Postgraduate Diploma in Science Education

Purpose

The purpose of the Postgraduate Diploma in Science Education is to enable working professionals to undertake advanced reflection and development by means of a systematic survey of current thinking, practice, and research methods in an area of specialisation. The qualification demands a high level of theoretical engagement and intellectual independence, and in an appropriate field of specialisation and would prepare an educator for an advanced leadership position in that field.

The qualification aims to develop teachers who are adaptable and reflexive so that they can function optimally in a complex educational context. This professional qualification envisions a learner who can think critically and who possesses the professional, technological, and cultural knowledge to function optimally in their respective diverse teaching contexts.

The range of typical learners, given the focus of the qualification and the learning pathway in which it resides, the rationale is thus to provide a structured professional learning pathway for current and aspirant science teachers, within the theoretical framework of practice-based professional learning, that will equip them with the knowledge and competences to manage their professional teaching practice effectively and in alignment with national goals.

Upon completion of this qualification, a qualifying learner will be able to

• Lead teaching and learning in Science Education at school and district level.
• Develop strategic and responsive curriculum considering the socio-cultural backgrounds of learners.
• Develop appropriate, context-relevant interventions and support strategies in the Science classroom.
• Develop ICT integration strategies for science education.
• Employ specialised theoretical knowledge in the pedagogy of science education, and mathematics.

Rationale

Teacher education qualifications need to satisfy the demands of the Minimum Standards for Teacher Education Qualifications (MRTEQ) (Department of Higher Education and Training, 2015) that were promulgated by Government Gazette Vol 596, Number 38487 on the 19th of February 2015. The MRTEQ identifies three broad qualification pathways that educators may follow to advance their careers, of which one is a teaching and learning pathway for professionals. This application serves all these purposes.

The architecture and purpose of the Postgraduate Diploma in Education professional qualification does not only take the core purpose of MRTEQ as a point of departure, but also on the premise that we want to afford the opportunity to enable working professional educators to involve themselves in advanced reflection and development by means of a systematic survey of current thinking, practice and research methods in an area of specialisation in their profession, or in a sub-field of education.

In a survey of literature (both South African and international) it soon dawned on SUNCEP that there are indeed highly serious questions raised regarding the format, the theoretical underpinning as well as the success of past and present professional learning initiatives aimed at enhancing the content and pedagogical knowledge of teachers. Steyn (2008), in his discussion on professional learning in South Africa, concludes that these initiatives has been shown to be unsuccessful since it fails to bring about significant change in the professional practice of teachers. International researchers echo the observations of South African researchers. Schwille, Dembele, & Schubert (2007) state in a UNESCO Report, Global Perspectives on Teacher Learning, Improving Policy and Practice - that professional development has been criticized as ineffective in improving instructional quality' (2007:103) and that -dissatisfaction with the continuing professional development of teachers is widespread.' (2007:105).

The similarity in their findings continues when they list the following as main points of criticism against teacher learning as those being highlighted in country background reports prepared for the OECD: fragmented, unrelated to teaching practice and lacking intensity and follow-up. Villegas-Reimers (2003:63) comes to a similar conclusion after an international review of the literature on teacher professional development when she concludes that in most parts of the world, the majority of in-service qualifications are too short, too unrelated to the needs of teachers, and too ineffective to upgrade teaching professional knowledge and practice.

Discussions were held with Education Departments and industry funders concerning their expectations of a pipeline of professional development qualifications, for educators that had completed the Advanced Diplomas in Education in the sciences and mathematics.

The qualification is targeted primarily at science teachers within all phases who are preparing to involve themselves in advanced reflection and development by engaging in current thinking, practice, and research methods for advanced professional leadership positions within the field of science teaching and education.

Recognition of Prior Learning (RPL)

RPL provides alternative access and admission to qualifications, as well as advancement within qualifications. RPL will be applied to accommodate applicants who qualify.

RPL for access

• Learners who do not meet the minimum entrance requirements or the required qualification that is at the same NQF level as the qualification required for admission may be considered for admission through RPL.
• To be considered for admission in the qualification based on RPL, applicants should provide evidence in the form of a portfolio that demonstrates that they have acquired the relevant knowledge, skills, and competencies through formal, non-formal and/or informal learning to cope with the qualification expectations.

RPL for exemption of modules

• Learners may apply for RPL to be exempted from modules that form part of the qualification. For a learner to be exempted from a module, the learner needs to provide sufficient evidence in the form of a portfolio that demonstrates that competency was achieved for the learning outcomes that are equivalent to the learning outcomes of the module.

RPL for credit

• Learners may also apply for RPL for credit for or towards the qualification, in which they must provide evidence in the form of a portfolio that demonstrates prior learning through formal, non-formal and/or informal learning to obtain credits towards the qualification.
• Credit shall be appropriate to the context in which it is awarded and accepted.

Entry Requirements

The minimum entry requirement for this qualification is

• Advanced Diploma in Science Education, NQF Level 7.

Or

• Bachelor of Education in Senior Phase and Further Education and Training Phase Teaching, NQF Level 7.

Or

• Bachelor of Science, NQF Level 7.

This qualification consists of the following compulsory modules at National Qualifications Framework Level 8 totalling 120 Credits.

Compulsory Modules, NQF Level 8, totalling 120 Credits.

• Theories in Science Education, 15 Credits.
• Introduction to Educational Research, 15 Credits.
• Introduction to Neurocognitive Study, 15 Credits.
• Comparative Studies (Science Education), 15 Credits.
• Curriculum Studies and Instructional Design (Science Education), 40 Credits.
• Instructional Leadership Education, 20 Credits.

Exit Level Outcomes

1. Lead teaching and learning in Science Education at school and district level.
2. Develop a strategic and responsive curriculum considering the socio-cultural backgrounds of learners.
3. Develop appropriate, context-relevant interventions and support strategies in the science classroom.
4. Develop ICT integration strategies for science education.
5. Employ specialised theoretical knowledge in the pedagogy of science education and mathematics.
6. Establish the connections between conceptual, theoretical, and experiential knowledge.
7. Conduct action research to inform instructional practice in science education.

Associated Assessment Criteria for Exit Level Outcomes 1.

• Explain the role of instructional leadership in managing and leading mathematics or science at the school and classroom level in their context.
• Illustrate competence in monitoring and evaluation of learner achievement, policy development and facilitating curriculum development.
• Analyse case studies and explain the role of leadership in the improvement of learning.
• Engage with experts, thought leaders and critical friends, in mathematics or science education, to find support for school improvement in their context.

Associated Assessment Criteria for Exit Level Outcomes 2.

• Design a lesson plan that builds critical thinking and metacognitive processes into instruction in a mathematics or science classroom.
• Illustrate how school structures, systems, and procedures impact curriculum delivery, and how they would act accordingly, in their context.
• Describe the key features of the curriculum and how these impact planning, teaching, and assessment practices in their context.
• Provide leadership in the implementation of the curriculum and guidance on the development of innovative learning qualifications and resources, teaching, learning and assessment methods.

Associated Assessment Criteria for Exit Level Outcomes 3.

• Describe the cyclic process of instructional design of learning experiences in the different design models.
• Create strategies and activities to determine learners' context, such as needs, prior knowledge, skills, abilities, and backgrounds.
• Formulate learning objectives based on learning theories and learners' context and design effective teaching and learning strategies, guided by the learning objectives.
• Develop and integrate supporting science teaching and learning material, guided by the teaching, and learning strategies and learning objectives.
• Implement the teaching strategies, and teaching and learning materials in their context.
• Design a conceptual framework for teaching and learning that best describes own current teaching practice considering ethical issues.
• Communicate own expectations to learners on how they should demonstrate critical thinking in a mathematics or science classroom.
• Develop practical strategies to get learners engaged by asking complex and/or engaging questions in the mathematics or science classroom.
• Design a lesson plan that builds critical thinking and metacognitive processes into instruction in a mathematics or science classroom.

Associated Assessment Criteria for Exit Level Outcomes 4.

• Compare and differentiate between different ICT integration theories and frameworks.
• Determine own level of ICT integration by self-assessment and analysis.
• Classify different types of ICT tools, used in science, according to their attributes and design learning design cycles for different science topics.
• Develop a draft plan for own professional development in ICT integration in science education.

Associated Assessment Criteria for Exit Level Outcomes 5.

• Evaluate academic texts to determine if they are current, relevant, and accurate.
• Determine which science education theories are represented in examples of learning and assessment activities provided.
• Develop learning and assessment activities that are supported by the learning theories used in science education.
• Create and explain formative assessment activities for their science or mathematics classroom following the DA approach.
• Critically describe different actions that teachers can take when their learners make conceptual mistakes, in different science or mathematics classroom scenarios, to support learners to learn.
• Develop practical strategies to get Learners engaged by asking complex and engaging questions in the mathematics or science classroom.
• Design a lesson plan that builds critical thinking and metacognitive processes into instruction in a mathematics or science classroom.

Associated Assessment Criteria for Exit Level Outcomes 6.

• Evaluate academic texts to determine if they are current, relevant, and accurate and compare different research methodologies.
• Find, compare, and review relevant documented literature about different approaches in science education that included the depth of understanding of pedagogical views on science education.
• Design and explain classroom activities that can create a nurturing, although challenging environment in the science classroom to support learners to learn optimally.
• Compare and motivate the selection of the different approaches that will enhance the best teaching practice.

Associated Assessment Criteria for Exit Level Outcomes 7.

• Critically review the literature on science theories in education and apply it to confirm arguments in their writing.
• Create an argument for a specific theory based on an examination previously done.
• Differentiate between different research methodologies and summarise articles & texts (identifying the main points from a larger piece of text).