Master of Education in Physics Education

Purpose

The Doctor of Education in Physics Education seeks to 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 research capacity in its methodology and techniques of Physics Education. Given 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 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 learners with the scientific experience that should add value to the existing status quo like Physics Education. The qualification is a preparatory process for learners who wish to proceed to doctoral studies.

The expected outcomes on the learners will include analytical skills, ability to plan and implement research a qualification and writing research reports through compiling a thesis. The thesis outcome must 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 qualification will, therefore, provide an opportunity for learners wishing to develop their capacity in research knowledge and skills in Physics Education. There is a need for having professionals in Physics Education for schools with designed levels of analysis in the areas of STEM. These professionals could improve the learning of Physics or the sciences in school and other institutions.

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 Physics Education. It will serve to consolidate and deepen learners' experience 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 highly qualified academics/researchers.

Learners who qualify from this qualification may enrol for doctoral qualifications or as researchers and academics in their fields and practice in the country.

Recognition of Prior Learning (RPL)

The institution will grant access to the qualification following the institution's policy.

Recognition of Prior Learning is for deserving, experienced learners who demonstrate concrete evidence in the form of a compiled portfolio that they can cope with the qualification expectations if enrolled. The institution registry verifies the evidence of prior learning provided by the learner.

Entry Requirements

The minimum entry requirement for this qualification is

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

Or

• Bachelor of Education Honours in Physical Science Education, NQF Level 8.

Or

• Postgraduate Diploma in Education, NQF Level 8.

This qualification consists of the following compulsory modules at NQF Level 9 totalling 180 Credits.

Compulsory Module

• Thesis, 180 Credits.

1. Ability to 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. The ability to 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. Ability to demonstrate the ability to 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. Ability to demonstrate the ability to 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. Ability to 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. The ability to 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 an understanding of current research practices in the area of engagement.
• Critique current research practices.
• Demonstrate a high level of advanced scholarship in the field 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 solve particular and complex issues.
• Demonstrate the ability to design procedures to address situated practical matters.

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.
• Demonstrate defendable application ways of collecting and analysis of the information gathered.
• Articulate the ideas derived from the knowledge and the data collected.

Associated Assessment Criteria for Exit Level Outcome 4

• Use resources are it academic, professional or specialised knowledge of Physics 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

• Widening of knowledge and expertise through reading journals, e-books, 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 for studying contexts and theoretical foundations leading to being confident of what is delivered.
• Demonstrate underlying conceptual processes.
• Account for effective distribution of resource allocation and management.
• Demonstrate knowledge of governance positions concerning systems implemented.

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 project, 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.

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.