Instruction:

Project paper for preparation

of synopsis, reports in themes
and bachelor project
at Pdagoguddannelsen i Holstebro (social
education campus in Holstebro)
VIA University College gathers the
medium length higher educations in
the Central Jutland region into one
institution with places of study in the
whole region.

VIA University College

Campus Holstebro
Pdagoguddannelsen
Gl. Struervej 1
7500 Holstebro
Tlf. 87 55 38 55
www.viauc.dk/paedagogiholstebro

14th edition, August 2013.

Table of contents:
1. Introduction
2. Project work in relation to the themes
2.1
2.2
2.3
2.4
2.5

Project organisation
Written report
Thesis statement
Types of thesis statements
Check points for a good thesis statement

3. Methodology, methodology considerations and

methodology reflexions
3.1 Reading guide

4. The responsibility of the students and the supervisor in

relation to the project work
4.1 Which expectations can the group have with regards to the supervisor?
4.2 Which expectations can the supervisor have with regards to the group?

5. The written report at Pdagoguddannelsen i Holstebro

5.1 Formal requirements to the report
5.2 Proposed outline of the project report
5.2.1 Front page
5.2.2 Table of contents with page numbers
5.2.3 The introduction shall include
5.2.4 The methodology section shall include
5.2.5 Main sections where the subject is elucidated/analysed shall include
5.2.6 Conclusion
5.2.7 Possible discussion
5.2.8 Reference list
5.2.9 Possible annexes

6. Synopsis at Pdagoguddannelsen i Holstebro (social

education campus in Holstebro)
6.1 What is a synopsis?
6.2 What is a synopsis used for?
6.3 Formal requirements to the synopsis
6.3.1. What should be included in the synopsis?
6.3.2. What is the form of the text in a synopsis?
6.4 Example of a synopsis

7. Annexes
Annex 1: SCRIBO a shortcut to a good project
Annex 2: Content of the methodology section
0

Literature used for the Project paper

1. Introduction

At Pdagoguddannelsen i Holstebro (social education campus in Holstebro) you

shall work with a total of 5 themes during the course of the study. In 4 of these, a
written report shall be prepared, and in one theme, a synopsis shall be prepared. It
concerns the following themes:
Relation between the social educator/user (1 st semester written report)
Institutional life (2nd semester written report)
The interdisciplinary element (4th semester written report)
Inter-creation(4th semester portfolio)
Specialisation (7th semester written report).
The Study programme, the Study plan and the educational description of each
theme course includes specific descriptions of the themes.
For the finishing exams in DCC, the Main subject and the Pedagogy a synopsis shall
be prepared see more on page 9 of this instruction.
In addition to the above mentioned themes and synopsis for 4 th semester, you shall
complete a written report in IIS and in the 7th semester write a bachelor project
(also a written report) as described in the Study programme and the Regulations:
Examinations. The progression of the education shall ensure that you are able to
meet the objective of the bachelor project. 1
Instruction: The project paper includes the requirements for your work with the
synopsis and written reports, including requirements to the methodology, literature
and research and development work. Your study has been planned with an
ascending degree of difficulty and complexity, and the objective is that you shall be
capable of describing, analysing, evaluating, concluding and putting into
perspective the professional issues. At the same time, the education of study
techniques, search for information and science studies will qualify you for this work.

2. Project work in relation to the themes

Many of you have to some extent become acquainted with the project work form in
the state school and secondary school but you still have to get used to a very
independent and collaborative way of working with the pedagogic field as the focal
point.
The project work takes the starting point in the thoughts behind the problemoriented project work. This is a study form found in almost all parts of the Danish
educational system, but which is also carried out in many different ways. The study
form has its roots in critical and constructivistic pedagogical thinking, among others
identifying learning as an active process in which knowledge is made in a new
context. Knowledge is not transferred unchanged or passively from educator to
the student, instead the student in an active process creates his/her own insights
and realisations of the surroundings (Andersen, Ellegaard & Muschinsky, 2007, p.
676) (Slsj, 2003, p. 60).

1 Lov om uddannelse til professionsbachelor som pdagog, LBK nr. 315 af 19/04/2006: (Act on education of
professional bachelors in pedagogy, LBK No. 315 of 19/4/2006) During the bachelor project, your shall
independently acquire: 1) Special insight in a limited area or problem of both theoretical and practical nature within
a central pedagogical work area, 2) skill to collect, document, analyse, reflect on and put into perspective knowledge
and information within pegagogical professional subjects and issues, and 3) skill to communicate pedagocial
professional subjects and issues.

Problem-oriented project work implies that your study group thoroughly prepares a
certain issue on a problem-oriented and interdisciplinary basis. This is a process
that has a query as a starting point. A query may arise in situations, where the
knowledge and experience that you have as a student is not sufficient to solve a
problem. This should be very widely understood. It is the query that arises when we
are not capable of explaining or understanding a certain phenomenon with the
knowledge we have at our disposal. It may be a question of you in your professional
work facing concrete issues, where the knowledge and action readiness that you
have accumulated, is not sufficient to solve the problem.
The idea being that through the project work you take as your starting point the
specific issue formulated as a professional problem field, thereafter to make the
object of theoretical and possibly empirical analyses. This does not necessarily take
place to solve the problem, but rather to investigate the background, the
conditions or the perspective of the problem. In this way, this study form will
enhance your reflectionary and analytical competences.

2.1 Project organisation

The project organisation means that you will mostly be organised in study groups.
The groups take their starting point in a subject and thesis statement, and the
project work results in a written report/synopsis. The work with themes is built up as
an interaction between presentations from teachers, groups and team discussions,
instructions, group studies and independent study.
In the beginning of the theme period, the study groups are formed, thereafter
functioning as the frame of the project work. The organisation of the group in each
theme is seen from the description of each themed course from the teachers of the
team. When the groups have been formed, the real project work starts, and the
project is finalized at the end of the period.
Regarding the bachelor project, it is possible to work individually. See Regulations:
Examinations.

2.2 Written report

In connection to the preparation of the written report, your study groups should
focus on: Subject, problem area and thesis statement. The project work has its
starting point in a subject chosen by the study group. By this it is meant a broader
and not precisely defined field of knowledge, typically formulated as an area of
interest or object, for example:
Music in the nursery
Physically handicapped persons sexuality
Acknowledgement
Overweight children and young people.
On the background of the subject, your group shall describe the problem area and
explain and document the issue of your interest. The problem area is typically
presented in the introduction of the report. Here, you have to focus on:
Documenting the reality of the issue: Where did you read about it in
connection with theory, investigation, research, statistics etc., or where did
you experience it possibly during your practice periods etc.
3

Explain and argue why it is relevant professionally to investigate the chosen

subject
Describe and give reasons for the query, which is the basis of the project. We
refer to the theoretical and empirical context describing the issue. This
means that you should present the knowledge that you have of the world, or
a part thereof, necessary to substantiate and specifying the issue.
Make the reader interested in the project, and at the same time describe the
project context.

The course could be that the study group members starts with formulating concrete
experience (e.g. empirical data from practice periods), dilemmas or cases that are
characterized by various forms of your query. As this experience is discussed in the
group, more general issues begin to materialise.
These can also be based on you having read literature, theories, development
projects or research results with the practice experience completed by you. You may
also take inspiration from other ways of addressing things, new methods, new
legislation etc.
Gradually, the discussion will circle around certain phenomena, themes or concepts,
which the group wishes to concentrate on.

2.3 Thesis statement

The turning point for the project work is typically the thesis statement that takes the
starting point in the previous unfolding of the problem area. The thesis statement is
necessary in order to control both professional and methodological choices
throughout the project course. A short brief on what characterized a problem:
A problem is a query (see page 2 in Instruction: Project paper) that has taken the
concrete form of a question. Each problem includes a question, but not vice versa:
There are many questions without a problem. (Winter, 2001, p. 14).
As to the work with subject, problem area, thesis and thesis statement, we have
been inspired by Poul Bitsch Olesens and Kaare Pedersens concept hierarchy
model (Olsen & Pedersen, 2003, p. 27) as well as Lotte Rieneckers definitions of
problem words (Rienecker & Jrgensen, 2005, p. 126).

Subject/theme
Problem field
Query
Issue
Thesis statement

In connection with preparation of the thesis statement, you may also choose to
work with SCRIBO see Annex 1 page 13: SCRIBO a shortcut to a good project.
4

2.4 Types of thesis statements

Thesis statements may be outlined as a question, and it is a good idea to use whwords in the process.
Ask with:
What
Which
Where
Who
- and write an accounting, classifying and categorising text.
Ask with:
Why
- and write explanatory, interpretative, analytic and discussing text.

Ask with:
How
and write an evaluating, action indicative text (Rieneckder, 2005, p. 18).
The thesis statement may change along the way as you get wiser, but a possible
change should always be agreed with the group supervisor.
The thesis statement also includes a limitation: What do you not want to touch on.
Be aware to have the projects markedly defined, even if at the start it feels as if it
is futile. Further on, you will find that the interesting part typically consists in going
in-depth with a narrow subject as opposed to skimming over a broad subject.
Research and reporting are related but are not the same. During the total work
process, you will explore areas in an investigative way, you will read and write a lot
that should not necessarily end up in the report.

2.5 Check points for a good thesis statement

You may use the below check points in connection of preparation of your thesis
statement:
Relevance study-wise and professionally
The subject, problem area and thesis statement shall be kept within the
requirements of the study programme as to thematic projects, and the thesis
statement shall be professionally relevant.
Interest in thesis statement
You have to be motivated as to the thesis statement and the analyses, which
it entails, as well as you have to be interested in the methods that you
choose to work with.
Clear, unequivocal and with a possibility for analysis and line of reasoning
It has to be obvious what the projects aims are and which new knowledge
you want to contribute. At the same time the thesis statement shall give an
opportunity to analyse and reason.
Is it challenging enough and has a conclusion?
Does the thesis statement provide an opportunity to make the conclusion of
the report having an aha-effect? Or is it so trivial that the conclusion is
more likely to be well, we thought so?
5

Question form
The thesis statement should preferably be able to be formulated as a
question with wh-words if possible. You might express sub-questions or
cases/theses
Be linguistically precise and directional
The thesis statement shall be precise, and it should be comparatively easy to
distinguish what is relevant to have a closer look at, and what to leave out.
Clear emphasis
The thesis statement shall be clearly emphasized, preferably by means of
typography
Can we make it in time?
Dont bite off more than, be ambitious, but also realistic (Jrgensen &
Rienecker, 2001).

3. Methodology, methodology considerations and methodology

reflexions

The project work shall include a section on methodology (see Annex 2, page 14)
where your account for the scientific approach that you intend to use to investigate
and process the pedagogy-professional subject and answer to the thesis statement.
You also need to have a description of data collection methods to be involved in the
work with the thesis statement, such as:
Observations (qualitative and quantitative)
Interviews
Questionnaire
Field studies
Literature studies
Practical actions
Cases etc.

The section shall include your reflexions on which strengths and weaknesses lie in
the chosen data collection methods and the scientific theoretical approach, i.e. you
have to relate critically, including in the case of ethical problems and dilemmas.

3.1 Reading instruction

In case of large reports (such as the bachelor project) it may be an advantage to
prepare reading instructions as a special service section for censor and examiner.
Here, you can read about the structure and connections of the report. It is not a
requirement but may be a good idea not only for censor and examiner but also for
yourself in order to get an overview of the report elements.
What can be in a reading instruction?
Structure and connection of the report
How to use notes, which should always be limited?
Are there any annexes? If not, may they be supplied if needed?
Special considerations in relation to source references etc.

4. The responsibility of the students and of the supervisor in

relation to the project work
6

4.1 Which expectations may the group have to their supervisor?

The group may expect:

To be in dialogue with the supervisor on the subject, thesis statement, work
process and discussion of the professional matters
That the supervisor stays critical and constructive to the group work
That the supervisor keeps a continuous discussion with the group on their
work
That the supervisor is prepared for supervision meetings on the basis of
working papers from the group
That the supervisor makes it clear which resources the Educational institution
has fixed for supervision
That the supervisor keeps the group to the fact that the project is theirs, not
the supervisors
That the supervisor recommends literature, development and research
projects, preferably in cooperation with the librarian the group, however,
being themselves responsible for finding appropriate literature and methods
That the supervisor is the critical friend of the group, challenging, inspiring,
frustrating and disturbing the group during the work process with the aim of
obtaining the best possible result of the work
That the supervisor discusses possible collaboration problems in the group on
their initiative, or if the supervisor finds this necessary. The careers advisor
may also be involved
That supervision meetings are agreed meetings where time and content have
been agreed.

4.2 Which expectations may the supervisor have with regards to the
group?

That the groups is prepared to cooperate

That the group has prepared for the agreed supervision meetings
That the group stays active in the discussions with the supervisor
That the group before supervision meetings emails materials to the
supervisor
That the group discusses possible cooperation problems and tries to solve
these. If this is not possible, the problem shall be discussed with the
supervisor. The careers advisor may also be involved.

5. Written report at Pdagoguddannelsen i Holstebro (social

education campus in Holstebro)
5.1 Formal requirements to the report
There may be various requirements for how much the report can take up see
Regulations: Examinations. The number of pages is excluding front page, table of
contents, list of literature and annexes. The annexes should be limited, and the
7

report shall be readable without involving the annexes.

You shall use the type size 12 and a font, which corresponds to Times New Roman in
size. Line spacing 1.5 and all margins 2.5. Quotations, descriptions of field work,
parts of interviews may, however, be written with a smaller font and a line spacing
of 1 as well as indentations.
NB! If the written report: Bachelor project has been prepared by a group, the part made by each student shall be
clearly stated see more in Regulations: Examinations under section 7.

5.2 Proposed outline of written reports

5.2.1 Front page

Shall (if standard form is not used see Regulations: Examinations for the theme in
questions) be used:
Report title if illustrations are included, these shall illustrate the subject
(remember to state source of the illustration)
Occasion for example 1st semester: Relation between pedagogue/user
Names and study numbers of the group participants, class number and group
number
Name of supervisor
Place of study - Pdagoguddannelsen i Holstebro (social education campus in
Holstebro)

5.2.2 Table of contents with page numbers

The table of contents is a summary of the content of the report. The headlines in
the table of contents shall be the same as the headlines in the sections/chapters of
the report.

5.2.3 The introduction shall include

Presentation with a description of the subject, problem area and thesis

statement as well as professional grounds for the choice of subject. State the
reasons for which you find this subject interesting, relevant or topical and
remember that it shall be a technical and professional reason

Scope of the subject when you have chosen to investigate a certain aspect
of the subject, you will always opt something else out. You may for example
limit your subject as to user group, age group, institution type, time period,
pedagogical action/activity etc.

Possible definition and discussion of important concepts and words in

relation to the report thesis statement

Possible reading instruction for the report (see section 3.1 page 6).

5.2.4 The methodology section shall include

8

The methodology section shall include the following elements, but the order may
vary.

Description of scientific theoretical approach: Here, you shall describe

the scientific theoretical approach behind your choice of methodology/ies.

Description of methodologies and analytical approaches: Here, you

shall describe the methodologies that you use when working with the
thesis statement, including i.e. use of interviews, statistics, questionnaires,
field work, investigations, theory, observations, practical actions, cases,
debate analyses etc.

Reflexions on methodologies and analytical approaches: Here, you

shall reflect on which strengths and weaknesses that lie in the chosen
methodology/ies and the chosen scientific theoretical approach, respectively.
You have to relate critically to the methodology, including ethical problems
and dilemnas.

Source criticism: It is important that you respond critically to the methodologies,

theories and collected empirical data used. Here, it might be good to use the arms
length principle (Fibiger & Sgaard, 2009, p. 115) on all elements of the report,
which means keeping your distance in order to be able to contemplate them
objectively and from a distance, so that they can be critically evaluated.
Please see Annex 2 page 14 of this Project paper for content of the methodology
section.

5.2.5 Main section where the subject clarified/analysed shall include

The main section should include both a descriptive, analytic, evaluation and action
indicating part.

The descriptive part includes central facts on the subject, theories,

observations, interviews, cases, etc. The description and summary of
empirical data shall be brief and pertinent in relation to the concrete thesis
statement. The descriptions thus gives the raw material for analysis,
evaluation and action indication.

The analytic part divides a subject, a text, a case, or data material

systematically into its components. The analysis may also concern
comparison of two objects, possibly theoreticians or data material, in view of
finding significant differences or similarities between the materials. During
the analytic phase, at least one professional methodology shall be used:
Concept(s), theory(ies), methodology(ies).

The evaluating part picks up on methodologies and theories, etc. Were

they suited for clarification of the thesis statement?

The action indicative part makes, on the basis of descriptions, analyses

and the knowledge that you have obtained, proposals for practical actions.

The main subject shall to the greatest extent possible include relevant national and
international research, study and development work. 2
Make headlines for each section, relevant to your project. The order in the main
section depends on you and your project. It is a good idea to have a partial aim and
partial conclusion for each single section.

5.2.6 Conclusion

The conclusion shall include a summary of the main p0ints of the report, i.e. there is
no new information in it. You have to make a clear connection between the
introduction, the thesis statement and the conclusion, so that you respond to and
answer/confirm/dismiss the questions of the thesis statement. The conclusion does
not necessarily have to be black/white, as gradations are welcomed.

5.2.7 Possible discussion

A discussion opens for the opportunity to put the report subject into a greater
connection possibly remove one or more limitations or relate to new and
relevant information that has come up during the work with the report.

5.2.8 List of literature

Use WORDs Reference handling program to make source references and list of
literature. Instructions can be found on Study net and you can get help and
support from the librarians at Campus Holstebro.
The list of literature shall include all literature, internet sources, DVDs etc. used.
PS! Be careful with the old versions of WORD. If the report is sent between group
participants and one of them has an older version of WORD (e.g. from 2010 to
2003) than the version from where it came, all source references may in the worst
case be deactivated.

5.2.9 Possible annexes

Tables, illustrations and similar (to be limited to a minimum).

Notes from classes are not to be used!
If a presentation from a guest lecturer is to be used, the content must be
documented by either sound recording (typically a dictaphone) or minutes in
writing. The guest lecturer shall give his permission to both.

6. Synopsis at Pdagoguddannelsen i Holstebro (social education

campus in Holstebro)
6.1 What is a synopsis?

A synopsis is an organised presentation written in short sentences and/or as

keywords outlining and defining the content. The synopsis is an excerpt of your
knowledge and competence in relation to a certain subject, and it may be regarded
as an extended outline.
The synopsis is used as follows:
2 Bekendtgrelse om uddannelse til professionsbachelor som pdagog, LBK nr. 315 af 19/04/2006: (Consolidation
act on education of professional bachelors in pedagogy, BEK No. 1222 of 27/09/2010, 8 and 8, art.) 2.

10

Final exam in DCC in 5th semester.

Final exam in main subject in 7th semester.
Final exam in Pedagogy in 7th semester.

6.2 What is a synopsis used for?

A synopsis is to function as an introduction to an oral examination. This means that
with the synopsis, you can state and pinpoint the content in which you wish to be
examined. The synopsis forms the basis of the conversation, but questions outside
or in continuation of the content of the synopsis may be asked. During your
presentation, you shall elaborate on and put the content of the synopsis into
perspective. Your presentation needs not follow the structure of the synopsis.
During preparation of a synopsis the choice of subject, focus and literature is a very
key issue. There has to be enough substance in the synopsis to show that you
master the subject during the oral examination. It is therefore important to use your
supervisor to clarify the subject, focus and choice of literature.

6.3.1. What should be included in a synopsis?

A synopsis shall include:
Front page with title (subject), name, class and course (examination in )
The title shall be identical to the approved subject.
Introduction with a description of subject, focus of the synopsis and
professional relevance of the subject. When the reader has read the
introduction, he/she should have a clear picture of the subject of the
synopsis. The volume of the introduction shall be appr. 1/3 page.
Main section, where reflexion, theory and practice are linked in a short form.
Conclusion in relation to the focal point of the synopsis. There shall be a
clear coherence between the focus of the synopsis from the introduction and
the answer of the conclusion. The conclusion is not to include new material,
it is solely a summary and reply to the focus area of the subject. The volume
of the conclusions shall be appr. 1/3 page.
List of literature The list of literature shall be made with WORDs reference
management. The list of literature shall qualitatively and quantitatively
reflect that the objectives of the course and of the education for professional
bachelor as a pedagogue have been met. See instructions on Study net under
Bachelor's degree in Social Education!
Annexes may not be enclosed in the synopsis, but may, if judged relevant to
the presentation, be included during oral examination.

6.3.2. What is the form of the text in a synopsis?

The introduction and conclusion shall be written as a coherent text in whole

sentences. In the main section, the content may be presented in either short
sentences, keywords or point form, and the link between the element shall be
outlined. The formulations are characterised by cases without explanations and
reasons. The text shall prepare the ground for you being able to provide the
explanations and analyses behind what is in the synopsis for the oral examination.
Thus, the synopsis can only include the essentials, while the oral presentation
elaborates on the focus area.

11

6.4 Example of a synopsis:

Action plans and force within pedagogical work

Introduction:
During my last practical training I worked at a residence for people with reduced
functional capacities. Here, I sometimes experienced the use of physical force,
which was reported according to the requirements of the legislation.
In the staff group we had a good professional discussion regarding the use of force
and of force within pedagogical work. The law prepares the ground for the residents
to have self-determination and quality of life on their own terms. The preparation of
pedagogical action plans shall ensure this. But when the action plans are prepared
and used, they may become a power tool, where the resident becomes the small
one and is pressurized to do what fits best into the everyday life of the institution. In
this synopsis, I shall prepare the ground for a discussion of the action plans and
force within pedagogical work on the basis of two short observations from my
practice period.
Observation from practice period:
1. Sigurd does not want to have a bath. Attempts are made to convince him
that he has to have a bath. Care, manipulation or pedagogical work?
2. Annas picture book. She has no verbal language but she has a picture book
from her everyday life, with which she communicates. A tool for
communication and quality of life, or a power tool?
Action plans:
Legal requirements
Involvement of the residents
Use and revision of action plans
Action plans shall be an assurance of the resident and the residents rights.
Action plans may be used as a forcible means towards the resident.
Force has many dimensions (Schwartz, 2001, p. 142-160).
Visible force
The use of physical force (use of force with reporting) is visible and requires
powerful reasons. Issue of orders, and when the pedagogue assumes the full
responsibility in a situation, is also visible use of force.
Invisible use of force
Direct force. Force is used over the decision-making process
Indirect force. Indirect force through exclusion of which wishes and ideas
reaching a decision.
12

Mind-controlling force. Mind-controlling force takes place, when the

pedagogue influences the conception of the residents on what is in their
interest. Defines the residents wishes for them.

Force is a part of all pedagogical work:

The pedagogical paradox: Pedagogical work operates in a tension field between
dependency in the process and the objective of independence and self-dependence
(Myhre, 1990).
This means:
that the relation between the objective and means is always filled with tension
that force and responsibility belong together
that the administration of force requires ethical considerations
According to Bent Madsen, pedagogical paradoxes are always present within the
pedagogical work (Madsen, 2005, chap. 7):
1. The relation between help and self-help
2. The relation between help and control
3. The relation between the professional help and the other persons
life world.
Force and responsibility:
Use of force as a positive necessity may be struck by a quotation by K.E. Lgstrup:
That our life with or against each other consists in one being handed over to the
others means, that our mutual relation always is a relation of force. One has more
or less power over the others life. (Lgstrup, 1991, p. 65).
Here, use of force is taking the handed over-ness as a responsibility and an ethical
claim, requiring that your use your force for the benefit of the other.
The art of management:
The French sociologist (and more) Michel Foucault has prepared a number of
analyses of among others pedagogy as a special art of management:
With the development of modern society, people get their freedom. But
with this freedom, new ways of controlling it new forms of power.

Now, children shall be brought up to be independent and internallycontrolled. Direct use of force is not suited for this. Power becomes invisible.

Power is not something that is exercised from upwards down, but is a

complicated interaction between different factors gearing together in a
logical pattern.

In this pattern, direct force, knowledge and discourses (e.g. concerning selfgovernment and competent children) and self-technologies (e.g. log books,
reflexion techniques etc.) is a part.

When the force becomes invisible, the strap has to be replaced by the pedagogue!
Conclusion:
Action plans shall ensure the residents against abuse, ensure that there are reasons
for the effort that they are left to, and that the effort is controlled in accordance
with individual considerations. However, there are many pitfalls within the work of
preparing an action plan and in the use of action plans in everyday pedagogical
13

work. The pedagogical relation is always a force relation. Whether it benefits the
resident or becomes an abusive force, depends on the ethics of the pedagogue and
the institution. The professional pedagogue shall be able to handle many dilemmas
in order to be able to govern powers and responsibility and take care of the needs of
the residents. Good action plans may help the pedagogue and the institution insist
on the effort having to be for the sake of the resident, and the action plans shall
help developing the professional reflexion.

14

7. Annexes

Annex 1: SCRIBO a shortcut to a good project

We recommend that you descide to get an electronic guide to a good thesis
statement.
Find www.scribo.dk and sign up. Remember to create a login and password at
Campus Holstebro, then you may also use SCRIBO from home.
SCRIBO is an interactive question guide, which systematically takes you through
considerations from idea to thesis statement.
When you work with SCRIBO, you are able to have, among others, clarified:

What is my thesis
statement?
Which literature and
information should I use?
How do I get on?

What is the purpose of my

project?
Which theory and methodology
should I use?

Problemformulering = Thesis statement

Fremgangsmde = Procedure
Teorier/metoder = Theories/methods
Empiri = Empirical data
Forml = Purpose

You may use SCRIBO as preparation for your session with the supervisor, group or
the librarian. If you already have a thesis statement and strategy for search for
literature, you may use SCRIBO as a check list.

15

Annex 2: Content of the methodology section

The purpose of the methodology section is, that you partly describe the form of
intelligence used in the report, and partly that you stay critical towards this
intelligence. The methodology shall prove to the reader, that he/she may be
confident on the basis for your knowledge and the choice of literature made.
There shall be a methodology section in all written reports. In the synopses you
shall not make a methodology section!
The methodology section includes an exposition and reflexions within these 5 areas:
1.
2.
3.
4.
5.

Method of collection of data

Analytic strategy
The scientific theoretical approach of the report
Knowledge categories and source criticism
Ethics.

Below are shown proposals for what to include under each of the 5 areas:

1. Data collection method what did you do?:

Explanation of the methods used for collection of your empirical data: Which
methods were used, and which deliberations are behind your way of
collecting data? Explain e.g. your choice of observation method, the layout of
your questionnaire or the importance of using focus group interviews instead
of individual interviews.
Reflexion on what the methods meant for your collection of empirical data
and the knowledge you have obtained from the empirical data? Is it valid
knowledge?
If you use other peoples empirical data, then you shall reflect critically on
them in the same way.

2. Analytic strategy how did you process your data:

Explanation of your analytic approach to the data collected: How did you
choose to read and interprete the data collected? Have you used a form of
systematics or aimed at objectivity during the processing of your data? How
did you handle the analysis of e.g. interviews or field work? If you made a
discourse analysis, then explain what is a discourse and write something
about the analytical tools used.
Reflect on you analytical approach and your special focus is there
something that you dont see?
If you use other peoples analyses and interpretations, then reflect critically
on these in the same way.

3. The scientific theoretical approach of the report:

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Which scientific theoretical approach have you chosen for the report by your
data collection method? (e.g. positivism, phenomenology, critical theory,
social constructivism or a combination thereof)
Reflexion on the scientific theoretical approach: Which possibilities/limitations
do your scientific theoretical approach offer? The scientific theoretical
approach depends on the knowledge that the project aims at unveiling, and
therefore also have a consequence on the data collection method.

4) Knowledge categories and source criticism a general evaluation of

your sources:

Where does your knowledge come from? (from dictionaries/encyclopaedias

(clarification of concepts), text books (own and/or others), empirical
investigations, scientific works or major works) see illustration: Knowledge
categories 2012 at Study net Library documents - Bachelor's degree in
Social Education.
Which sort of knowledge do the various sources contribute to your report?
Reflexion on literature, websites etc. used.
Reasons for chosen literature, websites etc. (Why did you choose the sources,
that you have?)

Dont be too detailed as to CV of each author! Dont let it take up too much time!
Birthdays etc. are not necessary! If the information comes from the back page of a
book, the source is not necessary!

5. Ethics:

Reflexion on ethical issues in connection with data collection, data analysis

and data presentation. See chapter 20 in Brinkmann & Tanggaard (2010).
Qualitative methods: A textbook.

What is precisely relevant to include in a methodology section depends on several

things, among others, on your choice of subject and thesis statement as well as
choice of sources. The content of the methodology section also depends on how far
you have progressed in your education.
Thus, there has to be a progression in the methodology section that you are going
to write, so that you will make a more qualified methodology section, both
quantitatively and qualitatively, as you progress in education and your lessons in
science studies.
This specifically means that during your education, you shall relate to more and
more of the above questions in the methodology section, as your reflexion shall be
more and more elaborate.

17

Literature used for the Project paper:

Andersen, P. ., Ellegaard, T., & Muschinsky, L. J. (Ed.). (2007). Klassisk og moderne
pdagogisk teori (Classical and modern pedagogical theory). Copenhagen:
H. Reitzel.
Fibiger, J., & Sgaard, S. (2009). Genvejstaster : til opgaveskrivning og faglig
formidling p bacheloruddannelserne (Shortcuts: To writing of assignments
and professional communication at the bachelor educations). (J. Asmussen,
Ed.) Aarhus: Academica.
Jrgensen, P. S., & Rienecker, L. (2001). Specielt om specialer - Hovedsageligt om
hovedopgaver - Koncentreret om kandidatafhandlinger (Specifically on
theses Mainly on main projects Concentrated on candidates theses).
Frederiksberg: Samfundslitteratur.
Lgstrup, K. E. (1991). Den etiske fordring (The ethical claim). Copenhagen:
Gyldendal.
Madsen, B. (2005). Socialpdagogik og samfundsforvandling : (Social pedagogy
and change of society) en grundbog (a textbook). Copenhagen: Munksgaard.
Myhre, R. (1990). Hva er pedagogikk? : en elementr innfring (What does
pedagogy mean? An elementary introduction) (2nd ed.). Oslo, Norway:
Gyldendal.
Olsen, P. B., & Pedersen, K. (2003). Problembaseret projektarbejde : en
vrkstedsbog (Problem-based project work: A workshop book) (3rd ed.).
Frederiksberg: Roskilde Universitetsforlag.
Rienecker, L. (2005). Problemformulering p de samfundsvidenskabelige
uddannelser (Thesis statement at the social studies education) (3rd ed.).
Frederiksberg: Samfundslitteratur.
Rienecker, L., & Jrgensen, P. S. (2005). Den gode opgave : hndbog i
opgaveskrivning p videregende uddannelser (The good paper: Handbook
for preparing papers at the education) (3rd ed.). Frederiksberg:
Samfundslitteratur.
Schwartz, I. (2001). Livsvrdier og ny faglighed (Qualities of life and new
professionalism). Brndby: Semi-forlaget.
Slj, R. (2003). Lring i praksis : et sociokulturelt perspektiv (Learning in practice:
A socio-cultural perspective). Copenhagen: Hans Reitzel.
Winter, J. (2001). Undersgelsesmetodik og rapportskrivning (Methodology for study
and writing of reports) (2nd ed.). Copenhagen: Gyldendal.

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