In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods. Students examine research on learning in physiology.

The course examines ecology as both a scientific and educational field, with emphasis on interactions between organisms and their environment. Students deepen their understanding of core ecological concepts, including ecosystems, energy flow, nutrient cycles, population dynamics, ecological relationships, and biodiversity, and analyze their significance in the context of sustainable development.

The course addresses contemporary ecological challenges, including human impacts and climate change, with particular attention to the Icelandic context. Students critically examine the role of ecology in environmental education and explore ways to strengthen learners’ understanding, participation, and action competence related to sustainability.

Special emphasis is placed on pedagogical approaches to teaching ecology at the lower secondary school level, including inquiry-based learning, creative learning, and outdoor education. Students engage with theoretical and practical approaches to designing classroom and field-based learning that support students’ understanding of ecological processes, relationships among organisms, and human impacts on nature.

The main objective of this introductory course is to educate students about motion and forces to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as simple machines, motion, velocity, acceleration, force, inertia, mass, lows of motion, the gravitational forces, frictional forces, adding forces, work, power, various energy forms such as kinetic energy, gravitational energy, elastic energy, transformation of energy from one form to another, conservation of energy. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes. Students examine research on chemistry and thermal physics education.

The course will address learning and teaching in physics, chemistry, and astronomy. It provides an overview of the knowledge and skills that teachers of these subjects need to possess. Emphasis is placed on the distinctive nature of these disciplines as school subjects, and on participants developing their own ideas about learning and teaching in these fields so that they are better prepared to teach them.

A core premise of the course is that participants develop these ideas by engaging with perspectives on learning and teaching in the three subjects and by examining research in these areas.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. Students examine research on learning in electromagnetism.

The course will address research in science education, including studies on students’ attitudes and interest. It will also cover language and literacy in science education, as well as related research. Approaches to strengthening literacy in science texts will be introduced, with particular attention to concept learning, teaching approaches, and learning methods connected to reading, writing, and participation in discussion.

Literacy in a broad sense is one of the fundamental pillars of education and is integrated across school practice, including science education. The course will discuss the meaning of the concept of literacy in this context and the distinctive characteristics of science education with regard to literacy. A wide range of teaching methods for enhancing literacy in science texts will be presented.

Students will read articles on research and development in science education, prepare summaries, and discuss them online and in on-campus sessions. Emphasis will be placed on students independently seeking information from diverse sources, presenting their ideas and projects, and taking an active part in discussions. Students will also become familiar with journals in the field and conferences on science education, including by examining conference websites to identify important approaches in research within this area.

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge. Students plan and carry out a research study in the field of science education.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

The course addresses energy in nature and society in a broad context. In this course, participants are prepared to teach about energy and energy-related topics. This is done by strengthening both students’ knowledge of the subject matter and the teaching ideas associated with it. The course also examines how phenomena related to these concepts appear in both society and natural environment, including how energy flows in nature and in human society.

Emphasis is placed on connecting the topics to ideas and experiences from everyday life, thereby increasing understanding of how energy matters to each individual. The course covers research on children’s and adolescents’ ideas about these topics, as well as possible ways of connecting these topics in teaching to the experiential world and ideas of children and adolescents. It also addresses the teaching of the science topics included in the course, with attention to textbooks and hands-on investigations.

Course topics include: simple machines, work, energy, units of energy, power, different forms of energy such as kinetic energy, gravitational potential energy, thermal energy, elastic potential energy, simple energy calculations, transformation of energy from one form to another, conservation of energy, useful energy, energy in nature, energy in society, energy production, and energy use.

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. Students examine research on learning in astronomy, astrobiology and about origin of life.

The course focuses on the living nature of Iceland in the local environment of schools, with particular emphasis on academic analysis and reflection on the pedagogical and ecological foundations of outdoor learning. Special attention is given to the role of inquiry-based education and place-based education. The course examines how the school’s local environment can be used in a purposeful and theoretically grounded way in science education.

The course content particularly addresses plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations.

Students work with a range of methods for investigating living nature, including the analysis of plants, small animals, and other groups of organisms, and relate their observations to concepts of habitat and adaptation. The role of information technology in science education is also examined, focusing on its potential to support inquiry-based learning, student participation, and engagement.

The course emphasizes the development of students’ independence and professional responsibility in the selection and implementation of teaching methods. In addition, emphasis is placed on analyzing the National Curriculum Guide for compulsory schools regarding opportunities for teaching about the local living environment.

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

The course examines research on the foundational elements of science pedagogy in compulsory school, with an emphasis on hands-on teaching, observations and experiments, the use of information technology, and diverse approaches to enhancing students’ understanding and interest. Students are introduced to ideas about everyday conceptions, misconceptions, and concept learning in science at the primary, middle, and lower secondary levels. The course explores ways of planning instruction in light of learning challenges arising from students’ everyday experiences and language practices, as well as the reasoning behind these approaches.

The course also addresses the use of virtual experiments, creative communication, and digital technology in teaching, together with the benefits and challenges associated with outdoor teaching and outdoor learning. Emphasis is placed on active participation, practical work, and reflection as a foundation for continued learning in science education. Students plan and carry out a research study in the field of science education.

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods. Students examine research on learning in physiology.

The course examines ecology as both a scientific and educational field, with emphasis on interactions between organisms and their environment. Students deepen their understanding of core ecological concepts, including ecosystems, energy flow, nutrient cycles, population dynamics, ecological relationships, and biodiversity, and analyze their significance in the context of sustainable development.

The course addresses contemporary ecological challenges, including human impacts and climate change, with particular attention to the Icelandic context. Students critically examine the role of ecology in environmental education and explore ways to strengthen learners’ understanding, participation, and action competence related to sustainability.

Special emphasis is placed on pedagogical approaches to teaching ecology at the lower secondary school level, including inquiry-based learning, creative learning, and outdoor education. Students engage with theoretical and practical approaches to designing classroom and field-based learning that support students’ understanding of ecological processes, relationships among organisms, and human impacts on nature.

The main objective of this introductory course is to educate students about motion and forces to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as simple machines, motion, velocity, acceleration, force, inertia, mass, lows of motion, the gravitational forces, frictional forces, adding forces, work, power, various energy forms such as kinetic energy, gravitational energy, elastic energy, transformation of energy from one form to another, conservation of energy. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes. Students examine research on chemistry and thermal physics education.

The course will address learning and teaching in physics, chemistry, and astronomy. It provides an overview of the knowledge and skills that teachers of these subjects need to possess. Emphasis is placed on the distinctive nature of these disciplines as school subjects, and on participants developing their own ideas about learning and teaching in these fields so that they are better prepared to teach them.

A core premise of the course is that participants develop these ideas by engaging with perspectives on learning and teaching in the three subjects and by examining research in these areas.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. Students examine research on learning in electromagnetism.

The course will address research in science education, including studies on students’ attitudes and interest. It will also cover language and literacy in science education, as well as related research. Approaches to strengthening literacy in science texts will be introduced, with particular attention to concept learning, teaching approaches, and learning methods connected to reading, writing, and participation in discussion.

Literacy in a broad sense is one of the fundamental pillars of education and is integrated across school practice, including science education. The course will discuss the meaning of the concept of literacy in this context and the distinctive characteristics of science education with regard to literacy. A wide range of teaching methods for enhancing literacy in science texts will be presented.

Students will read articles on research and development in science education, prepare summaries, and discuss them online and in on-campus sessions. Emphasis will be placed on students independently seeking information from diverse sources, presenting their ideas and projects, and taking an active part in discussions. Students will also become familiar with journals in the field and conferences on science education, including by examining conference websites to identify important approaches in research within this area.

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge. Students plan and carry out a research study in the field of science education.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

The course addresses energy in nature and society in a broad context. In this course, participants are prepared to teach about energy and energy-related topics. This is done by strengthening both students’ knowledge of the subject matter and the teaching ideas associated with it. The course also examines how phenomena related to these concepts appear in both society and natural environment, including how energy flows in nature and in human society.

Emphasis is placed on connecting the topics to ideas and experiences from everyday life, thereby increasing understanding of how energy matters to each individual. The course covers research on children’s and adolescents’ ideas about these topics, as well as possible ways of connecting these topics in teaching to the experiential world and ideas of children and adolescents. It also addresses the teaching of the science topics included in the course, with attention to textbooks and hands-on investigations.

Course topics include: simple machines, work, energy, units of energy, power, different forms of energy such as kinetic energy, gravitational potential energy, thermal energy, elastic potential energy, simple energy calculations, transformation of energy from one form to another, conservation of energy, useful energy, energy in nature, energy in society, energy production, and energy use.

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. Students examine research on learning in astronomy, astrobiology and about origin of life.

The course focuses on the living nature of Iceland in the local environment of schools, with particular emphasis on academic analysis and reflection on the pedagogical and ecological foundations of outdoor learning. Special attention is given to the role of inquiry-based education and place-based education. The course examines how the school’s local environment can be used in a purposeful and theoretically grounded way in science education.

The course content particularly addresses plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations.

Students work with a range of methods for investigating living nature, including the analysis of plants, small animals, and other groups of organisms, and relate their observations to concepts of habitat and adaptation. The role of information technology in science education is also examined, focusing on its potential to support inquiry-based learning, student participation, and engagement.

The course emphasizes the development of students’ independence and professional responsibility in the selection and implementation of teaching methods. In addition, emphasis is placed on analyzing the National Curriculum Guide for compulsory schools regarding opportunities for teaching about the local living environment.

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

The course aims to expose students to perspectives on curriculum and assessment in compulsory education, from theory to practice. Students discuss and learn about basic concepts and issues related to curriculum theory as they appear in public schools. Issues and ideologies reflected in official curricula, laws, directives, and other policy briefings are discussed both theoretically and in practice. Special focus is placed on the roles of teachers and administrators in curriculum development and assessment, and, alternatively, on their professional roles in developing learning programs for groups of pupils and for individual pupils with special needs. Nature, purpose, and strategies for assessment and curriculum are addressed (including formative and summative assessment, writing test items and other test instruments, and marking and reporting). Students discuss and learn about controversial issues and different ideological currents concerning the purpose and aims of compulsory education.

The working process of the course consists of lectures and critical discussion through seminars and group assignments

The course examines research on the foundational elements of science pedagogy in compulsory school, with an emphasis on hands-on teaching, observations and experiments, the use of information technology, and diverse approaches to enhancing students’ understanding and interest. Students are introduced to ideas about everyday conceptions, misconceptions, and concept learning in science at the primary, middle, and lower secondary levels. The course explores ways of planning instruction in light of learning challenges arising from students’ everyday experiences and language practices, as well as the reasoning behind these approaches.

The course also addresses the use of virtual experiments, creative communication, and digital technology in teaching, together with the benefits and challenges associated with outdoor teaching and outdoor learning. Emphasis is placed on active participation, practical work, and reflection as a foundation for continued learning in science education. Students plan and carry out a research study in the field of science education.

This course focuses on theories and research related to learning, teaching and the teacher profession. Relations with on-site activities are emphasised, and participants become familiar with the working environment of compulsory school teachers, the Compulsory School Act, and regulations.

Learning and teaching are discussed from multiple perspectives and in relation to various learning theories. Participants organise their own teaching processes by setting aims, organising teaching and learning, and organising interaction and collaboration. All this work is related to the conceptions of professionalism and practice theories.

In field practice, student teachers familiarise themselves with professional practices in a specific area of study or subject in which they intend to specialise. During field practice, the student is expected to show initiative and active participation and to take part in all daily activities as much as possible. Defined teaching hours depend on the number of field practice credits.

Course design and procedure: Lectures, reflective studies, seminars, individual and group work, projects, interactive lectures, field work and training

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis

The main task of this course is field work, subject teaching at middle and lower secondary level compulsory school. The emphasis is on actual teaching practise and giving the students opportunities to discuss, evaluate, reflect and develop their teaching. Students will develop a teaching plan based on the national curriculum guide and school curricula. They will analyse incidents from their practice to learn from and improve their teaching. A range of teaching methods will be explored and applied in teaching in the field.

Teaching methods: Students are in the field the whole semester in both courses and attend regular classes at the university. Emphasis is on interactive lectures, self-study, group work and projects. The course of study is directly related to field practice. Various issues will be explored with concrete examples from school practice. Students read chosen materials and research on school practice, both provided by lecturers and chosen by students.

This course focuses on providing the student teachers with competencies for becoming professionals in their field, with a focus on their subject area, and supporting them in laying the foundation for their own professional working theory. This will be achieved by building knowledge and understanding of the responsibilities inherent in teaching, as well as the skills needed for self-evaluation in various situations in the field. An emphasis is also placed on providing student teachers with skills in the role of the classroom teacher and classroom management; team-teaching and co-operative skills; how to deal with traumatic experiences and children's welfare; and working with parents. Furthermore, research on school development, school evaluation, and school ethos will be examined alongside research on teachers. Finally, this will be linked with the practicum.

Emphasis is on interactive lectures, inquiry and reflective studies, seminars, group work, projects, portfolios, field studies and fieldwork.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods. Students examine research on learning in physiology.

The course focuses on the living nature of Iceland in the local environment of schools, with particular emphasis on academic analysis and reflection on the pedagogical and ecological foundations of outdoor learning. Special attention is given to the role of inquiry-based education and place-based education. The course examines how the school’s local environment can be used in a purposeful and theoretically grounded way in science education.

The course content particularly addresses plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations.

Students work with a range of methods for investigating living nature, including the analysis of plants, small animals, and other groups of organisms, and relate their observations to concepts of habitat and adaptation. The role of information technology in science education is also examined, focusing on its potential to support inquiry-based learning, student participation, and engagement.

The course emphasizes the development of students’ independence and professional responsibility in the selection and implementation of teaching methods. In addition, emphasis is placed on analyzing the National Curriculum Guide for compulsory schools regarding opportunities for teaching about the local living environment.

The course will address research in science education, including studies on students’ attitudes and interest. It will also cover language and literacy in science education, as well as related research. Approaches to strengthening literacy in science texts will be introduced, with particular attention to concept learning, teaching approaches, and learning methods connected to reading, writing, and participation in discussion.

Literacy in a broad sense is one of the fundamental pillars of education and is integrated across school practice, including science education. The course will discuss the meaning of the concept of literacy in this context and the distinctive characteristics of science education with regard to literacy. A wide range of teaching methods for enhancing literacy in science texts will be presented.

Students will read articles on research and development in science education, prepare summaries, and discuss them online and in on-campus sessions. Emphasis will be placed on students independently seeking information from diverse sources, presenting their ideas and projects, and taking an active part in discussions. Students will also become familiar with journals in the field and conferences on science education, including by examining conference websites to identify important approaches in research within this area.

The course examines ecology as both a scientific and educational field, with emphasis on interactions between organisms and their environment. Students deepen their understanding of core ecological concepts, including ecosystems, energy flow, nutrient cycles, population dynamics, ecological relationships, and biodiversity, and analyze their significance in the context of sustainable development.

The course addresses contemporary ecological challenges, including human impacts and climate change, with particular attention to the Icelandic context. Students critically examine the role of ecology in environmental education and explore ways to strengthen learners’ understanding, participation, and action competence related to sustainability.

Special emphasis is placed on pedagogical approaches to teaching ecology at the lower secondary school level, including inquiry-based learning, creative learning, and outdoor education. Students engage with theoretical and practical approaches to designing classroom and field-based learning that support students’ understanding of ecological processes, relationships among organisms, and human impacts on nature.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes. Students examine research on chemistry and thermal physics education.

The main objective of this introductory course is to educate students about motion and forces to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as simple machines, motion, velocity, acceleration, force, inertia, mass, lows of motion, the gravitational forces, frictional forces, adding forces, work, power, various energy forms such as kinetic energy, gravitational energy, elastic energy, transformation of energy from one form to another, conservation of energy. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

The course will address learning and teaching in physics, chemistry, and astronomy. It provides an overview of the knowledge and skills that teachers of these subjects need to possess. Emphasis is placed on the distinctive nature of these disciplines as school subjects, and on participants developing their own ideas about learning and teaching in these fields so that they are better prepared to teach them.

A core premise of the course is that participants develop these ideas by engaging with perspectives on learning and teaching in the three subjects and by examining research in these areas.

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge. Students plan and carry out a research study in the field of science education.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The course addresses energy in nature and society in a broad context. In this course, participants are prepared to teach about energy and energy-related topics. This is done by strengthening both students’ knowledge of the subject matter and the teaching ideas associated with it. The course also examines how phenomena related to these concepts appear in both society and natural environment, including how energy flows in nature and in human society.

Emphasis is placed on connecting the topics to ideas and experiences from everyday life, thereby increasing understanding of how energy matters to each individual. The course covers research on children’s and adolescents’ ideas about these topics, as well as possible ways of connecting these topics in teaching to the experiential world and ideas of children and adolescents. It also addresses the teaching of the science topics included in the course, with attention to textbooks and hands-on investigations.

Course topics include: simple machines, work, energy, units of energy, power, different forms of energy such as kinetic energy, gravitational potential energy, thermal energy, elastic potential energy, simple energy calculations, transformation of energy from one form to another, conservation of energy, useful energy, energy in nature, energy in society, energy production, and energy use.

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. Students examine research on learning in astronomy, astrobiology and about origin of life.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. Students examine research on learning in electromagnetism.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.

Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods. Students examine research on learning in physiology.

The course focuses on the living nature of Iceland in the local environment of schools, with particular emphasis on academic analysis and reflection on the pedagogical and ecological foundations of outdoor learning. Special attention is given to the role of inquiry-based education and place-based education. The course examines how the school’s local environment can be used in a purposeful and theoretically grounded way in science education.

The course content particularly addresses plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations.

Students work with a range of methods for investigating living nature, including the analysis of plants, small animals, and other groups of organisms, and relate their observations to concepts of habitat and adaptation. The role of information technology in science education is also examined, focusing on its potential to support inquiry-based learning, student participation, and engagement.

The course emphasizes the development of students’ independence and professional responsibility in the selection and implementation of teaching methods. In addition, emphasis is placed on analyzing the National Curriculum Guide for compulsory schools regarding opportunities for teaching about the local living environment.

The course will address research in science education, including studies on students’ attitudes and interest. It will also cover language and literacy in science education, as well as related research. Approaches to strengthening literacy in science texts will be introduced, with particular attention to concept learning, teaching approaches, and learning methods connected to reading, writing, and participation in discussion.

Literacy in a broad sense is one of the fundamental pillars of education and is integrated across school practice, including science education. The course will discuss the meaning of the concept of literacy in this context and the distinctive characteristics of science education with regard to literacy. A wide range of teaching methods for enhancing literacy in science texts will be presented.

Students will read articles on research and development in science education, prepare summaries, and discuss them online and in on-campus sessions. Emphasis will be placed on students independently seeking information from diverse sources, presenting their ideas and projects, and taking an active part in discussions. Students will also become familiar with journals in the field and conferences on science education, including by examining conference websites to identify important approaches in research within this area.

The course examines ecology as both a scientific and educational field, with emphasis on interactions between organisms and their environment. Students deepen their understanding of core ecological concepts, including ecosystems, energy flow, nutrient cycles, population dynamics, ecological relationships, and biodiversity, and analyze their significance in the context of sustainable development.

The course addresses contemporary ecological challenges, including human impacts and climate change, with particular attention to the Icelandic context. Students critically examine the role of ecology in environmental education and explore ways to strengthen learners’ understanding, participation, and action competence related to sustainability.

Special emphasis is placed on pedagogical approaches to teaching ecology at the lower secondary school level, including inquiry-based learning, creative learning, and outdoor education. Students engage with theoretical and practical approaches to designing classroom and field-based learning that support students’ understanding of ecological processes, relationships among organisms, and human impacts on nature.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes. Students examine research on chemistry and thermal physics education.

The main objective of this introductory course is to educate students about motion and forces to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as simple machines, motion, velocity, acceleration, force, inertia, mass, lows of motion, the gravitational forces, frictional forces, adding forces, work, power, various energy forms such as kinetic energy, gravitational energy, elastic energy, transformation of energy from one form to another, conservation of energy. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

The course will address learning and teaching in physics, chemistry, and astronomy. It provides an overview of the knowledge and skills that teachers of these subjects need to possess. Emphasis is placed on the distinctive nature of these disciplines as school subjects, and on participants developing their own ideas about learning and teaching in these fields so that they are better prepared to teach them.

A core premise of the course is that participants develop these ideas by engaging with perspectives on learning and teaching in the three subjects and by examining research in these areas.

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge. Students plan and carry out a research study in the field of science education.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The course addresses energy in nature and society in a broad context. In this course, participants are prepared to teach about energy and energy-related topics. This is done by strengthening both students’ knowledge of the subject matter and the teaching ideas associated with it. The course also examines how phenomena related to these concepts appear in both society and natural environment, including how energy flows in nature and in human society.

Emphasis is placed on connecting the topics to ideas and experiences from everyday life, thereby increasing understanding of how energy matters to each individual. The course covers research on children’s and adolescents’ ideas about these topics, as well as possible ways of connecting these topics in teaching to the experiential world and ideas of children and adolescents. It also addresses the teaching of the science topics included in the course, with attention to textbooks and hands-on investigations.

Course topics include: simple machines, work, energy, units of energy, power, different forms of energy such as kinetic energy, gravitational potential energy, thermal energy, elastic potential energy, simple energy calculations, transformation of energy from one form to another, conservation of energy, useful energy, energy in nature, energy in society, energy production, and energy use.

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. Students examine research on learning in astronomy, astrobiology and about origin of life.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. Students examine research on learning in electromagnetism.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.

Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.

In the course students learn about structure and function of cells, cell division, tissues, organs and their function. Health education, and protection, responsibility and understanding of own body will be discussed. Emphasis will be placed on diversity in teaching and learning approaches and methods. Students examine research on learning in physiology.

The course focuses on the living nature of Iceland in the local environment of schools, with particular emphasis on academic analysis and reflection on the pedagogical and ecological foundations of outdoor learning. Special attention is given to the role of inquiry-based education and place-based education. The course examines how the school’s local environment can be used in a purposeful and theoretically grounded way in science education.

The course content particularly addresses plants, birds, small animals, freshwater and coastal organisms, with an emphasis on their habitats and adaptations.

Students work with a range of methods for investigating living nature, including the analysis of plants, small animals, and other groups of organisms, and relate their observations to concepts of habitat and adaptation. The role of information technology in science education is also examined, focusing on its potential to support inquiry-based learning, student participation, and engagement.

The course emphasizes the development of students’ independence and professional responsibility in the selection and implementation of teaching methods. In addition, emphasis is placed on analyzing the National Curriculum Guide for compulsory schools regarding opportunities for teaching about the local living environment.

The course will address research in science education, including studies on students’ attitudes and interest. It will also cover language and literacy in science education, as well as related research. Approaches to strengthening literacy in science texts will be introduced, with particular attention to concept learning, teaching approaches, and learning methods connected to reading, writing, and participation in discussion.

Literacy in a broad sense is one of the fundamental pillars of education and is integrated across school practice, including science education. The course will discuss the meaning of the concept of literacy in this context and the distinctive characteristics of science education with regard to literacy. A wide range of teaching methods for enhancing literacy in science texts will be presented.

Students will read articles on research and development in science education, prepare summaries, and discuss them online and in on-campus sessions. Emphasis will be placed on students independently seeking information from diverse sources, presenting their ideas and projects, and taking an active part in discussions. Students will also become familiar with journals in the field and conferences on science education, including by examining conference websites to identify important approaches in research within this area.

The course examines ecology as both a scientific and educational field, with emphasis on interactions between organisms and their environment. Students deepen their understanding of core ecological concepts, including ecosystems, energy flow, nutrient cycles, population dynamics, ecological relationships, and biodiversity, and analyze their significance in the context of sustainable development.

The course addresses contemporary ecological challenges, including human impacts and climate change, with particular attention to the Icelandic context. Students critically examine the role of ecology in environmental education and explore ways to strengthen learners’ understanding, participation, and action competence related to sustainability.

Special emphasis is placed on pedagogical approaches to teaching ecology at the lower secondary school level, including inquiry-based learning, creative learning, and outdoor education. Students engage with theoretical and practical approaches to designing classroom and field-based learning that support students’ understanding of ecological processes, relationships among organisms, and human impacts on nature.

Structure and function of DNA. Chromosomes, cell devision, Mendel´s law, protein synthesis, genetic pattern, genotype, phenotype. Genetic engenering.

Origin of life, evolutionary forces (natural selection, genetic drift, genetic flow, mutations), major events in the history of life, extinctions, evolution of humans. Diversity of life. Human evolution.  

The teaching of evolution  and genetics in comprehensive schools. Curriculum, teaching material, the internet as a tool etc.
Methods: lectures by teachers and students, discussions.

The course will cover concepts and theories in chemistry and thermodynamics that are taught in compulsory schools, as well as ways of teaching these topics for understanding, with strong emphasis on hands-on experiments and observations. Students will also be introduced to opportunities provided by information technology for fostering interest in, and curiosity about, the natural world. The course addresses the structure of matter, chemical changes, atomic theory and the periodic table, thermal energy and temperature, heat transfer, the use of thermal energy, and energy processes related to chemical changes. Students examine research on chemistry and thermal physics education.

The main objective of this introductory course is to educate students about motion and forces to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as simple machines, motion, velocity, acceleration, force, inertia, mass, lows of motion, the gravitational forces, frictional forces, adding forces, work, power, various energy forms such as kinetic energy, gravitational energy, elastic energy, transformation of energy from one form to another, conservation of energy. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Content: The main goal of the course is to give insight into the sociology and philosophy of education. Selected sociological and philosophical ideas that are useful to study education and the school reality will be discussed. There is emphasis on three things. A. To understand ideas and concepts og be able to explain them. B. To compare ideas and concepts to the education and the school reality that we are familiar with. C. To think critically about the ideas and the reality that they are meant to throw light on.

 Methods: There are weekly lectures and discussions. Lectures will be recorded and uploaded to the course‘s Canvas site. Students study them and then take part in discussions that will not be recorded. 

The course aims to prepare participants to draw on their resources in their work with diverse student groups. In the course, we draw on inclusive education theories and research, emphasising a holistic and creative approach to preparation and teaching at the forefront. Furthermore, a focus is placed on teaching strategies and educational assessment that work for diverse groups of students, and on adapting teaching and learning to students with special needs.

Content
The course focuses on inclusive practices. How to create a learning environment that cares for all students' learning is introduced. The focus is also on collaboration with parents, colleagues, professionals, and paraprofessionals. 

Work process
The course is a blended course, online and on campus. It is divided into four main themes. All the themes connect to teaching in inclusive educational settings. The focus on each theme is three or four weeks.

The teaching is through lectures, projects, collaboration, in-class discussions, on Canvas, and in formal assignments. The course is grounded in students' independence, responsibility, and participation.

Objectives
The objectives of the course are threefold. First, to provide insight into selected learning theories. Second, to enable  students to gain understanding of how these theories can be applied to upbringing, teaching, and the organization of learning for people of all ages. Third, to increase knowledge of research on the effects of different approaches to teaching and evidence-based practices to reach a variety of learning objectives.   

Content

• Among the main learning theories covered in the course are those from the cognitive, behavioural, and motivational domains.
• Main concepts related to the learning theories will be introduced and discussed in relation to how learning can be defined in different ways.
• Students will read research articles where these learning theories are studied and applied in practice.
• Emphasis will be placed on understanding what constitutes evidence-based practice. 
• Students will design a learning plan for a student or a group of students, based upon one of the learning theories approaches discussed in the course. Through this assignment the students will deepen their understanding of the learning theory in question and how to apply it in practice. 

The course will address learning and teaching in physics, chemistry, and astronomy. It provides an overview of the knowledge and skills that teachers of these subjects need to possess. Emphasis is placed on the distinctive nature of these disciplines as school subjects, and on participants developing their own ideas about learning and teaching in these fields so that they are better prepared to teach them.

A core premise of the course is that participants develop these ideas by engaging with perspectives on learning and teaching in the three subjects and by examining research in these areas.

The main objective of this introductory course is to educate students about waves, sound and light to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as oscillations, waves on a string and on water, wave properties, sound production, propagation and interaction with matter, light production, propagation and interaction with matter. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences.

Selected topics related to science education and its development in the 21st century will be discussed. The course examines the value of science education and different aims of science learning. It addresses the nature of scientific knowledge, scientific methods, and ways to enhance compulsory school students’ understanding of the nature of science. The status of science education in Iceland will be reviewed, and its strengths and weaknesses will be examined in light of findings from Icelandic research and international indicators. In this context, the course will discuss the main challenges we face and potential pathways for improvement. Both innovations in school practice and established approaches with a proven track record will be considered. The course also explores innovation in the natural sciences in Iceland and the application of scientific knowledge. Students plan and carry out a research study in the field of science education.

The course will cover:

• The nature of scientific knowledge and philosophy of science
• Policy-making and curriculum development in relation to 21st-century competencies
• How the natural sciences contribute to innovation
• Why science learning matters and what career opportunities are connected to the sciences; applications of science
• Science education curriculum frameworks

Main focus of this course will be the causes and consequences of climate change as they appear in nature, locally and globally. Examples of pollution on land and sea will be introduced and emphasis put on actions to protect nature, reclaim former quality of land and advance towards carbon-neutral-footprint.

Controversial issues related to climate change will be discussed and also examples on how to work with different aspects  of climate change in schools in science, mathematics and information tecnology.

Participants work on assignments aimed at an age group of own choice, which will be individual assignments, for pairs or groups.

The course focuses on:

• the effects of information and communications technology (ICT) on education and schools
• ICT-related policy, curriculum and school practice
• Concepts, theories and research related to the use of ICT in schools
• technology integration in schools
• teaching methods, professional development of teachers, software and digital learning materials
• students' and teachers' digital competence, ICT skills, and media literacy
• ICT as part of everyday life

Approach:
Reading and discussion about curriculum, policy, theory, research and practice. Students work alone or in smaller groups on literature research and introduce various topics of their choice. They share their ideas and experiences of ICT uses in learning and teaching and contribute to the construction of a learning and professional community in the area of ICT in education.

Issues, concepts and theories in the field of distance education will be explored. Development and trends will be examined from the emphasis on independent study to emphasis on social activities and shared knowledge construction online and global. The focus will also be on research on distance education at different school levels in Iceland and other countries, distance learners and their needs, and teaching methods with different types of media. The design of distance or online courses and programs will be explored as well as international standards for such courses.

Students participate in online synchronous and asynchronous discussion about theory and practice concerning distance education (DE), engage in problem-based learning (group work) and do an individual project that could involve design of a DE course, a study concerning DE, or a paper on topics related to DE.

This course covers a spectrum of teaching methods, from direct, formal approaches to informal ones. Emphasis is put on theoretical underpinnings and research on teaching methods, especially Icelandic research. Special attention is given to examining differentiated and responsive approaches (such as the open school concept, flexible teaching, cooperation, multi-age teaching, problem-based learning, holistic education, project-based learning, negotiating the curriculum, and authentic learning).

In this course, students explore the teaching of diverse groups in inclusive settings, emphasising strategies to address students' diverse educational and sociological needs, guided by human values, democracy, and social justice. The emphasis is on evidence-based approaches to address the most common students´ special needs related to reading difficulties, behavioural difficulties, attention deficit, hyperactivity, and autism spectrum disorder. At the same time, the use of respectful, person-first language, putting the strengths and talents of students in the foreground, is stressed. Multicultural teaching and teaching of students learning Icelandic as a second language will be addressed. Students will be introduced to classroom management strategies, individualised behaviour support, multi-disciplinary and parent collaboration. The course focuses on inclusive, evidence-based practices that aim to provide students with special needs with opportunities equal to those of their classmates.

The course addresses energy in nature and society in a broad context. In this course, participants are prepared to teach about energy and energy-related topics. This is done by strengthening both students’ knowledge of the subject matter and the teaching ideas associated with it. The course also examines how phenomena related to these concepts appear in both society and natural environment, including how energy flows in nature and in human society.

Emphasis is placed on connecting the topics to ideas and experiences from everyday life, thereby increasing understanding of how energy matters to each individual. The course covers research on children’s and adolescents’ ideas about these topics, as well as possible ways of connecting these topics in teaching to the experiential world and ideas of children and adolescents. It also addresses the teaching of the science topics included in the course, with attention to textbooks and hands-on investigations.

Course topics include: simple machines, work, energy, units of energy, power, different forms of energy such as kinetic energy, gravitational potential energy, thermal energy, elastic potential energy, simple energy calculations, transformation of energy from one form to another, conservation of energy, useful energy, energy in nature, energy in society, energy production, and energy use.

The focus is on the fields of astronomy, cosmology, evolutionary biology and early history of life on Earth to prepare them for teaching these subjects in Icelandic compulsory school. This includes learning about the solar system and its origin, the evolution of stars, about galaxies and the universe, its origin, and development as well as about the conditions for and origin of life, evolutionary forces and the early evolutionary history of life forms on Earth. Students examine research on learning in astronomy, astrobiology and about origin of life.

The main objective of this introductory course is to educate students about electricity and magnetism to prepare them for teaching these subjects in Icelandic compulsory school. Participants are expected to develop a thorough scientific understanding of these issues and scientific concepts related to them such as electricity, charges, electrical forces, electric currents, magnets, magnetic force, interaction of electricity and magnetism, and production and utilization of electricity. Besides they will be taught how to illustrate these concepts in practice by carrying out simple experiments. Emphasis will also be paid to the ideas young people have about these concepts and phenomena and how they may be helped to develop those ideas toward scientific understanding. Approaching these issues the participants will be encouraged to inquire into their own understandings of these phenomena and concepts and develop those understandings and their practical teaching competences. Students examine research on learning in electromagnetism.

Students in this course are expected to deepen their knowledge and skills in quantitative research methodology. Students will use a computer program for data analysis, with emphasis on interpretation and writing about research results. Students are expected to develop positive attitudes toward research and the value of research in educational and social settings.

This course focuses on qualitative research methods. It looks at different movements and traditions in research methodology and their relationship to the structure and execution of research. The course also touches on the ethics of research, validity and different views of these concepts. Students will conduct a small research project, which provides training in a literature review, data collection, data analysis, and presentation of research findings. Students work as a team throughout the semester.

Readings, lectures, in-class discussion and group work. Sessions for distance students are held twice during the semester and participation is mandatory

The M.Ed. final project is an individual project of 30 ECTS credits. Students work on the project independently under the guidance of a project supervisor/supervisors chosen from among the academic staff at the School of Education. Students should consult the chair of their department on the choice of a project supervisor.

The thesis/project topic is chosen by the student in collaboration with his or her project supervisor and the department chair. The topic of the project should fall within the student's area of study, i.e. programme of study and chosen specialisation.

Various types of projects are permitted, for example, research essays, independent research projects, the development of new curricula or study materials.

Students sign up for the final project/thesis during annual registration via the Ugla Intraweb, and should register based on estimated progress in the fall and spring semester. In general, preparation for and work on the project takes at least two semesters. In some programmes the thesis is expected to spread over two or three semesters according to specific instructions, see under programme structure in the Course Catalogue for each programme.

Master´s projects are not awarded numerical grades but are marked pass or fail. Evaluation of projects are according to rules of the School of Education.

Students should follow the more detailed instructions and rules for M.Ed. projects set by the School of Education. See the School of Education intraweb, Ugla: Schools / School of Education / Teaching / Master's Thesis

The purpose of this course is to work with conceptual issues in sustainability and global initiative such as those being implemented by the UNESCO. Examples of problems in the environment and nature will be explored, f.ex. climate change, decrease in number of species, soil erosion and pollution. Emphasis will be on the role of teachers in dealing with controversial issues and how they can teach children to analyse problems, evaluate information and put forward possible solutions. Participants read and use research about sustainability education. Participants will also examine their own angle to sustainability, their values and behaviour. 

It is obligatory to attend classes during On Campus weeks, according to the academic calendar for School of Education.

Topics: The course main focus is climate change and climate change education. Focus will be on the causes of climate change, by humans, both on natur and human societies, i.e. people‘s living conditions and livelihood, locally and globally. Then, consequences of climate change on nature and society, locally and globally. The United Nations sustainable development goals (SDGs) and eight key competences will be examined and examples of how different aspects of climate change can be worked with in schols with focus on empowering students. Also, focus will be on the role of emotions in context of climate change anxiety, social justice and how human societies try adapt and mitigate climate changes and what kind of actions are used as conutermeasures.

Working methods: The course is organised in units with focus on one theme at time. The teacing is based on weekly classes online and students do assignments that are either individual or teamwork. Students have some choice of assignment types and topics. Lectures will be prerecorded online and readings will be available on Canvas as documents or links to online material. Obligatory class attendance is mininum 80% since students have special roles that cannot be fulfilled unless by active participation in class.

In this course the focus is on Icelandic as a second language and the education of multilingual students in Icelandic compulsory schools. Language acquisition and language upbringing will be examined and the difference between acquiring skills in a first and a second language. The emphases will be on what it is that teachers in general need to know about the Icelandic language to be able to help their students make progress in the subject being taught.

The structure of the Icelandic language system, pronunciation, word formation, inflections, sentence structure, meaning of words and phrases, the three layers of the vocabulary, and various things related to language use will be studied. The purpose is to figure out what is most likely to be demanding for multilingual students in preschools who are acquiring the language, both in general but also due to personal differences, such as different first languages.

Based on this special attention will be paid to the teaching of different subjects and how they can be planned, taking in account students’ different level of Icelandic. Important aspect of that is how subject texts can be simplified to fit the needs of multilingual students.

The central objective of this course is for students to develop their ideas about literacy and how to intergrade literacy across subjects so that they will be better equipped to teach their own subject.

During their studies student develop their own personal theory, i.e. research and mould their ideas about how they will or want to perform as teachers.

An emphasis will be placed on a coherent and creative approach towards planning and organising teaching across subjects and that students will be introduce to research and novelties in teaching methods that enhance literacy and subject-based vocabulary in all school levels.