|09240002||Faculty of Education|
|Duration of study: 1 year||Total credits: 128|
|Prof WJ Rauscher|
A candidate can be admitted if he/she holds one of the following qualifications:
• a Bachelor’s degree and a teacher’s diploma/Postgraduate Certificate Education (eg BA + HED); or
• a four year composite degree in Education (eg BEd, BAEd); or
• an M+4 appropriate teacher’s diploma, subject to specific approval; or
• an appropriate Advanced Diploma in Education; or
• another academic qualification and appropriate prior learning, considered equivalent by the Dean for admission to a specific package.
Selection is based on:
Subject to exceptions approved by the Dean, on the recommendation of the head of the department, a student may not sit for an examination for the honours degree more than twice in the same module.
A final-year student who has failed a maximum of three semester modules or their equivalent, with a final mark of at least 40% in each, may be admitted by the Dean to a special examination/s in these modules during January of the following year, provided that this will enable the student to comply with all the requirements for the degree.
Minimum credits: 128
When the full-time option is chosen, all "Fundamental" and "Core" modules must be selected. When the part-time option is chosen, NMQ 745, EDS 711, CDD 710 and API 711 must be selected in the 1st year and NMQ 755, LSN 730, SMP 780 and SCU 731 must be selected in the final year.
Supervised research project of limited scope. Research proposal development; Use quantitative and/or qualitative methods. Writing a research report.
Guided literature research, formulation of a conceptual framework and development of a research proposal for a supervised research project of limited scope.
Principles and foundations of curriculum/programme design and development. International and national models and trends in curriculum/programme development. Principles of outcomes-based programming in the SAQA context. Curriculum development models and instruments in action. Situation and task analysis needs assessment. Development. Dissemination. Implementation as a change process. Assessment and evaluation.
The nature and structure of life science: implications for life sciences teaching; learning excellence in life sciences; development and administration of a school’s life sciences department; planning of learning activities in life sciences; experimentation and research methodology; practical work, demonstrations and microscope work; management and use of organisms in the laboratory; the life sciences club; excursions and fieldwork; safety in the laboratory.
The nature of educational enquiry: contexts of research, research ethics, truth, rationality, subjectivity and objectivity; Quantitative and qualitative modes of enquiry, research designs and data collection techniques. Various approaches to qualitative research including case study research, historical research, ethnographic research, and action research. Basic concepts and principles of quantitative research. Statistical techniques in the educational research process. Survey methodology and questionnaire design. Classification and graphical representation of data. Descriptive measures. Statistical inference. Data-processing procedures. Parametric versus non-parametric tests. Some test statistics (e.g. F-Test and T-test). Formulating a research methodology for a limited project.
Foundations, principles and ethics of assessment practices. International trends. Quantitative and qualitative modes of assessment and appropriate instruments. Generating evidence for assessment. Assessment and quality assurance. Techniques of computer-based assessment.
Meta-theories in education. Empiricism; rational empiricism; critical rationalism; critical theory; phenomenology; hermeneutics; system theory; philosophies in education: traditional philosophies; indigenous (African) philosophies. The influence of modernism and postmodernism on education. Sociological imperatives for education. Theories of societal change and roles and values of education. Comparative perspectives on learning theories and their meaning for education.
The nature of the natural sciences, technology and mathematics: public understanding of scientific, mathematical and technological endeavours and their impact on society. Ethical implications of practices and advances in these fields. Indigenous Knowledge Systems (IKS), ethno-mathematics and technologies and ways of knowing. Implications for teaching and learning content, and anticipated outcomes. The purpose and nature of curricula to develop scientific ways of understanding the world.
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