Master of Education in Science Education

Purpose

The Master of Education in Science Education intends to 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 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 Science Education. The qualification 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 scientific knowledge that should add value to the existing status quo like Science Education in order to 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 learners who wish to proceed to Doctoral studies. The doctoral qualification will motivate its learners to aspire and motivate for further studies in their specialisation.

The expected outcomes of the qualification include

• Analytical skills,
• Ability to plan and implement research a qualification,
• 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.

Rationale

South Africa and the Southern African region need highly qualified and professionally trained researchers in higher education sectors. The qualification will 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. There is a need for having professionals in Science Education for the schools with developed levels of analysis in the areas of STEM who could improve the learning of Science in the schools.

The qualification 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.

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)

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

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

This qualification consists of one compulsory module at Level 9, totalling 180 Credits.

Compulsory Module, 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 specific context.
3. Design and implement a strategy for the processing and management of information, in order 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 proper 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.
• 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 such as academic, professional or specialised knowledge of Science 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 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 learning to self and others.
• Contribute to learning in academic and professional groupings.

Associated Assessment Criteria for Exit Level Outcome 6

• Take responsibility for what 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 concerning systems being implemented or put in place.

Integrated Assessment

The institution views assessment as an integral part of teaching and learning, which should be designed in a way that it improves the quality of teaching and learning and to provide just and accurate analysis of learners' achievements.

Assessment criteria for the qualification include the following

Formative Assessment

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 or logical argument.

Summative Assessment

Summative assessment method will apply at the examination stage when learners submit the full dissertation. The examiners will be nominated and approved internal examiner(s) and two external examiners who will assess the dissertation. Each of the examiners shall comment on the dissertation in writing, and give a clear breakdown on how they arrived on the final mark of the dissertation.

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.

The Council on the recommendation of the relevant School Board of Studies through the Senate appoints External examiners of Postgraduate learners. An external moderator is drawn from another institution or an appropriate professional organisation and is competent in the area of study with a relevant qualification, at least at the same level as the qualification under examination. A former member of staff shall not qualify to be an external moderator within three years of terminating service at the institution and external examiners are changed regularly. One may not be an external examiner for three consecutive years.