent for external moderation. The external moderator externally moderates the IRPs.