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BARN3202 fall 2023 went well. Based on student feedback and exam results, the course succeeds in providing a thorough introduction to methodology in childhood studies and achieving learning outcomes. As in previous years, the learning activities in the course included weekly two-hour lectures and non-mandatory colloquiums led by a learning assistant every other week. The students also write a term paper on a self-chosen topic relevant to the course and present their papers to fellow students in a term paper seminar. In this seminar, the students receive feedback from a fellow student and from the course coordinator. The students are overall very positive towards the learning activities. The reference group reports that the content in lectures has been engaging and note that time has been set aside for group discussion, allowing students to “link their own experiences to the course material”. They also write that there has been focus on going through and explaining important points in the curriculum, which makes it easier to understand the readings. Among suggestions made by the students is allowing more time to ask questions at the end of lectures. They also note that the amount of reading material is hard to get through (this applies to all the courses in the program). To support students in their reading of the curriculum, guidance was offered before some of the lectures about what to prioritize and important aspects to notice in the readings. Students also suggest that providing guidance about how to read in a smart way at the beginning of the course could be helpful. Students were particularly positive towards the term paper seminar, noting that writing the term paper provides “an invaluable learning opportunity for students, allowing us to delve deep into the subject matter and gain practical insights”. They also note that receiving detailed feedback from both staff and fellow students, as well as listening to insightful oral presentations, created a dynamic learning environment and fostered collaborative learning. Some students would have liked the term paper to contribute to the final grade, but the reference group report highlights that “the emphasis on the learning process itself, rather than just the end result, was instrumental in fostering a comprehensive understanding of the subject”. Overall, the students note appreciation for discussion between students and staff and variation in learning activities and assessment forms (both formative and summative), stating that “A balanced approach that incorporates both discussions and varied assessments contributes to a more comprehensive and effective learning environment, catering to diverse learning styles and promoting a deep understanding of the subject matter”. They suggest incorporating a practical activity in addition to the current learning activities. The assessment form is currently a four-hour school exam. This seems to be an effective form of assessment based on results. Students performed well and were able to demonstrate good insight into perspectives addressed in the course in a critical and reflective manner. However, as mentioned above, some students would have liked the term paper to contribute to the overall grade, and some noted that they would have preferred a home exam to a school exam. Regarding the learning environment in the course, feedback from students is very positive. They note effective dialogue with staff through the reference group, and that the value of student input in shaping the course has been recognized, which “contributes to the overall success of the educational experience”. They highlight that there is a dynamic in class that makes participating easy, and that appreciation of critical thinking has invited sharing of different perspectives, which can also challenge conceptions in the readings. The reference group notes that students feel valued, which contributes to an active and safe class environment.

NTNU:TIA:REST

Institutt for pedagogikk og livslang læring

Department of Education and Lifelong Learning

Engelsk

Forkunnskapskrav

Admittance to the course requires a bachelor's degree in the social sciences or equivalent.Students in the master’s programme in Childhood studies will be prioritised.

Faglig innhold

The course provides insights into different epistemological orientations that contextualize and inform approaches in research with children and on childhood. The course focuses on how to reflect critically on the relationship between the purpose of a study and the theoretical and methodological choices that arise in a research process. The course has a particular emphasis on qualitative methodologies, ethnographic fieldwork, and children as research participants. The course explores the interconnection between how children are understood as subjects of research, and how researchers formulate research questions, prepare an empirical inquiry, generate data, interpret and analyse data, and produce academic texts. The course aims to develop students' reflexivity and qualify them to make informed decisions when undertaking research in childhood studies.

Kursmateriell

Information will be given at the beginning of the semester.

Læringsutbytte

KnowledgeThe student has:<ul><li>Knowledge about different epistemological orientations and philosophies of science, as well as how they inform and interlink with child research methodology</li><li>In-depth knowledge of theoretical perspectives related to empirical research on children and childhood as a social phenomenon and interpretive methodologies</li><li>Familiarity with discussions on quality in qualitative research</li></ul>SkillsThe student has:<ul><li>Skills to critically reflect on the link between the purpose of a study and the theoretical and methodological choices that arise in a research process</li><li>Skills to reflexively approach child research and to make informed decisions when planning a scientific inquiry</li></ul>General competenceThe student has:<ul><li>Developed an understanding of the relationship between overall scientific principles, perspectives and debates, as well as on issues to consider when preparing child and childhood research</li><li>Developed knowledge about and experiences regarding how to write academic texts</li></ul>

Læringsformer og aktiviteter

Total lecture and seminar hours: approximately 30 hours.Students are required to write a term paper on a topic related to the content of the course. The term paper needs to be approved before students are qualified for the final written examination. Students must present their own term paper and will be assigned to comment on another student's term paper.

Obligatory attendance in lectures and seminar (80%)

Approved term paper

Oral presentation

Methodology in Childhood Studies

Barndomsstudier

Samfunnsvitenskapelige fag

Childhood Studies (Master's Programme)

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The course provides a good introduction to methodology in childhood studies. The literature and structure of the course is well designed for achieving the learning outcomes. Student feedback highlights that the course succeeds in providing information about different epistemological orientations and methodological approaches. The learning activities in the course include weekly lectures, colloquiums every other week with a learning assistant, and a term paper seminar where students present their papers and provide feedback to each other. Lectures were experienced as very helpful by the students, who also note that the course provides inspiration for a range of methods that can be used for their own master’s thesis. Different guest lecturers participated in the course this year, with overall very positive feedback. Students provided critical feedback in some cases where they felt that the lecture focused on detailed accounts of specific research projects or experiences rather than broader methodological issues. The colloquiums were experienced as a helpful opportunity to engage more actively with the course material and discuss with fellow students. As the colloquiums are not compulsory, a challenge is that the attendance rate is low at times. But for those who attend, the colloquiums seem to be a very useful part of the learning activities. The compulsory term paper on a self-chosen topic provides a valuable opportunity to engage critically with the course readings and develop knowledge and experience with academic writing. The term paper seminar remains a very important learning activity in the course, as it provides the space for students to give and receive critical feedback. Students highlight that writing the term paper and attending the seminar was “a relevant and useful way to practice and get familiar with the course material and literature” (reference group report). The students have expressed that they find it particularly useful to receive feedback on their term paper draft from the lecturer. They suggest an additional feedback moment early in the writing process if possible, based on a short description of research topic, research question, and perhaps a small part of an introduction. The form of assessment in the course is a four-hour written exam, where students choose to answer one of two questions and write an essay. The essay form is well suited for demonstrating knowledge about the issues addressed in the course, as well as the capacity for critical, reflexive, and independent thinking. Based on the results from the exam and experiences from previous years, the assessment form works well, although some students have expressed that they find the exam form stressful. Student feedback indicates that the learning environment is very good. The student group is small, and the students know each other and the course coordinator well, which provides a good basis for open dialogue and discussion. Students seem comfortable with participating in discussions, asking questions, and providing feedback to lecturers if anything is unclear or difficult to grasp. Students also note that the dialogue between the students and course coordinator through the reference group has worked very well to maintain a ‘healthy relationship throughout the course’ (reference group report). The main challenge to a good learning environment highlighted by the students is some of the rooms used in the course. Students express strong dissatisfaction with windowless teaching rooms in Låven, noting that they get tired quickly when lectures are held in these rooms. This is a concern we are already aware of and address by asking for lecture rooms with windows when planning the semester.

Admittance to the course requires a bachelor's degree in the social sciences or equivalent.

The course will provide an overview of different epistemological orientations that contextualize and inform approaches in research with children and childhood. The course focuses on how to reflect critically on the relationship between the purpose of a study and the theoretical and the methodological choices that arise in a research process. With a particular emphasis on qualitative methodologies and ethnographic approaches, the course emphasizes that the ways in which children are understood as subjects of research influences the ways researchers plan and carry out research, including formulating research questions, preparing an empirical inquiry, generating data, analyzing and interpreting data, and produce academic texts. The course aims to develop students' reflexivity and qualify them to make informed decisions when undertaking research in childhood studies.

KnowledgeThe student has:<ul><li>Knowledge about different epistemological orientations and philosophies of science, as well as how they inform and interlink with child research methodology</li><li>In-depth knowledge on theoretical perspectives related to empirical research on children and childhood as a social phenomenon and interpretive methodologies</li><li>Familiarity with discussions on quality and trustworthiness in qualitative research</li></ul>SkillsThe student has:<ul><li>Skills to critically reflect on the link between the purpose of a study and the theoretical and the methodological choices that arise in a research process</li><li>Skills to reflexively approach child research and to make informed decisions when planning a scientific inquiry</li></ul>General competenceThe student has:<ul><li>Developed an understanding of the relationship between overall scientific principles, perspectives and debates, as well as on issues to consider when preparing child and childhood research</li><li>Developed knowledge about and experiences regarding how to write academic texts</li></ul>

Total lecture hours: approximately 20 hours, total seminar hours: up to 12 hours, with presentation and discussion of individual students' working papers. The time allocated for seminars will be organized in 1-2 seminars during the semester, and each student will be assigned to comment on another student's working paper.

Approved working paper

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The evaluation of the course from fall 2020 stated that BARN3202 provides a good introduction to methodology in child research, with particular emphasis on qualitative and ethnographic approaches. Students learn about different scientific research paradigms and how they impact on how children are understood and included in research. Based on this evaluation, the main structure and content of the course was continued in the fall semester 2021. Minor changes were made to update the reading list. Optional assignments were not given, as the previous report stated that not all students participated in these. A compulsory term paper assignment was given, based on the same guidelines as last year, as this assignment is very well suited to help students engage with the course material in an independent and critical manner. In fall 2020, lectures, seminars and colloquiums were held digitally due to the coronavirus pandemic and travel restrictions. Lectures were recorded and therefore less interactive. The previous report noted that students would have benefited from more class discussions and other group work. In fall 2021, almost all lectures, seminars and colloquiums were held in person on campus, allowing more interactive lectures and more opportunities for discussions and group work. The reference group report indicates that the students experienced a collaborative learning environment with frequent opportunities for posing questions and engaging in dialogue with fellow students, which created space for critical thinking about the course content.

The course syllabus and structure are clear and well attuned to the learning outcomes. Students note that learning outcomes, the course plan and syllabus were communicated in a clear manner from the outset of the course, and that each lecture had a clear structure, was easy to follow, and was well connected to the associated readings. Students found the syllabus and number of lectures sufficient. Students also commented that Power Points for each lecture were clear and easy to follow, which was helpful when studying for the exam and attaining the learning outcomes. In addition to lectures, two-hour colloquiums were held every other week by a learning assistant. The learning assistant was very engaged and created excellent group assignments and questions for discussion. Students were very happy with the colloquiums and noted that they were well-planned and helpful in attaining the learning outcomes. The course coordinator and learning assistant were in continuous dialogue throughout the semester, which was helpful for both ensuring continuity between lectures and colloquiums and for gaining insight into students’ progression, questions, and concerns. Dialogue with reference group representatives was also helpful in this regard. The reference group report indicated that the learning environment was experienced as productive and collaborative. There was enough time for dialogue and group work, and the communication between students and staff was good. The course includes a compulsory term paper about a self-chosen topic. After a first draft is submitted, students present their paper during a two-day seminar and receive feedback from both the course coordinator and a student opponent. This assignment is important, as it requires engaging with the course readings in an independent and critical manner. Listening to others’ presentations and receiving feedback in a group setting is also very productive. Students found the essay and seminar very helpful to reaching the learning objectives. However, the open nature and ‘broad’ guidelines for the assignment was experienced as somewhat stressful for some students, who were confused about what was expected from their work. This confusion was resolved after receiving feedback on the first draft of the paper. In the future it may be helpful to clearly communicate the reasons for the broad guidelines and to provide examples of what previous students have written about when introducing the assignment. In both fall 2020 and 2021, examples of final term papers were made available in Blackboard (with consent from authors). This is also helpful in clarifying expectations for the assignment. The term paper seminar was also viewed as helpful, although several students experienced it as quite stressful. It was noted that some students exceeded the time limit for presentations, interrupting the time schedule. Students recommend a stricter enforcement of the time frame in the future. However, reminding students to keep within the time frame should also be balanced with an aim of creating a safe and comfortable learning environment, and not adding to what is an already stressful experience for some students. Overall, the term paper assignment, seminar and feedback was viewed as very effective and constructive. Students recommend providing feedback on the final draft as well as the first draft, while also acknowledging that this is resource demanding and noting that it is not a necessity. The assessment form for the course was a four-hour home exam with an essay assignment. This form of assessment is well suited for the course. The reference group report notes that receiving feedback about the final exam in addition to the grade would be appreciated. This can be addressed through clearly communicating to students that they have the opportunity to ask for an explanation of their grade through Inspera.

Ordbok

Mer om vurdering

Approved working paper and oral presentation. Attending lectures and seminar is compulsory (minimum 80%). Exam registration requires that class registration is approved in the same semester. Compulsory activities from previous semester may be approved by the department.

Admittance to the course requires a bachelor's degree in the social sciences or humanities disciplines, or equivalent.

The course will provide an overview of different epistemological orientations that contextualize and inform approaches in research with children and childhood. The course focuses on how to reflect critically on the relationship between the purpose of a study and the theoretical and the methodological choices that arise in a research process. With a particular emphasis on qualitative methodologies and ethnographic approaches, the course emphasizes that the ways in which children are understood as subjects of research influences the ways researchers plan and carry out research, including formulating research questions, preparing an empirical inquiry, generating data, analyzing and interpreting data, and produce academic texts. The course aims to develop students' reflexivity and qualify them to make informed decisions when undertaking research in childhood studies.

Knowledge The student has: - Knowledge about different epistemological orientations and philosophies of science, as well as how they inform and interlink with child research methodology - In-depth knowledge on theoretical perspectives related to empirical research on children and childhood as a social phenomenon and interpretive methodologies - Familiarity with discussions on quality and trustworthiness in qualitative research Skills The student has: - Skills to critically reflect on the link between the purpose of a study and the theoretical and the methodological choices that arise in a research process - Skills to reflexively approach child research and to make informed decisions when planning a scientific inquiry General competence The student has: - Developed an understanding of the relationship between overall scientific principles, perspectives and debates, as well as on issues to consider when preparing child and childhood research - Developed knowledge about and experiences regarding how to write academic texts

Approved working paper and oral presentation. Attending lectures and seminar is compulsory (minimum 80%).

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The course provides a good introduction to methodology in child research, with particular emphasis on qualitative and ethnographic approaches. Students learn about different scientific research paradigms and how they impact on how children are understood and included in research. Through lectures, term paper writing and paper presentation, as well as optional individual assignments, students gain experience with thinking critically and reflect thoroughly on how to plan a child research inquiry.  In response to the corona pandemic, the course was modified using an asynchronous teaching approach. Students in Trondheim attended physical lectures on campus, and the lectures were recorded and posted on Blackboard, to be accessible for students who were not on campus. All students were encouraged to write and post reflection notes on Blackboard, to share their experiences and ideas about curriculum topics and discussions. A learning assistant also held digital colloquiums for two groups, to cater for time differences where students were located.  Lecturer met students in a digital seminar on term paper writing mid-term. Considering the situation these measures worked well, although students commented that distance learning and lack of class cohesion put a strain on the learning processes and feelings of motivation.

The learning outcome is communicated online and during lectures, as well as through activities such as reflection notes and the term paper where students have the possibility of engaging with the literature and course curriculum in a processual way.  BARN3202 Methodology in Childhood Studies is a component of Mphil in Childhood Studies, complementing a theory course in Childhood Studies (BARN3101), a course on participatory approaches and ethics (BARN3201) and the thematically oriented courses Children and development in global south (BARN3300) and Children’s rights (BARN3102).

Autumn semester 2020, students had the possibility of submitting reflection notes, connected to the different topics raised in lectures. These are meant to both help students engage with the material, reflect on the topic, and practice writing brief academic texts.  Term paper submission mid-way in the course is a compulsory activity. The term paper is also presented in a full-day seminar, where students receive feedback from fellow students and lecturer. The term paper helps students engage with the course material in an independent manner, as well as provides experience in how writing is a process. Autumn semester 2020 this was held digitally. Since lectures were recorded (laptop with inbuilt camera), lectures were less interactive and there was not as many opportunities for class discussions as previously, out of concern for the quality of the recordings produced. Students would have benefitted from more class discussions and other group work. Since term paper submission and presentation is compulsory, all students take part in them. The optional assignments were not used by all the students. Due to the corona situation, there is perhaps a lack of strong class cohesion, simply because the class is spread out across several continents. Students did meet in colloquiums (in this and other connected courses), and also had contact on other media platforms, which was positive for the group.

The term paper assessment (students must pass in order to take exam) works very well and students learn a lot from the process. Writing in a processual manner brings many benefits in terms of understanding the topic, receiving feedback and relating to them, practicing writing academically, and preparing for the exam.  The final assessment, usually a 4-hour written examination, was adapted to the corona situation, as well as different time zones and varying internet access across contexts. For the autumn semester of 2020, the final assessment was a 24 hour written examination. Students could choose one out of two exam questions and write an essay about the topic. This form of assessment works well for this course.

Approved working paper and oral presentation. Attending lectures and seminar is compulsory (minimum 80%).
Exam registration requires that class registration is approved in the same semester. Compulsory activities from previous semester may be approved by the department.

Admittance to the course requires a bachelor's degree in a social science or humanities discipline, or equivalent.

The course will provide an overview of different epistemological orientations that contextualize and inform approaches in research with children and childhood. The course focus on how to reflect critically on the relationship between the purpose of a study and the theoretical and the methodological choices that arise in a research process. With a particular emphasis on qualitative methodologies and ethnographic approaches, the course emphasizes that the ways in which children are understood as subjects of research influences the ways researchers plan and carry out research, including formulating research questions, preparing an empirical inquiry, generating data, analyzing and interpreting data, and produce academic texts. The course aims to develop students reflexivity and qualify them to make informed decisions when undertaking research in childhood studies.

Knowledge
The student has: 
- Knowledge about different epistemological orientations and philosophies of science, as well as how they inform and interlink with child research methodology 
- In-depth knowledge on theoretical perspectives related to empirical research on children and childhood as a social phenomenon and interpretive methodologies 
 - Familiarity with discussions on quality and trustworthiness in qualitative research
Skills
The student has: 
- Skills to critically reflect on the link between the purpose of a study and the theoretical and the methodological choices that arise in a research process 
- Skills to reflexively approach child research and to make informed decisions when planning a scientific inquiry
General competence
The student has: 
- Developed an understanding of the relationship between overall scientific principles, perspectives and debates, as well as on issues to consider when preparing child and childhood research 
- Developed knowledge about and experiences regarding how to write academic texts

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(7025)/FieldValuesAsText

The course provides a good introduction to methodology in child research, with particular emphasis on ethnographic approaches. Students learn about different scientific research paradigms and how they impact on how children are included in research. Through lectures, term paper writing and paper presentation, as well as optional individual assignments and class discussions, students gain experience with thinking critically and reflect thoroughly on how to plan a child research inquiry.

BARN3202 Methodology in Childhood Studies is a component of Mphil in Childhood Studies, complementing a theory course in Childhood Studies (BARN3101), a course on participatory approaches and ethics (BARN3201) and the thematically oriented courses Children and development in global south (BARN3300) and Children’s rights (BARN3102).  Learning aims for the course are updated and relevant. They are furthermore communicated directly during lectures, and indirectly through the possibility of engaging with the material doing more ‘practical’ assignments (see below).

The course offers the possibility to submit ‘homework’ connected to the different topics raised in lectures. These are meant to both help students engage with the material, reflect on the topic, and practice writing brief academic texts. Term paper submission mid-way in the course is a compulsory activity. The term paper is also presented in a full-day seminar, where students receive feedback from fellow students and lecturer. The term paper helps students engage with the course material in an independent manner, as well as provides experience in how writing is a process.*Students in general engage and participate in class discussions and would also want even more of such activities (discussion and group work) as they learn a lot from them. Since term paper submission and presentation is compulsory, all students take part in them. The optional assignments were used by only a few students. *The class environment is positive and seems to both provide a safe and open space for students who has very different backgrounds, to share views and ask questions.

The term paper assessment (students must pass in order to take exam) works very well and students learn a lot from the process. Writing in a processual manner brings many benefits in terms of understanding the topic, receiving feedback and relating to them, practicing writing academically, and preparing for the exam. The final assessment is a 4-hour written examination, where students can choose one out of two exam questions and write an essay about the topic. This form of assessment works well for this course.

Anbefalte forkunnskaper

The course will provide an overview of different scientific paradigms and perspectives, focus specifically on ethnographic approaches and discuss how a focus on children as subjects in research influences the various steps in a research process, such as formulating a research question, preparing an empirical inquiry, obtaining access to the field, ethics, collecting data, analysis and interpretation of data, and drawing up a research text. This approach and content aim to develop students' reflexivity and qualify them to make informed decisions when planning an inquiry. 

The course aims to present theory that informs different methods and techniques in child and childhood research and develop students' ability to reflect critically on the relationship between the purpose of a study and the theoretical and the methodological choices that arise throughout a research process. The course also aims to offer students the possibility to write brief academic texts. 

By the end of the course participants will have gained an understanding of:
- Theory of science: knowledge about different research paradigms, and theoretical perspectives related to empirical research on children and childhood as a social phenomenon and interpretive methodologies. 
- Reflexivity: through empirical examples, student activities and discussions, to reflect upon the relationship between overall scientific principles, perspectives and debates, as well as on issues to consider when preparing a research plan.
- Academic writing: knowledge about expectations regarding an academic text through lectures, individual writing and group discussions.

Total lecture hours: approximately 20 hours, total seminar hours: up to 12 hours, with presentation and discussion of individual students' working papers. The time allocated for seminars will be organized in 1-2 seminars during the semester, and each student will be required to comment on another student's working paper.

Methodological Perspectives on Child and Childhood Research

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Methodology in Childhood Studies - BARN3202