MALKA211 Introduction to Behavior Analysis Course description

The course introduces the basic concepts of behavior analysis, mainly from experimental work and findings. Experimental analysis of behavior is a natural science with ontology and epistemology distinct from other behavioral sciences, and these distinctions are emphasized. Design of experiments; recording and measurement, and evaluation of experimental data are core topics.

Coursework requirements from MALK4000-401 and MALK4000-403 must be approved to participate and submit coursework requirements in MALKA211.

On successful completion of the course, the student has the following learning outcomes classified as knowledge, skills and competence:

Knowledge

The student

• can describe and discuss characteristics of behavior analysis as a science
• can identify core concepts and relations concerning respondent and operant conditioning
• can describe and exemplify different measures of reliability
• can describe different methods of observation and recording of behavior, and choose the appropriate methods in different settings

Skills

The student

• can observe and measure behavior

Competence

The student

• can explain core concepts in behavior analysis to the Public
• can understand important aspects of behavior analysis as a science

Teaching and learning methods include lectures, exercises, student presentations and discussion of course readings. The lectures will partly be based on interteaching sequences using literature from the curriculum.

The following required coursework must be approved before the student can take the exam:

• 3 individual written assignments, each with maximum 6000 keystrokes

Individual written examination with invigilation, 4 hours. Exam questions are in English. Students may submit their exams in Norwegian, Swedish, Danish or English.

None

This course provides core insights and competencies in the field of sustainability and place-based education from early childhood to lower secondary education. The content and teaching methods are interdisciplinary. The topics covered in the course provide insights into crucial didactic and pedagogical dilemmas related to ecological, social and economic sustainability. Through inquiry-based and student-centred approaches, the course addresses current sustainability challenges in kindergartens and schools.

Nordic perspectives on education for sustainability will be compared with international aspects. The course will also focus on social justice and diversity and promote the joy of being part of nature and coexisting with all life on earth. Realism and agency in sustainabilityissues are also emphasised. The students will work with transformative learning processes. Parts of the course will take place outdoors.

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