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190065 SE BM 10 Bachelor's Thesis (AHP+PP+SB) (2025S)
Emotion in Education and Teaching
Continuous assessment of course work
Labels
Details
max. 15 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- N Thursday 13.03. 15:00 - 19:00 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 27.03. 15:00 - 19:00 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 10.04. 15:00 - 19:00 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 08.05. 15:00 - 19:00 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 22.05. 15:00 - 19:00 Seminarraum 1 Sensengasse 3a 1.OG
- Thursday 12.06. 16:45 - 20:00 Seminarraum 6 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
The seminar focuses on writing a Bachelor’s thesis in the context of education and emotion. By examining selected educational literature on the subject, students will be given the opportunity to learn to understand and interpret the indissoluble connection between emotion and education. This involves understanding emotions as a necessary prerequisite for perception, learning and memory, problem-solving skills and creativity, decision-making processes and adaptive social behavior. On the other hand, by dealing with conflicting perspectives, participants should learn to justify their own arguments logically, both in the discussion and in the context of their Bachelor’s thesis. Therefore, the systematic development, joint conceptualization and critical examination and re-evaluation of theoretical assumptions in the context of their own research interests will also be an integral part of the seminar.
Assessment and permitted materials
-Text preparation (18% of the overall grade)
In the context of content preparation, specific assignments should be prepared and submitted by each participant at least two days before the presentation (approx. one A4 page). The assignments will vary and be uploaded to Moodle in good time. Students thus also receive continuous feedback from the course instructor.- Presentation (group presentation) (10 % of the overall grade)
The input presentations are prepared and presented independently as group work. The aim is to prepare a specific topic in an exciting and understandable way within an appropriate time frame and to present it in an appropriate form in order to initiate the subsequent discussion. A distinction is made between a primary text and related secondary literature, whereby additional literature research is absolutely necessary for the presentation groups.- Exposé for the seminar paper (18% of the overall grade)
The synopsis contains the research question, (sub-questions, thesis,) structure and approach as well as a preliminary selection of literature.- Bachelor's thesis (49% of the overall grade)
The basic formal and content-related criteria for writing an academic thesis as well as the exact submission deadlines will be discussed during the semester. The formal guidelines for the design of academic texts are mandatory!- Active participation (5% of the overall grade)
Students are expected to actively participate in a course that is part of the examination. In group discussions, all participants should endeavor to contribute and actively shape the discourse.In group discussions, all participants should endeavor to contribute and actively shape the discourse.
In the context of content preparation, specific assignments should be prepared and submitted by each participant at least two days before the presentation (approx. one A4 page). The assignments will vary and be uploaded to Moodle in good time. Students thus also receive continuous feedback from the course instructor.- Presentation (group presentation) (10 % of the overall grade)
The input presentations are prepared and presented independently as group work. The aim is to prepare a specific topic in an exciting and understandable way within an appropriate time frame and to present it in an appropriate form in order to initiate the subsequent discussion. A distinction is made between a primary text and related secondary literature, whereby additional literature research is absolutely necessary for the presentation groups.- Exposé for the seminar paper (18% of the overall grade)
The synopsis contains the research question, (sub-questions, thesis,) structure and approach as well as a preliminary selection of literature.- Bachelor's thesis (49% of the overall grade)
The basic formal and content-related criteria for writing an academic thesis as well as the exact submission deadlines will be discussed during the semester. The formal guidelines for the design of academic texts are mandatory!- Active participation (5% of the overall grade)
Students are expected to actively participate in a course that is part of the examination. In group discussions, all participants should endeavor to contribute and actively shape the discourse.In group discussions, all participants should endeavor to contribute and actively shape the discourse.
Minimum requirements and assessment criteria
This is an exam-immanent course with compulsory attendance. For a positive overall grade, all partial performances (85%) must also be completed.
The Bachelor's thesis can also be written in English
The Bachelor's thesis can also be written in English
Examination topics
All content covered in the course, in particular the subject-specific and didactic content and considerations of your own plans and those presented in the seminar. Supporting learning material can be found on Moodle.
Reading list
Die Literatur wird am Beginn der LV bekannt gegeben. U.a.:
Huber, M. & Krause, S. (Hrsg.) (2018). Bildung und Emotion. Wiesbaden: Springer VS.Hagenauer, G. & Hascher, T. (Hrsg.) (2018). Emotionen und Emotionsregulaition in Schule und Unterricht. Münster/New York: Waxmann.Pekrun, R. & Linnenbrink-Garcia, L. (Hrsg.) (2014). International Handbook of Emotions in Education. New York: Taylor & Francis.Huber, M. (2021). Emotionen im Bildungsverlauf. Entstehung, Wirkung und Interpretation. Wiesbaden: Springer VS.Huber, M. & Hagenauer, G. (2023) (Hrsg.). Lehrer*innenemotionen; in Druck.
Huber, M. & Krause, S. (Hrsg.) (2018). Bildung und Emotion. Wiesbaden: Springer VS.Hagenauer, G. & Hascher, T. (Hrsg.) (2018). Emotionen und Emotionsregulaition in Schule und Unterricht. Münster/New York: Waxmann.Pekrun, R. & Linnenbrink-Garcia, L. (Hrsg.) (2014). International Handbook of Emotions in Education. New York: Taylor & Francis.Huber, M. (2021). Emotionen im Bildungsverlauf. Entstehung, Wirkung und Interpretation. Wiesbaden: Springer VS.Huber, M. & Hagenauer, G. (2023) (Hrsg.). Lehrer*innenemotionen; in Druck.
Association in the course directory
BM 10 (AHP+PP+SB)
Last modified: Fr 10.01.2025 00:02