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DSP221_1

PhD Course in Educational Sciences

This is the study programme for 2019/2020. It is subject to change.


Educational sciences are a multidisciplinary field that spans pedagogy and a range of its sub disciplines. It also comprises educational research rooted in the social sciences, psychology, sociology and the humanities.
Educational sciences, their application, potential and relationship to various types of practices, are not primarily defined relative to other scientific fields, but by education, broadly understood.
Educational sciences comprise research on learning, teaching, and education within societal institutions like kindergarten, school, family, leisure and workplaces. These are relevant areas of scientific and scholarly studies.

Learning outcome

The course will provide the students with the following learning outcomes:
Knowledge
  • Comprehensive knowledge of the field of educational sciences, its construction and developments.
  • In-depth knowledge of competing research paradigms within the field, (i.e. key analytical concepts, theoretical models, and research practices), and their relation to educational policies and practices.

Skills
The students will be able to
  • Relate their doctoral projects to the field of educational sciences.
  • Identify and handle complex academic issues, and critically analyze research within the field.

General competence
  • Identify, reflect upon, and evaluate ethical issues relating to research in the educational sciences.
  • Contribute to critically reflective discussions regarding the field's basic assumptions, discourses and research practices.

Contents

The course will address historical and current approaches to the construction of the field of educational sciences. The content of the course is organized into three main topics: (i) The educational sciences; Nordic and European perspectives, (ii) Educational sciences; research approaches at the Faculty of Arts and Education (iii) Research status and challenges.

Required prerequisite knowledge

Applicants must meet the requirements for enrollment in PhD programs.

Exam

Weight Duration Marks Aid
Individual paper1/1 Pass - Fail
Evaluation will be based on the students' individual papers of 4500 words (+/-10%). The papers will be graded Pass/Fail. Students will earn 5 credits for the course when a paper has been submitted and approved. The students' workload will be approximately 150 hours of work.
Deadlines:
The paper should be submitted within 4 weeks after the final seminar.

Coursework requirements

The course will be taught as a seminar with discussions of reading material and student presentations. Active participation is required.

Course teacher(s)

Course teacher
Ingrid Nielsen , Marit Alvestad , Ketil Knutsen
Course coordinator
Ketil Knutsen

Method of work

The course work consists of lectures, discussions and student presentations. Whenever there are non-Scandinavian speakers present, the working language will be English. When only Scandinavian/Norwegian speakers participate, Norwegian/Scandinavian will be used.
The course is organized in three blocks; part one runs over two days (2 x 6 hours), the second and third both cover one day (2 x 6 hours). A detailed schedule will be available when the course is announced.

Open to

The course is open to PhD candidates in educational sciences and related scientific fields. The course is mandatory in the PhD program in educational sciences at the Faculty of Arts and Education.

Course assessment

The course participants are encouraged to contribute to the course evaluation, which will include a dialogue evaluation and a questionnaire available on Canvas.

Literature

Books:
Bartlett, S. & Burton, D. (2016). Introduction to Education Studies. London: Sage. (Kap. 1,2,3,6,7,12)(138 p.).
Biesta, G, Allan, J & Edwards, R (2014). (Eds.). Making a difference in theory: The theory question in education and the education question in theory. London: Routledge (200 p.).
Thomas, G. (2013). Education. A very Short Introduction. Oxford: Oxford University Press (137 p.).
Compendium:
Aasen, P. (2006). Utdanningsvitenskap som forskningsområde. Vetenskapsrådets støtte til Utdanningsforskning. Pedagogisk forskning i Sverige, 11, (1), 59-63 (4 p.).
Aasen, P., Sandberg, N. & Spord Borgen, J. (2007). Utdanningsforskning. Fagdepartementets sektorforskningsansvar. Oslo: NIFU STEP Studier av innovasjon, forskning og utdanning Rapport 15/2007 (30.p) (http://www.nifustep.no/).
Dale, E. L. (2011). Utdanningsvitenskap og pedagogikk. Oslo: Gyldendal Akademisk (kap.10 og 11, s. 286-331) (41 p.).
Thomas, G. (2012). Changing Our Landscape of Inquiry for a New Science of Education. Harvard Educational Review, 82, (1), pp. 26-51 (25 p.).
Sæter, J. & Wivestad, S. (2010). Utdanningsvitenskap som omgrep og trend. Norsk Pedagogisk Tidsskrift, 94, (1) 5-16 (11 p.).
(In total 602 p.)


This is the study programme for 2019/2020. It is subject to change.

Sist oppdatert: 11.11.2019

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