PSYK2310 Atferdsanalyse 3 - Eksperimentell og konseptuell atferdsanalyse  Emneplan

Emnet er en fordypning i atferdsanalytisk forståelse av atferd. Emnet gir en utdypning av det teoretiske grunnlaget for å kunne anvende læringsprinsipper i løsning av ulike utfordringer.

Bestått emnene PSYK1420 og PSYK2200.

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

Kunnskap

Studenten kan

• beskrive sammenhengen mellom anvendt, eksperimentell og konseptuell atferdsanalyse
• definere begrepet oppsummerende merkelapper og redegjøre for kategorifeil i beskrivelse og forklaring av atferd
• redegjøre for hvordan kompleks atferd som hukommelse, verbal atferd, privat atferd og kognisjon kan forstås innen atferdsanalyse

Ferdigheter

Studenten kan

• diskutere argumenter for og imot en atferdsanalytisk tilnærming til å forklare atferd
• definere og gi eksempler som illustrerer atferdsanalytiske begreper

Generell kompetanse

Studenten kan

• diskutere hvordan beskrivelse, prediksjon og kontroll inngår som formål med atferdsanalyse som en vitenskap
• redegjøre for overveielser knyttet til valg av analyseenheter innen en vitenskap om atferd

Arbeids- og undervisningsformer som inngår i emnet er forelesninger, «inter-teaching», selvstudium og studentinitiert gruppearbeid. l tillegg vil det bli avholdt seminarer, og deltakelse på disse er obligatorisk. Her skal studentene selv presentere temaer fra pensum, legge opp til drøftinger og få veiledning for videre lesning. Gjennom presentasjoner, tester og eksamen vil studentenes læringsutbytte dokumenteres.

For å fremstille seg til eksamen må følgende være godkjent:

• Minimum 80 % deltakelse på seminarene
• Presentasjon av fagstoff /tekster

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Culture and Identity is one of the courses under Nordic Childhoods. Joint events with the other Nordic Childhoods courses are integrated into the course. The student`s cultural background is a resource during lectures and class room discussions, through experience-based learning and critical reflection. The course includes fieldwork observations in kindergartens and schools, in addition to visits to relevant sites.

Important components in the pedagogical work with children in a Nordic context are play, learning related to play, nature and community surroundings. In this course, the focus is on the Norwegian educational system in both a broader and more specific Norwegian context.

Culture and identity adress the question of who we are, and is related to definitions of the other, as well as by the other: Who are 'we' and who are 'the others'. These are not static concepts, but are rather subject due to sociocultural change both nationally as well as globally.

One of the defining forces of culture and identity is religion. Religious diversity is part of cultural diversity and the changes that have developed globally, hence it also affects culture and identity in the Norwegian context. How does this affect Norwegian childhoods?

The power-relations and political forces around the child and childhoods are important drivers of these changes, producing various kinds of school systems, and preschool and kindergarten systems. Culture and identity is therefore not only about who we are, but also very much about childhood perspectives and construcs and how they affect us. The question becomes not only who we are, but also 'Who do they want us to be'?

Norway, like most other societies today, is a 'multicultural' society. The Sami indigenous people living in the Nordic countries have long been a part of this cultural diversity. Related to this, it is also important to focus on power relations between minorities and majorities. Culture and identity, involving definitions of 'us' and 'them', also enables racism and discrimination towards ethnic and linguistic minorities, as well as the politics of assimilation of the Sami. In this and many other regards, Norway and Nordic societies are no different from other countries, showing attributies similar to those of he rest of the larger global system, which Norway is a part of.

Ved testene: Ingen hjelpemidler tillatt

Ved den individuelle hjemmeeksamenen: Alle hjelpemidler er tillatt så lenge regler for kildehenvisning følges

Gradert skala A-F. Karakteruttrykket vil framkomme på grunnlag av testene avlagt i emnet totalt (60 %) og resultatet på hjemmeeksamen (40 %). Studenten har klagerett på samlet eksamenskarakter for hele mappen

Culture and Identity - Nordic Childhoods is a full-time programme of study, where the topics will be addressed through lectures, seminars, student presentations and discussions. In addition to the period of ordinary teaching, there will be a period of fieldwork, report-writing and presentations. There will also be a variety of excursions to museums, cultural institutions and other institutions relevant to the course.

The students are expected to share aspects of culture and language from their own countries as a basis for their own presentations and discussions in the class.

The course will provide opportunities for interaction with Norwegian students, who will be able to assist in practical matters and provide guidance on exploring the Oslo region.

Fieldwork in schools and kindergartens is an integrated part of the course. The students spend four weeks of fieldwork observing and analysing different educational and cultural aspects of the classes or children's groups they attend.

Appendix: Progress clarification for internal students

(Applicable to Norwegian students only.)

The course is open to internal students from the Department of Early Childhood Education (full-time students and part-time students who have taken a full-time specialisation and can start this course in January) in the sixth semester. The students follow the approved Study Plan for Culture and Identity - Nordic Childhoods (30 ECTS).

The following clarification applies to internal students:

• Internal students must complete a five-week supervised and assessed period of practical training.
• The semester paper counts as the student’s bachelor’s thesis. The paper must be written in English on a topic related to the course.
• Internal students retain bachelor supervision resources while taking the course, and are assigned a supervisor from among the teaching staff involved in the course, as far as possible.

The internal students otherwise follow the same programme and coursework requirements as the external students, including the final oral exam, which, together with the written assignment, makes up the basis for the grade awarded for the MCI course.