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490051 SE Bachelor Papers Seminar (2025S)
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 03.02.2025 09:00 to Mo 17.02.2025 09:00
- Deregistration possible until Fr 28.03.2025 12:00
Details
max. 25 participants
Language: German
Lecturers
Classes (iCal) - next class is marked with N
- N Tuesday 11.03. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 18.03. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 25.03. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 01.04. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 08.04. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 29.04. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 06.05. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 13.05. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 20.05. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 27.05. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 03.06. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 10.06. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 17.06. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
- Tuesday 24.06. 13:15 - 14:45 Seminarraum 7 Sensengasse 3a 2.OG
Information
Aims, contents and method of the course
Assessment and permitted materials
The Bachelor's seminar is an examination-immanent seminar. These consist of at least two partial performances. For this seminar, four partial performances are used for assessment. For information on good scientific work, the sheets on scientific work of the Institute of Educational Science are recommended here:https://bildungswissenschaft.univie.ac.at/biographie-bildung-und-gesellschaft/lehre-und-studium/blaetter-zum-wissenschaftlichen-arbeiten/
Minimum requirements and assessment criteria
In this seminar, which is immanent to the examination, four partial performances form the basis for the assessment. The following partial performances are decisive for the assessment with the following weighting:
- The Bachelor thesis: 60%
- Oral presentation of the exposé: 15%
- Submission of a part of the BA thesis as a reading sample: 15%
- Active participation in the seminar: 10%
- The Bachelor thesis: 60%
- Oral presentation of the exposé: 15%
- Submission of a part of the BA thesis as a reading sample: 15%
- Active participation in the seminar: 10%
Examination topics
This is an exam-immanent seminar. There will be no point-based examination for this seminar. The grade is made up of four partial performances. The content of this partial performance is determined by the students' self-chosen epistemic interest.
Reading list
Neben den Blättern des wissenschaftlichen Arbeitens richtet sich die Literatur nach den Interessen der Studierenden. Eine gemeinsame Literaturliste wird im Rahmen des Seminars erstellt.
Association in the course directory
Last modified: Tu 28.01.2025 13:07
In this Bachelor's seminar, we accordingly pursue the goal of deepening our knowledge in an area of inclusive education and to work on a question within the framework of inclusive education with the help of (educational) scientific methods. Inclusion can be understood here with Mai Anh Boger ‘as a unifying sign of theorising critical of sexism, racism, ableism and classism [... or,] synonymous with differential justice (or ex negativo: non-discrimination/freedom from discrimination)’. In this seminar, students are accordingly supported in writing their Bachelor's thesis in accordance with the guidelines of good academic writing.Contents of the course:
- About the meaning of scientific work and its formal requirements.
- Support in finding a topic and writing a research interest or question
- Development of a research design and writing an exposé
- Support in writing a Bachelor's thesisIn principle, the topics are chosen by the students themselves in consultation with the course lecturer. Practical philosophical or empirical-qualitative methods are recommended for developing the research interest or the research question.The course leader is particularly interested in addressing intersectionality and the entanglement of different practices of discrimination. For example, questions could be addressed such as: "How do class/gender/racialisation and disability intersect in schools?" Or also: "What can we learn from feminist pedagogy (e.g. bell hooks,...)/post-colonialist pedagogy (e.g. Gayatri Spivak, María do Mar Castro Varela,...)/socialist pedagogy (Adler, Bernfeld, or the pedagogy of the 1968 school shops...) for inclusive pedagogy?"