Master of Education in Chemistry Education

Purpose

The Master of Education in Chemistry Education aims 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. Given the research focus in 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 provide learners with a scientific experience 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 purpose and capacity building of the qualification, the expected outcomes of the learners will include analytical skills, ability to plan and implement research, write research reports through compiling a dissertation 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 Master of Education in Chemistry Education 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. There is a need for having professionals in Chemistry Education for the schools with developed levels of analysis in the areas of Science, Technology, Engineering, and Mathematics (STEM) who could improve the learning of Chemistry or sciences in the schools or other institutions.

As a requirement, the qualification meets the requirements for NQF Level 9 as per the NQF Level Descriptors to provide learners with the knowledge and skills on theoretical and methodological techniques 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. In terms of research capacity development, the qualification is a preparatory process for learners who wish to proceed to Doctoral studies and therefore will motivate its learners to aspire to further studies in their specialisation.

Recognition of Prior Learning (RPL)

In line with university policy, recognition of prior learning will be extended to deserving 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 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 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 and/or CAT towards the qualification. In line with RPL Policy, credit/s 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 a

• Bachelor of Education Honours in Chemistry Education, NQF Level 8.

Or

• Bachelor of Education Honours Physical Sciences, NQF Level 8.

This qualification consists of a compulsory module at National Qualifications Framework Level 9 totalling 180 Credits.

Compulsory Modules, 180 Credits

• Dissertation, 180 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 teaching or professional 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.
• Demonstrate knowledge of current research practices in the area of engagement.
• Critique current research practices.
• Demonstrate a high level of advanced scholarship in the area of specialisation.

Associated Assessment Criteria for Exit Level Outcome 2

• Design appropriate methods and techniques to address complex research problems.
• Determine the shortcomings of research methods to address particular and complex problems.
• Design procedures to address practical situated problems or issues.

Associated Assessment Criteria for Exit Level Outcome 3

• Demonstrate knowledge of varied strategies to process information.
• Manage research information and also process it to get useful insights.
• Apply defendable ways of collecting and analysis of the information gathered.
• Articulate the insights derived from the information and the data collected.

Associated Assessment Criteria for Exit Level Outcome 4

• Use resources that are academic, professional or specialised knowledge of Chemistry Education to develop a dissertation or thesis and even publish the work.
• Communicate at different levels to different audiences the products of research, as in conferences, schools or institutions, journal articles.
• Communicate with audiences with differing knowledge of the aspects of research.

Associated Assessment Criteria for Exit Level Outcome 5

• Use the time profitably, whereby it leads to widening his/her area of knowledge and expertise through reading journals, e-books, resources from scholarly websites and other online resources.
• Improve his/her learning by starting online or face to face groups to encourage and develop knowledge to self and others.
• Contribute to learning in academic and professional groupings.

Associated Assessment Criteria for Exit Level Outcome 6

• Take responsibility through studying contexts and theoretical foundations, leading to being confident of what is delivered.
• Demonstrate underlying theoretical processes.
• Account for effective distribution of resource allocation and management.
• Demonstrate knowledge of governance positions regarding systems implemented or put in place.

Integrated Assessment

Assessment criteria for the MEd (Chemistry Education) will include the following

• There will be a Formative Assessment at the stage of research proposal writing and submission of a 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. 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.