Master of Education in Science Education

This qualification offered at NQF Level 9 strives to provide learners with advanced knowledge in Science Education. Additionally, to accredit learners who demonstrate the capacity to undertake well-founded and independent inquiry in a field of Education, Training and Development. Learners will have acquired a sound knowledge base and critical understanding of education in general, and of their area(s) of specialisation in particular. They will demonstrate the ability to critically analyse and evaluate knowledge in their area(s) of specialisation, and to contribute to systematic and disciplined thinking about educational matters and issues, with particular reference to their area(s) of specialisation. The ability to conduct independent inquiry in a specialised field of education, training or development and to report their findings in academically appropriate ways is achieved through the requirement of a Mini-Dissertation in Science Education. Graduates exhibit the potential to act as academic leaders and experts in the field of education, training and development.

Rationale

The Master of Education in Mathematics Education MEd (Science Education) is a Postgraduate qualification, above that of the first Postgraduate Degree but below that of Doctorate, which accredits candidates' capacity to undertake well-founded and independent inquiry in the field of Education, Training and Development. The provisioning of this qualification is in response to the national priority of providing improved and expanded provision of educational services and opportunities. In particular, the institution strives to increase the country and region's teacher capacity as well as the quality of this capacity in the fields of Science, Engineering, and Technology in order to improve rural schooling in these subject areas in particular.

Recognition of Prior Learning (RPL)

Recognition of Prior Learning (RPL) is guided by the institutional policy and is aligned to the objectives of the NQF. Entry into the qualification is possible via RPL as well as indicating advanced standing, provided that it is aligned to the institutional policy and that the learner is evaluated by a qualified RPL assessor in a manner that is free from any form of discrimination. RPL practices also include standard Credit Accumulation and Transfer (CAT) practices of equivalent modules that may have been achieved in the course of the learner's studies.

Entry Requirements

The minimum entry requirement for this qualification is

• A relevant Bachelor Honours Degree.

Or

• Equivalent at NQF Level 8.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 9 totalling 200 Credits.

Compulsory Modules, 200 Credits

• Mini-Dissertation (Science Education), 100 Credits.
• Teaching and Learning in Science Education, 16 Credits.
• Curriculum Issues in Science Education, 16 Credits.
• Assessment in Science Education, 16 Credits.
• Philosophy of Science Education, 16 Credits.
• Contemporary Issues in Science Education, 16 Credits.
• Research in Science Education, 20 Credits.

1. Demonstrate specialist knowledge and be able to critique and evaluate current research or practices.
2. Demonstrate a command of and the ability to design, select and apply appropriate and creative methods, techniques, processes or technologies to complex practical and theoretical problems.
3. Solve problems in the field of chosen specialisation.
4. Accesses, manages and produces information ethically in the context of the specialisation practitioner's profession.
5. Sensitive to and understands the contexts and systems of the profession.
6. Manages his or her own learning and takes accountability for his or her own work.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate familiarity with major lines of debate in the relevant field of Education.
• Critically evaluate literature within an area of educational specialisation.
• Demonstrate the ability to reconstruct knowledge creatively and imaginatively, with a Degree of independence.
• Evaluate theories of education relevant to a specific area of study.
• Relate knowledge, skills and competences to specific educational contexts.
• Demonstrate an awareness of the constructed and provisional nature of educational knowledge.
• Demonstrate epistemological maturity by evaluating the foundations of educational thought and knowledge.

Associated Assessment Criteria for Exit Level Outcome 2

• Draft a research proposal of acceptable stander in line with the faculty guidelines for the chosen specialisation.
• Produce a research dissertation of the required length and complexity that demonstrates the application of the research design to the identified problem.

Associated Assessment Criteria for Exit Level Outcome 3

• Display intellectual independence and critical/analytical skill in the development of well-grounded and systematically developed arguments.
• Justify claims and conclusions with appropriate evidence and argument.

Associated Assessment Criteria for Exit Level Outcome 4

• Provide and synthesise accounts of complex scholarly work in an area of study in education.
• Assess theoretical positions and proffered solutions to educational problems.
• Provide independent critical analyses of data and theories in the area of study.

Associated Assessment Criteria for Exit Level Outcome 5

• Properly plan the research dissertation and conduct an inquiry using appropriate research techniques.
• Collect, analyse, organise and critically evaluate appropriate information and data from primary and secondary sources.
• Show evidence of engagement with the wider field of relevant educational literature;
• Evaluate appropriate theoretical and methodological frameworks.
• Use relevant educational research designs, methods and data analysis in a responsible, reflective and adaptable manner.
• Report on research findings and communicate these in written and/or oral form.
• Complete a thesis or academic report based on independent research that should give rise to at least one article (with expert assistance) that meets the criteria for publication in an academic journal.

Associated Assessment Criteria for Exit Level Outcome 6

• Researching and writing of the dissertation in the prescribed time frame.

Integrated Assessment

(Summative, Formative and or Work Integrated Learning (WIL))

Learning and assessment across exit level outcomes within the qualification are integrated to ensure a well-structured cohesive qualification. Assessments are based on formative assessments which are in place to assure continuous learning and feedback to learners and summative assessments which ensure a judgement of learning at exit level outcomes. Such assessments should assess the learner's ability to integrate the larger body of knowledge, competencies and attitudes that are represented by the exit-level outcomes, either as a whole or as components of the qualification. Furthermore, integrated knowledge will be evaluated within the form of a mini-dissertation.