SAQA

All qualifications and part qualifications registered on the National Qualifications Framework are public property. Thus the only payment that can be made for them is for service and reproduction. It is illegal to sell this material for profit. If the material is reproduced or quoted, the South African Qualifications Authority (SAQA) should be acknowledged as the source.

SOUTH AFRICAN QUALIFICATIONS AUTHORITY

REGISTERED QUALIFICATION THAT HAS PASSED THE END DATE:

Master of Science: Education: Science

SAQA QUAL ID	QUALIFICATION TITLE
7507	Master of Science: Education: Science
ORIGINATOR
University of Pretoria
PRIMARY OR DELEGATED QUALITY ASSURANCE FUNCTIONARY			NQF SUB-FRAMEWORK
CHE - Council on Higher Education			HEQSF - Higher Education Qualifications Sub-framework
QUALIFICATION TYPE	FIELD		SUBFIELD
Master's Degree	Field 10 - Physical, Mathematical, Computer and Life Sciences		Physical Sciences
ABET BAND	MINIMUM CREDITS	PRE-2009 NQF LEVEL	NQF LEVEL	QUAL CLASS
Undefined	180	Level 8 and above	NQF Level 09	Regular-Provider-ELOAC
REGISTRATION STATUS		SAQA DECISION NUMBER	REGISTRATION START DATE	REGISTRATION END DATE
Passed the End Date - Status was "Reregistered"		SAQA 091/21	2021-07-01	2023-06-30
LAST DATE FOR ENROLMENT		LAST DATE FOR ACHIEVEMENT
2024-06-30		2027-06-30

In all of the tables in this document, both the pre-2009 NQF Level and the NQF Level is shown. In the text (purpose statements, qualification rules, etc), any references to NQF Levels are to the pre-2009 levels unless specifically stated otherwise.

This qualification does not replace any other qualification and is not replaced by any other qualification.

PURPOSE AND RATIONALE OF THE QUALIFICATION

The purpose of the M Sc in Science Education is to develop in South Africa a core of scientist/educators who will accept the challenges posed by the poor quality of science education that exists in the country in many areas and be prepared to act accordingly. The course is designed for science educators who wish to pursue their postgraduate studies in both a scientific discipline and in science education. Science, in this context is interpreted in its broadest sense, and includes the physical, biological and earth sciences, as well as mathematics

Contributions to the improvement of science education can be made in at least three areas:

The design of curriculum and assessment materials in science education which incorporate cutting edge ideas both in the sciences and science education.

The design of in-service education programmes and implementation strategies aimed at the implementation of the new curriculum at all levels.

Research aimed at the development and evaluation of the above.
The MSc in Science Education is designed for educators who wish to pursue their postgraduate studies in both a scientific discipline and in science education. Science, in this context is interpreted in its broadest sense, and includes the physical, biological and earth sciences, as well as mathematics.

At the end of this programme the student will be capable of doing research in both scientific and educational disciplines.

Candidates achieve an adequate background to pursue further qualifications in either content disciplines or the discipline of Science Education.

LEARNING ASSUMED TO BE IN PLACE AND RECOGNITION OF PRIOR LEARNING

Matriculation certificate
First degree: B Sc, B Sec Ed (Sc), B Sc (Agric) or suitable BA
Honours degree: Optional: B Sc (Hon) or equivalent level 7 professional qualification

RECOGNISE PREVIOUS LEARNING?

EXIT LEVEL OUTCOMES

M Sc

Learning outcomes:
Knowledge
Principles of Educational Research
Principles of Statistics applicable to educational research
Principles of curriculum development and assessment
Principles of Science Education, policies, goals and methods of science education
Specialist disciplinary knowledge and principles of research

Skills
Research problem formulation and definition
Design of research protocols
Research techniques and skills associated with the discipline of specialization
Research interpretation skills
Statistical literacy
Curriculum Design
Mediator of Learning
Computer Aided Learning
Curriculum Assessment
Spatial Statistical Manipulation
Lifelong independent thinking and learning

Values
Value the cultural impacts of science education
Value and seek to improve effective Science Education
Value the learner and the learner`s learning styles
Professionalism
Valuing effectiveness

Critical cross-field outcomes:

Identify and solve problems in a manner indicative that responsible decisions using critical and creative thinking has been applied

Reflecting on and exploring a variety of strategies to learn effectively

Collecting, analysing, organising and critically evaluating information

Work effectively with others as a member of a team, group, organisation, community

Organising and managing oneself and one`s activities responsibly and effectively

Communicating effectively using visual mathematical and language skills during oral and written presentations

Exploring education and career opportunities

Demonstrating effective and responsible decision making

Stimulating and developing creative thinking patterns

Using technology effectively and responsibly

Interpreting media-based information

Remaining receptive and responsive to emerging trends and developments

Leadership responsibility skills as researcher and educator

ASSOCIATED ASSESSMENT CRITERIA

Generating critical essays (formative and summative)
Computer based analytical assessment (formative and summative)
Simulated exercises in problem solving (formative and summative)
Written tests (summative)
Written examinations (summative)
Individual project report generation (formative and summative)
Team project report generation (formative and summative)
Assessments of oral presentation of project results (summative)

Integrated assessment:
Simulations
Written examinations
Oral examinations
Other:
Seminars and Dissertation

ARTICULATION OPTIONS

Related qualifications:
M Ed (Science Education)
Ph D (Science Education)

Ph D (Science Education) serves as an entry point to the related qualification.

M Ed (Science Education) provides credits for the related qualification.

Other articulation possibilities, either generic or specific arrangements:
Ph D (Education), M Ed

MODERATION OPTIONS

External assessment of research projects and written examinations
Secondary internal assessments of all assignments, essays, reports and presentations
All examination and test scripts are provided for scrutiny by the students themselves

CRITERIA FOR THE REGISTRATION OF ASSESSORS

Qualifications required:
Ph D or M Sc with sufficient related experience as approved by the Heads of Departments and the Dean of the Faculty of Natural, Agricultural and Information Sciences

Career experience required:
Demonstrated proficiency in the fields of Science Education or Content Disciplines

Other criteria:
Demonstrated proficiency in postgraduate education assessment and guidance

REREGISTRATION HISTORY

As per the SAQA Board decision/s at that time, this qualification was Reregistered in 2006; 2009; 2012; 2015.

LEARNING PROGRAMMES RECORDED AGAINST THIS QUALIFICATION:

NONE

PROVIDERS CURRENTLY ACCREDITED TO OFFER THIS QUALIFICATION:

This information shows the current accreditations (i.e. those not past their accreditation end dates), and is the most complete record available to SAQA as of today. Some Primary or Delegated Quality Assurance Functionaries have a lag in their recording systems for provider accreditation, in turn leading to a lag in notifying SAQA of all the providers that they have accredited to offer qualifications and unit standards, as well as any extensions to accreditation end dates. The relevant Primary or Delegated Quality Assurance Functionary should be notified if a record appears to be missing from here.

1.	University of Pretoria