BV3900 The Bachelor's thesis Course description

After completing the course, the student is expected to have achieved the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge  

The student  

• has knowledge of environmental, social and economic dimensions of sustainability 
• has knowledge of place-based learning as embodied and emplaced 
• has knowledge of philosophical, pedagogical and ethical dilemmas in environmental and sustainability education 
•  has knowledge of central sustainability concepts from natural sciences, social sciences, humanities and aesthetics  
• has insight into the key concepts of climate, ecology, biodiversity and technology systems 
• has an understanding of how language, texts (in a broad perspective) and educational practices can increase children’s awareness of both nature and current environmental challenges
• has knowledge of social sustainability, citizenship and children’s rights such as the right to education and play
• has knowledge of cultural identity and indigenous and minority perspectives for pedagogical work with sustainability  
• has knowledge of international and national policy, such as the UN Sustainable Development Goals, and teaching curricula

Skills 

The student 

• can implement outdoor place-based play and learning in kindergartens and schools
• can apply sustainability knowledge in diverse didactic practices such as inquiry-based and dialogue-based learning approaches 
• can facilitate active and experience-based learning in various extended classroom environments 
• is able to identify and discuss core themes and questions related to social justice and diversity, including indigenous and minority perspectives 
• has the ability to engage children in critical dialogue based on encounters with natural and urban environments and literary texts 
• can facilitate problem-based learning with the help of technology and digital/virtual spaces 
• is able to communicate with children about sustainability issues with the aim of generating hope, solidarity and agency  

General competence 

The student 

• is able to reflect on dilemmas, challenges and possibilities in work with sustainability and place-based education  
• can facilitate transformative learning and develop action competence in kindergartens and schools 
• can reflect on pedagogical experiences with place-based education and sustainability in early childhood to lower secondary education
• can contribute to an awareness of how local actions have an impact on a global scale through learning activities 

After completing the course, the student should have the following learning outcomes, defined in terms of knowledge, skills and general competence: 

Knowledge

The student has developed knowledge of

• outdoor activities and environmental ethics in different aspects of pedagogical work

• physical literacy

• motor development and learning

• different approaches to outdoor didactics

• sustainable development

• foodliteracy

• in-depthstudy of the topics presented

Skills

The student has developed

• basic skills in outdoor life (friluftsliv)

• practical skills in (working with different approaches to) outdoor didactics

• skills in working with play and bodily movement in different environments

General competence

The student has developed

• an awareness of and reflections on education and child welfare - values and practices in

in a Nordic and comparative perspective

• competencies to analyse and communicate gender-related professional issues related

to outdoor education

• knowledge about cultural and comparative pedagogical approaches in different

educational programmes

• knowledge about writing an academic paper

Different teaching methods will be used, such as lectures, dialogue in the classroom, activities, and

hands -on training, reflective practice, self-directed work in groups, individual work, text

reading, field study, paper writing and presentations. English is the language of instruction in

lectures.

The final assessment consists of two parts: 

• Individual practical oral exam outdoors demonstrating competence in sustainability education and place-based learning (30 minutes). The students are allocated a place outdoors and a topic from the curriculum one week before the exam. The students present an educational project related to the place and topic. The presentation takes place at the actual site and needs to involve a map to provide an overview over the activities proposed and the sites involved. This exam counts for 33% of the final grade. Language: English
• Individual written exam written during the semester and handed in digitally: an article on a chosen topic addressed in the course’s learning outcomes (3000 words, +/- 10%). This exam counts for 67% of the final grade. Language: English

The two grades are used to calculate the overall grade awarded for the course. The final certificate of 30 ECTS credits will be awarded on completion of the above-mentioned requirements and exams.

Resit exam 

If a student fails an exam or is absent at the time of the exam for a valid reason, they are entitled to resubmit the written exam the following semester. The oral exam resit will be organised within the same semester, if possible. The resit exam will be organised in the same manner as the ordinary exam for the written part. For the oral exam there will be a digital exam. The students are responsible for registering for the resit exam by the given deadline. 

The final assessment is based on two parts.

1. Individual oral exam (approx. 30 minutes). Each student has to prepare an individual presentation from one of the listed topics (maximum 12 minutes). The exam is evaluated by two internal examiners.
2. The second part consists of an individual paper on a chosen subject addressed in the course in agreement with the teacher (2,500- 3,000 words).

The individual paper should

• have an individually chosen topic from the subject areas presented in the course
• be a more in-depth study of this individually chosen subject
• focus on the target group relevant to the student’s own educational system.

The paper can

• be a purely theoretical study/analysis
• include practical studies
• test out educational ideas linked to the subject

The topic must be approved by the student’s supervisor.

Resit/rescheduled exams

Resit/rescheduled exams shall take place within reasonable time after the ordinary exam. The regulations on sitting a resit/rescheduled exam are set out in the ‘Regulations relating to studies and examinations at Oslo Metropolitan University’. The student is responsible for registering for a resit/rescheduled exam.

Part two: All examination suppert materials are permitted. However, Sources musts be stated in accordance with

applicable rules for source References.

Part 1 The grade scale will be in accordance with the ECTS grading scale, with A - E as pass grades and F as a fail grade.

Part 2 The grade scale will be pass/fail.

Part one: The exam is evaluated by two internal examiners. Overall exam procedures will be reviewed and approved by an external examiner. 

Part two: The exam is evaluated by two internal examiners.

The language of all teaching and supervision is English, and the students should therefore

have a working knowledge of both spoken and written English.

The target groups are:

• Students in the third year of the fulltime/seventh semester of the part time Bachelor

Programme in Early Childhood Education at Oslo Metropolitan University.

• International exchange students at the Faculty of Education and International Studies from

preschool and primary school teacher education institutions. Students from other

academic areas may also be accepted.

Students must be prepared to participate in various outdoor activities.

The course is designed to offer a fulltime studyprogramme in English for students of Early

Childhood and Primary School Teacher Education. The period of study will be for four months.

The course may be taken as an elective in-depth programme by students in their final year

of the Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.

Admission

For students at the Department of Early Childhood Education:

• Students in the third year of the full-time/seventh semester of the part-time Bachelor Programme in Early Childhood Education at Oslo Metropolitan University.
• International exchange students at the Faculty of Education and International Studies from preschool and primary school teacher education institutions. Students from other academic areas may also be accepted. 

For international exchange students:

• Admission as an international student at the Faculty of Education and International Studies. Students from other academic areas may also be accepted. Students must have completed at least two years of their undergraduate degree studies at their home institution in order to be accepted.