Doctor of Education in Science Education

Purpose

The Doctor of Education in Science Education will prepare learners for research-based postgraduate studies in the area. It serves to consolidate and deepen a learner's knowledge of Science Education and to develop research capacity in its methodology and techniques of Science Education. Given the research focus, the primary purpose of the qualification is, therefore, to educate researchers and professionals who can independently or collectively contribute to the knowledge base in Science Education. The Doctor of Education in Science Education will thus increase the knowledge and skills in research on issues that need high-level Science Education interventions in society and school in particular. The qualification will provide learners with a scientific experience that will add value to the existing status quo like Science Education to develop it to a higher level in terms of its practical application to conditions and situations.

The purpose of the qualification is to capacitate learners with, the expected outcomes which includes

• Analytical skills,
• Ability to plan and implement research,
• Write research reports 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.

It will serve to consolidate and deepen learners' knowledge in the field of Science 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.

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 Science 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 Science Education.

Learners who qualify may enrol for postdoctoral fellowship qualifications or be absorbed as professional or as researchers and scholars in their areas of expertise and practice in the country.

Recognition of Prior Learning (RPL)

In line with Institutional policy, Recognition of Prior Learning (RPL) will be extended to learners who 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. Learners eligible for RPL need to provide relevant evidence for consideration and verification by the institution. Learners who apply for this type of RPL 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.

Entry Requirements

The minimum entry requirement for this qualification is

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

This qualification consists of the following compulsory modules at National Qualifications Framework Level 10 totalling 360 Credits.

Compulsory Modules, 360 Credits

• 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; and 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.
5. Develop learning strategies, which sustain independent learning and academic or professional development; and can interact effectively within the expert group as a means of enhancing knowledge.
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 proper resource management and governance practices.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate knowledge of current, specialist knowledge through citing relevant and contemporary literature and also create a new experience.
• Demonstrate knowledge at the forefront of the field in the area of engagement.
• 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 specific and contexts.
• Demonstrate ability to develop processes, systems in original, creative and innovative ways to specific and 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.
• 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.

Associated Assessment Criteria for Exit Level Outcome 5

• Show intellectual independence, whereby what s/he has leads to new insights, drawn from his or her intellectual growth.
• Research leadership taking what s/he does to more significant innovations.
• Develop research in his or her area of expertise to higher reaches.

Associated Assessment Criteria for Exit Level Outcome 6

• Operate independently and take full responsibility for his/her work.
• 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.