Doctor of Education in Chemistry Education

Purpose

The Doctor of Education in Chemistry Education seeks to prepare learners for research-based Postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Chemistry Education and to develop research capacity in its methodology and techniques of Chemistry Education. Because of the research focus on the qualification, the primary purpose of the qualification is therefore to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Chemistry Education.

The qualification will thus increase the knowledge and skills in research on issues that need high-level Chemistry Education interventions in society and school in particular. The qualification will provide learners with scientific knowledge that should add value to the existing status quo like Chemistry Education to develop it to a higher level in terms of its practical application to conditions and situations.

Given the qualification purpose and capacity building of the qualification, the expected outcomes on the learners will include analytical skills, ability to plan and implement research qualification and writing of research reports. These expected outcomes happen through compiling a thesis that has potential for publication of results that can contribute to solutions to national, regional and international social, political, cultural, linguistic, and any other challenges that can influence access to and achievement in education.

Rationale

South Africa and the Southern African region needs highly qualified and professionally trained researchers in higher education sectors. The Doctor of education in Chemistry Education degree will, therefore, provide an opportunity for learners who wish to develop their capacity in research knowledge and skills in Chemistry Education for investigation and application to a variety of challenges that require researchers and practitioners. A highly advanced analysis level will help to alleviate problems in the teaching and learning of Chemistry Education.

The qualification meets the national requirements for NQF Level 10 as per SAQA level descriptors to provide enrolled learners with the knowledge and skills on theoretical and methodological techniques in Chemistry Education. It will serve to consolidate and deepen learners' knowledge in the field of Chemistry Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of highly qualified academics/researchers.

Learners who qualify from this qualification may enrol for Postdoctoral Fellowship qualifications or be absorbed as professional or as researchers and academics in their areas of expertise and practice in the country.

Recognition of Prior Learning (RPL)

In line with the university policy, Recognition of Prior Learning will be extended to deserving learners. They can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence in the form of a compiled portfolio, that they can cope with the qualification expectations if enrolled. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the University registry. Learners who apply for this type of RPL should have an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission.

The institution may grant status with or without conditions. Learners who do not have an accredited qualification which is at the same NQF level as the qualification required for admission may gain admission based on advanced standing. The institution may grant advanced standing with or without conditions.

For RPL, the institution recognises relevant knowledge, skills and competencies acquired through formal, non-formal and informal learning. RPL applies to learning that occurred through informal and non-formal learning routes. Learning resulting from formal ways will generally happen via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route is possible. Credits may be obtained through RPL and/or CAT towards the qualification. In line with RPL Policy, the institution shall grant credit/s for learning that occurred and not for experience. The credit shall be appropriate to the context awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education Chemistry Education or another appropriate Master's Degree, NQF Level 9.

This qualification consists of compulsory modules at National Qualifications Framework (NQF) Level 10 totalling 360 Credits.

Compulsory Module, Level 10

• Thesis, 360 Credits.

1. Demonstrate specialist knowledge to enable engagement with and critique of current research or practices, as well as advanced scholarship or research in Chemistry Education field, discipline or practice.
2. Use a wide range of specialised skills in identifying, conceptualising, designing and implementing methods of enquiry to address complex and challenging problems within a field, discipline or practise; and an understanding of the consequences of any solutions or insights generated within a specialised context.
3. Design and implement a strategy for the processing and management of information to conduct a comprehensive review of leading and current research in an area of specialisation to produce significant insights.
4. Use the resources of academic and professional or occupational discourses to communicate and defend substantial ideas that are the products of research or development in an area of specialisation;

4.1 Use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a variety of audiences with different levels of knowledge or expertise.

1. Develop own learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the learning or professional group as a means of enhancing knowledge.
2. Operate independently and take full responsibility for own work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring proper resource management and governance practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of current, specialist knowledge through citing relevant and current literature and also create new knowledge in Chemistry Education;
• Demonstrate proficiency in the area of engagement with understanding the cutting edge issues in Chemistry Education;
• Contribute to the debate on current research practices and knowledge production.

Associated Assessment Criteria for Exit Level Outcome 2

• Develop new methods and techniques appropriate to specialised and complex contexts as is needed in this current day and age in Chemistry Education;
• Develop processes, systems in original, creative and innovative ways to specialised and complex contexts;
• Use and apply new methods to lead to new insights.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate a high degree of managing incomplete and inconsistent information to draw on models, new configurations in Chemistry Education;
• Use analysis and synthesis to develop insights into incomplete and inconsistent data;
• Lead the development of significant, original insights into new, complex and abstract ideas, information or issues.

Associated Assessment Criteria for Exit Level Outcome 4

• Produce substantial, in-depth publishable work not only limited to the thesis but journals of international standards;
• Produce work that is deemed innovative with a significant contribution to the field;
• Defend and disseminate research findings to a specialist and non-specialist audience with participation in fora in specific Chemistry Education and other general ones.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate intellectual independence whereby what s/he has leads to new insights, drawn from his or her mental growth;
• Demonstrate research leadership taking what s/he does to more significant innovations in the area of Chemistry Education and at the subject boundaries;
• Develop research in own area of expertise to higher reaches.

Associated Assessment Criteria for Exit Level Outcome 6

• Operate independently and take full responsibility for their work;
• Lead, oversee and take full responsibility for governance, processes and systems in Chemistry Education areas and other appropriate colloquia;
• Accept being held accountable through the high level of analysis and synthesis.

Integrated Assessment

There will be a Formative Assessment at the stage of research proposal writing and submission of the proposal, ethics application and approval, developing research chapters on the approved proposal, instrumentation and data collection, verbal and written presentation of the thesis.

Summative Assessment method will apply at the examination stage when candidates submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. Examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis.

The Senate appoints internal Postgraduate examiners on the recommendation of the School Board of Studies. An internal moderator is usually a member of the academic staff drawn from the same department of the school, or another Department or School.

The Council appoints external examiners of Postgraduate learners on the recommendation of the relevant School Board of Studies through the Senate. An external moderator is drawn from another institution or an appropriate professional organisation and is competent in the area of study with a relevant qualification, at least at the same level as the qualification examined. A former member of staff shall not qualify to be an external moderator within three years of terminating service at the institution. External examiners are changed regularly and conduct no more than three consecutive external examinations.