Advanced Diploma in Intermediate Phase Natural Science and Technology Education

Education, Training and Development - Schooling

Purpose and Rationale

Qualification Purpose and Rationale

Purpose:

The primary purpose of the qualification is to provide a learning pathway enabling teachers focused on developing their subject content knowledge, to deepen their understanding of how to teach school natural science more effectively. The qualification seeks to:

Provide learners with a deeper understanding of technical and pedagogical content knowledge for the effective teaching of school natural science and technology in diverse contexts.
Apply theories and action research in Natural Science and Technology Education relevant to school natural science and technology.
Expose learners to strategies that will enable them to teach natural science and technology in a variety of ways.
Demonstrate competence to teach natural science and technology through problem-solving.
Develop the ability to integrate the various strands of natural science and technology into a coherent, deep conceptual understanding of natural science and technology as a discipline and its role in society.
Broaden teaching and learning horizons by using appropriate technology/Information and communications technology (ICT) effectively.

It is envisaged that learners who achieve the exit level outcomes will become innovative in the field of science and technology education.

Rationale:

This qualification will provide a basis for further studies in the field of natural science and technology education. Currently, the performance of the South African schooling system in Natural Science and Technology is very poor, indicating a clear need for teachers to be guided towards teaching Natural Science and Technology more effectively. The qualification requires a specific depth of, and specialization in subject knowledge, along with skills in using resources from a variety of institutions, to enable learners to teach natural science and technology successfully in different contexts.

Moreover, this qualification emphasizes intellectual independence and the development of some research competence in the field of education, particularly teaching and learning. It seeks to:

Transcend the standard or traditional way of teaching science and technology towards more learner-centered teaching methods.
Develop and consolidate appropriate disciplinary, practical, pedagogical, and situational knowledge in the field of science and technology education.
Foster self-reflexivity and subject reflexivity to gain a deeper understanding of teaching science and technology and the role of research in its improvement.
Nurture commitment to developing science and technology proficient learners capable of problem-solving independently and collaboratively.
Promote the integration of subject knowledge in the various strands of school science and technology.
Develop the competencies to make effective use of technology to enhance learner engagement in the science and technology classroom.

Outcomes

Select, sequence and pace learning in a manner appropriate to effective Science and Technology teaching, diverse learning needs and diverse contexts of practice.
Select and use a range of teaching, learning and assessment strategies appropriate to effective Natural Science and Technology teaching, diverse learning needs and diverse contexts of practice.
Teach scientific and technological concepts in ways that promote learner engagement, the development of deep conceptual understanding and the ability to transfer learning to authentic contexts.
Adapt general educational principles and theories to the facilitation of the effective learning of Natural Science and Technology for diverse learners in diverse contexts.
Integrate/apply Natural Science and Technology skills and understandings in other subjects or contexts.
Be able to justify practice by reference to appropriate theory.
Reflect on and critically evaluate own teaching, learning and assessment practice.
Research teaching, learning and assessment problems and feed findings back into improved practice.
Critically analyse own and others' lesson plans, learning programmes and assessment tasks.
Identify and critically evaluate what counts as undisputed knowledge, necessary skills and important values.
Adopt a range of mediation styles that require both individual and group-based learner engagement.
Demonstrate in practice a commitment to a problem-solving approach to the teaching of Natural Science and Technology.
Make educational judgements on issues arising from real practice and/or from authentic case studies/examples of real world issues.
Justify choices with reference to the theoretical underpinnings of general pedagogy as well as those related specifically to the teaching of Natural Science and Technology.
Make appropriate links between Natural Science and Technology learning, the world of work, the environment and human rights issues.
Select and use appropriate technologies in appropriate ways to meet different learning and teaching needs in diverse contexts of practice.

Assessment Criteria

The following associated assessment criteria will be assessed in an integrated manner across the exit level outcomes:

Identify and solve problems and make decisions using critical and creative thinking: Through active engagement with problem-based disciplinary learning and continuous practice of the planning, acting, reflecting feedback loop.
Work effectively with others: As members of a team, group, organization, and community through specific collaborative activities in the study material and online interaction with other learners.
Organize and manage activities responsibly and effectively: Through guided completion of a suggested study program with integrated school-based practice.
Collect, analyze, organize and critically evaluate information: In order to complete assignments and practical tasks effectively.
Communicate effectively: Using visual, mathematical, and/or language skills in oral and/or written presentation through written assignments and ongoing interaction with other learners and lecturers via online platforms.
Use science and technology effectively and critically: Showing responsibility towards the environment and health of others through the selection and justifiable use of a variety of technologies for different learning and teaching needs and contexts.
Demonstrate an understanding of the world as a set of related systems: By recognizing that problem-solving contexts do not exist in isolation through engagement with the core component of the qualification and the assessment strategy which requires the ability to adapt teaching to context and to justify changed practice with reference to appropriate experience, theory, and policy.

Integrated Assessment: All modules will be assessed by a combination of formative and summative assessment focusing on applied competence - the ability to make and justify informed choices in practice and to modify practice where necessary. Assignments in each module will introduce elements of action research approaches. Summative assessment will be in the form of a non-venue based examination.

Qualification Details

Type: Advanced Diploma
NQF Level: 07
Min. Credits: 120
SAQA Source: More Information

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UNISA

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UNISA, short for the University of South Africa, is a distance education institution based in South Africa. It is the largest university on the African continent and offers a wide range of undergraduate and postgraduate programs in various fields of study. UNISA provides flexible learning options, allowing students to study at their own pace and from anywhere in the world. The university is known for its commitment to providing accessible and affordable education to a diverse student population. UNISA also conducts research and collaborates with other institutions to contribute to the development of knowledge and skills in South Africa and beyond.

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This page includes information from the South African Qualifications Authority (SAQA) . Builtneat Pty Ltd trading as Study Start, has modified all or some of this information. SAQA has not approved, endorsed, or tested these modifications.