MASAK5900 Master’s Thesis Course description

The Nordic countries have a long tradition for outdoor education. The academic course in Childhood in a Nordic Perspective, have focus on play - movement, and experimental work related to a variety of environments in educational contexts. The course will treat the topics both theoretically and practically. Central in the course is self-experiences from acting, moving and living in nature. Field trips and hiking tours are embedded.

The course content is based on the two disciplines Natural science and Physical education. With kindergartens and schools as the target area, the course seeks to give insight in and competency in out-door education, play and movement and how to organize didactic courses and activities for children. Furthermore, the students will have to compare the achieved knowledge to the pedagogical traditions in own country. The focus for the pedagogical project is problem based regarding play, movement, nature and/or outdoor education. Duration: One semester.

Target Groups

Target groups are:

• Students in the third year of the full time/seventh semester of the part time Bachelor Programme in Early Childhood Education at Oslo and Akershus University College.
• International exchange students at 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 full-time study-program in English for students of Early Childhood and Primary School Teacher Education. The period of study will be for 4 months. 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 course may be taken as an elective in-depth study program by students in their final year of the Early Childhood Bachelor Education program at Oslo and Akershus University College.

Admission

For students at Department of Early Childhood Education:

• Admission to Bachelor Programme in Early Childhood Education. Special requirements applies, please see "Programplan for bachelorstudium i barnehagelærerutdanning, heltid"/"Programplan for bachelorstudium i barnehagelærerutdanning, deltid". Students in their third or fourth year of the Primary School Teacher Education program at OsloMet - Oslo Metropolitan University (OsloMet) may also apply.

For international exchange students:

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

No prerequisites.

Etter gjennomført emne har studenten følgende læringsutbytte, definert i kunnskap, ferdigheter og generell kompetanse:

Kunnskap

Studenten

• kan analysere et avgrenset område relevant for utøvelse av spesialsykepleie
• kan drøfte hvordan vitenskapelig teori og metoder kan søkes, utvikles og anvendes
• kan kritisk vurdere forskningsprosessen
• kan vurdere analyse av forskningsdata
• kan drøfte forskningsetikk
• kan drøfte metoder for kvalitetsarbeid i helsetjenesten
• kan analysere og evaluere faglige problemstillinger med utgangspunkt i akutt-, anestesi-, barne-, intensiv-, kardiologisk - eller operasjonssykepleierens historie, tradisjoner, egenart og plass i samfunnet

Ferdigheter

Studenten

• kan analysere og anvende teori og metoder til å strukturere og formulere faglige og teoretiske problemstillinger innen spesialsykepleie
• kan analysere og forholde seg kritisk til ulike informasjonskilder og anvende disse til å strukturere og formulere faglige resonnementer innen spesialsykepleie
• kan analysere og forhold seg kritisk til eksisterende teori og metoder
• kan arbeide selvstendig med valgt problemstilling
• kan anvende kunnskap på nye områder innenfor spesialsykepleie
• kan gjennomføre et selvstendig, avgrenset forsknings- eller kvalitetsarbeid, under veiledning, i tråd med gjeldende forskningsetiske normer

Generell kompetanse

Studenten

• kan kritisk analysere og reflektere over forholdet mellom de ulike stegene i forskningsprosessen
• kan anvende relevante metoder for kunnskapsformidling
• kan anvende kunnskap og ferdigheter innen spesialsykepleie for å bidra til implementering av fag og forskning i klinisk praksis
• kan kritisk analysere og vurdere ulike vitenskapsteoretiske, metodiske og forskningsetiske tilnærminger ved planlegging og gjennomføring av forsknings- eller kvalitetsarbeid
• kan analysere relevante fag-, yrkes- og forskningsetiske problemstillinger innen spesialsykepleie med utgangspunkt i fag-, forsknings-, erfarings- og pasientkunnskap
• kan kommunisere faglige problemstillinger, analyser og konklusjoner innenfor spesialsykepleie både med spesialister og til allmennheten
• kan bidra til nytenkning og i innovasjonsprosesser innen spesialsykepleie
• kan anvende og formidle forsknings- eller kvalitetsarbeid for å bidra til utvikling av spesialsykepleie og helsetjenesten

After completion of the course of study, the student will have acquired the following learning outcomes, defined as knowledge, skills and general competence:

Knowledge

The student has developed knowledge about

• outdoor activities and environmental ethics in different aspects of pedagogical work
• physical literacy
• motor development and learning
• different approaches to outdoor didactics
• sustainable development
• food-literacy

Skills

The student has developed

• basic skills in 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

• consciousness and reflections on education and child welfare - values and practices in in a Nordic and comparative perspective
• competencies to analyze and communicate gender-related professional issues related to outdoor education
• knowledge about cultural and comparative pedagogical approaches in different educational programs

Different study methods will be used, such as lecture 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.

Skriftlig masteroppgave utføres i gruppe på 2- 3 studenter. Oppgaven skal skrives etter gjeldende Masterhåndbok. Monografier skal ha et omfang på 15 000 ord (+/- 20 %). Velges artikkelmanus, skal fordypningsnotatet/kappen ha et omfang på 3000 ord (+/- 20 %). Velges et annet format som informasjonsbrosjyre eller en informasjonsvideo, skal omfanget til fordypningsnotatet/kappen være på 9000 ord (+/- 20 %).

Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges.

Final assessment is accomplished in the fall semester. Final assessment is based on two units.

1. Unit 1, 20 ECTS, BLH3270. Individual oral examination (approximately 30 minutes). Each student has to prepare an individually presentation from one of the contents points (maximum 12 minutes).
2. Unit 2, 10 ECTS, BLH3280: The second assessment consists of an individual paper on a chosen subject treated in the course in agreement with teacher (2500- 3000).

The individual paper should

• have an individually chosen theme from the subject areas presented in the course
• be a deeper study of this individually chosen subject
• focus on the target group actual to the educational system of the student.

The paper can

• be a purely theoretic study/analysis
• include practice studies
• be a tryout of educational ideas connected to the subject

The topic must be approved by the students' supervisor.

Teaching Suitability Assessment

(Applicable to Norwegian students only)

The teacher training institution is obliged to assess whether the students are suitable for the profession. Students who show poor aptitude in mastering the teaching profession, must as early as possible during the study, be informed about their position in relation to the requirements of teacher suitability, and, if applicable, obtain advice and guidance on how to improve, or be advised to terminate their study. Assessments on suitability may be made throughout the study period. The assessment of suitability must be based on a comprehensive evaluation, which includes academic as well as pedagogic and personal qualities necessary to be able to function as a teacher. See also regulations concerning assessment of suitability for teacher training.

New/postponed exam

Postponed/new examinations shall take place within reasonable time after the ordinary examination. Regulations for sitting a postponed/new examination are to be found in "Regulations relating to studies and examinations at OsloMet". The student shall be responsible for the registration for a postponed/new examination.

Hver masteroppgave vurderes av to sensorer, hvorav minst én ekstern. Studentenes veileder kan ikke være sensor på masteroppgaven.

En sensorkommisjon består normalt av minimum en sensor som er spesialsykepleier innen fagområdet og en som har førstekompetanse.