B.Sc Honours (Science Education)
For the B.Sc Honours course we were required to complete the following in our speciality (Maths, Physical Sciences, or Life Sciences).
- FOUR education courses in my science speciality
- FOUR content courses in their science speciality
- A research project
I could have done either the Life Sciences or Physical Sciences speciality. Since my undergraduate degree was in Biology and I wanted to develop my knowledge as a Physical Science teacher I completed the Physical Sciences courses. A brief outline of the courses are provided.
Language and Learning
This course consisted of two componets, which are now run as separate courses.
Language and communication
This course examines the role of language in the sciences and in learning science. In particular, students will examine ways in which language can present a barrier to communication for teachers and learners in the sciences.
Learning theories
In this course we examine key ideas and concepts in recent theories of learning about science. We also relate the theories to practice in science classrooms.
Introduction to the history, philosophy, and nature of science
This course introduces students to the fundamental aspects of the history and philosophy of science; scientific literacy; and the nature of science. It equips students with the requisite knowledge and pedagogical skills essential for teaching about the nature of science at the secondary-school level.
Practical work in science
This course introduces students to the aims and philosophy of practical work. It looks at the implementation of certain school practicals as well as issues related to practical work.
Issues in science curriculum development
This course introduces students issues related to science curriculum development. It looks at how relevant the curriculum and resources such as textbooks are to students and ways to contextualise learning for students.
Science and technology in society
Students examine ways of improving the scientific literacy of learners through more relevant school science. The usefulness of STS approaches in South Africa’s new science curricula will be considered.
Classical physics
This course covers selected topics from motion, fluids, heat, sound, light, electricity, and magnetism, to extend students’ knowledge in these areas. Issues of pedagogy relevant to the teaching of these topics, and the current and possible future school science curricula in South Africa, will be incorporated.
Acids through the ages
This course introduces students to the evolution of understanding of acid base concepts through a conceptual historical approach. In the process of exploring acids and bases, the course uncovers a number of important related topics which are relevant to the teaching of the new FET curriculum, such as chemical kinetics, electrochemistry and chemical systems.
Modern physics
This course covers selected aspects of relativity, atomic structure, condensed matter, nuclear physics, elementary particles, and cosmology and astrophysics. Pedagogy for teaching these topics, and trends in the advancement of these areas of physics relevant to current and future school science curricula, are included.
Concepts of chemistry
This course introduces students to the nature and structure of matter, and issues related to the teaching of these ideas. A historical view of the evolution of chemistry concepts, and an emphasis on the importance of chemical language in talking about the concepts, are used. Content includes topics important in the teaching of FET such as VSEPR, atomic structure, bonding, and organic chemistry, as well as some more advanced ideas such as spectroscopy.
Research Project
All students conduct a research project (in the second year for part-timers). This introduces you to basic research methods in education, focusing on your science field. You will work with a supervisor and other students doing a similar project, but will conduct your own research. The research results are written up as a research report and presented at a Saturday mini-conference in October of the final year of study. Students with excellent projects will be encouraged to present their work at a conference of the Southern African Association for Research in Mathematics and Science Education.
SAARMSTE Conference, Malawi 2012
