Doctor of Education in Physics Education

Purpose

The Doctor of Education in Physics Education will prepare learners for research-based Postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Physics Education and to develop their research capacity in its methodology and techniques of Physics Education. Given the research focus of 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 Physics Education. The qualification will thus increase the knowledge and skills in research on issues that need high-level Physics Education interventions in society and school in particular. The qualification will provide the learner with scientific knowledge that should add value to the existing status quo like Physics Education. Learners will develop it to a higher level in terms of its practical application to conditions and situations. In terms of research capacity development, the qualification is a preparatory process for the learner who wishes to proceed to doctoral studies. Thus, learners will be motivated to aspire for further studies in their specialisation.

Given the above qualification purpose and capacity building of the qualification, the expected outcomes of the learner will include:

• Analytical skills,
• Ability to plan and implement research a qualification,
• Write research reports through compiling a thesis that has the potential for publication of results,
• 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.

As a national requirement, the qualification meets the requirements for NQF Level 10 as per the NQF Level Descriptors to provide the learner with the knowledge and skills on theoretical and methodological techniques in Physics Education. It will serve to consolidate and deepen learner' knowledge in the field of Physics Education and to develop research capacity in its methodology and techniques. The qualification includes conducting and reporting on research under the supervision of academics/researchers.

Rationale

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

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 institution's policy, recognition of prior learning will be for deserving, experienced learners. Learners who can demonstrate evidence that despite not having all the entry requirements, they have concrete evidence. This evidence will be in the form of a compiled portfolio to demonstrate 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 Institution. They should be in possession of an accredited qualification which is at the same NQF level and the same minimum weighting as the qualification required for admission. Status may be granted with or without conditions. Learners who are not in possession of an accredited qualification which is at the same NQF level as the qualification required for admission may be considered for admission based on advanced standing. Advanced standing may be granted with or without conditions.

For the purposes of RPL, relevant knowledge, skills and competencies that have been acquired through formal, non-formal and informal learning shall be recognised. RPL is applied to learning that occurred through informal and/or non-formal learning routes. Learning resulting from formal routes will normally be dealt with via Credit Accumulation and Transfer (CAT), but in cases where CAT is not applicable, the RPL route may be explored. Credits may be obtained through RPL. In line with RPL Policy, credits shall be granted for learning that occurred and not for experience. Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Master of Education in Science Education, NQF, Level 9.

This qualification consists of a compulsory module at 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 understand 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; and use a range of advanced and specialised skills and discourses appropriate to a field, discipline or practice, to communicate with a range of audiences with different levels of knowledge or expertise.
5. Develop his or her 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 learning.
6. Operate independently and take full responsibility for his or her work, and, where appropriate, to account for leading and initiating processes and implementing systems, ensuring good 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 about Physics Education.
• Demonstrate knowledge at the forefront of the field in the area of engagement and new ways of teaching and learning in Physics 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 for specialised and complex contexts.
• Develop processes, systems in original, creative and innovative ways to specialised and complex contexts adding to Physics Education growth.
• 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 in general and in particular to the area of Physics Education.
• Use analysis and synthesis to develop insights into incomplete and inconsistent data.
• Demonstrate 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 using journals like African Journal of Research in Mathematics, Science and Technology Education; Journal of Education Studies.
• Produce work that is deemed innovative with a significant contribution to the field with the explosion of knowledge using new ways of knowledge dissemination in Physics Education.
• Defend and disseminate research findings to a specialist and non-specialist audience to the Physics Education community and general audience for general scientific literacy.

Associated Assessment Criteria for Exit Level Outcome 5

• Demonstrate intellectual independence of new insights, drawn from Physics Education.
• Demonstrate research leadership taking what s/he does to greater innovations.
• Develop research in his or her area of expertise to greater reaches.

Associated Assessment Criteria for Exit Level Outcome 6

• Operate independently and take full responsibility for his/her work in the original area of Physics Education and other emerging fields.
• Lead, oversee and take full responsibility for governance, processes and systems.
• Accept being held accountable through the high level of analysis and synthesis.

Integrated Assessment

Assessment criteria for the qualification will include the following

• 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 learners submit the full thesis. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the thesis. Each of the examiners shall comment on the thesis in writing, and give a clear breakdown on how they arrived on the final decision on the thesis.