Elsbeth Stern: Catalogue data in Autumn Semester 2016 |
| Name | Prof. Dr. Elsbeth Stern |
| Field | Empirische Lehr- und Lernforschung |
| Address | Inst. f. Verhaltenswissenschaften ETH Zürich, RZ E 2 Clausiusstrasse 59 8092 Zürich SWITZERLAND |
| Telephone | +41 44 632 53 66 |
| Fax | +41 44 632 12 19 |
| elsbeth.stern@ifv.gess.ethz.ch | |
| URL | http://www.ifvll.ethz.ch |
| Department | Humanities, Social and Political Sciences |
| Relationship | Full Professor |
| Number | Title | ECTS | Hours | Lecturers | |
|---|---|---|---|---|---|
| 851-0240-00L | Human Learning (EW1) This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence. | 2 credits | 2G | E. Stern | |
| Abstract | This course looks into scientific theories and also empirical studies on human learning and relates them to the school. | ||||
| Learning objective | Anyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning. | ||||
| Content | Thematische Schwerpunkte: Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen Lernformen: Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert. | ||||
| Lecture notes | Folien werden zur Verfügung gestellt. | ||||
| Literature | 1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall. | ||||
| Prerequisites / Notice | This lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence. | ||||
| 851-0240-16L | Colloquium on the Science of Learning and Instruction | 1 credit | 1K | E. Stern, P. Greutmann, further lecturers | |
| Abstract | In the colloquium we discuss scientific projects concerning the teaching in mathematics, computer science, natural sciences and technology (STEM). The colloquium is conducted by the professorships participating in the Competence Center EducETH (ETH) and in the Institute for Educational Sciences (UZH). | ||||
| Learning objective | Participants are exemplarily introduced to different research methods used in research on learning and instruction and learn to weigh advantages and disadvantages of these approaches. | ||||
| 851-0240-19L | Effective Learning Environments (EW 5)  This is a mandatory course for students of the teacher's diploma for secondary schools, who have not completed the course 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen" (EW 3) until the end of spring semester 2014 (except for students of Sport Teaching Diploma, who have completed the sport-specific course units EW2-4). The successful completion of ALL modules relevant for the teacher's diploma is required for participation in this course. | 1 credit | 2U | E. Stern | |
| Abstract | The students have to read the book "Lernwirksam unterrichten" from Felten/Stern and they have to answer the questions addressed on http://www.ifvll.ethz.ch/studium/lehre/ew-5.html. In individual or small-group sessions, Elsbeth Stern and the students will discuss how insights from learning research can inform classroom practice. | ||||
| Learning objective | The focus of all classes on educational psychology is on scientific insights which help to reflect on instructional learning. In order to become professionals, teachers have to better understand students' behavior and achievement and thereby become aware of their scope of classroom practice. Students get a final opportunity to ask questions about psychological learning research. | ||||
| Literature | Buch "Lernwirksam unterrichten" (Felten/Stern) | ||||
| Prerequisites / Notice | Detailed information: http://www.ifvll.ethz.ch/studium/lehre/ew-5.html | ||||
| 851-0242-07L | Human Intelligence Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). Number of participants limited to 30. This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | 1 credit | 1S | E. Stern, P. Edelsbrunner, B. Rütsche | |
| Abstract | The focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups (5 - 10 students) will be discussed. | ||||
| Learning objective | - Understanding of research methods used in the empirical human sciences - Getting to know intelligence tests - Understanding findings relevant for education | ||||
| 851-0242-08L | Research Methods in Educational Science Number of participants limited to 30 This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | 1 credit | 1S | P. Edelsbrunner, B. Rütsche, E. Stern, E. Ziegler | |
| Abstract | Literature from the learning sciences is critically discussed with a focus on research methods. At the first meeting, working groups will be assembled and meetings with those will be set up. In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work. | ||||
| Learning objective | - Understand research methods used in the empirical educational sciences - Understand and critically examine information from scientific journals and media - Understand pedagogically relevant findings from the empirical educational sciences | ||||
| 851-0242-09L | Student Research Projects: Practical Research on Learning and Instruction Number of participants limited to 20. The sucessful completion of both course no. 851-0240-00L "Menschliches Lernen (EW 1)" and course no. 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen (EW 3)" is a necessary prerequisite for this course. | 2 credits | 2S | A. Deiglmayr, P. Edelsbrunner, S. Hofer, B. Rütsche, L. Schalk, E. Stern, E. Ziegler | |
| Abstract | In teams of two, participants in this seminar conduct their own research project. Each team is advised by one of the researchers serving as lecturers in this course. Basic conceptual and methodological issues are the topic of a series of plenary meetings; however, the major part of the work is done in small-group meetings with the advising researcher, and in self-directed research projects. | ||||
| Learning objective | The course is targeted at advanced students who have taken an interest in gathering practical research experience in the field of Learning & Instruction. In teams of two, students conduct their own research projects (planning, conducting, analyzing, interpreting, and presenting research); thus, the course requires a high amount of self-directed working. Students are personally advised, and supported in their research project, by one of the researchers serving as lecturers in this course. During the first half the semester, relevant methodological knowledge and skills are practiced during plenary meetings and in students` independent reading (e.g. generating and testing research questions, designing experiments, and analyzing data in the field of Learning and Instruction) Learning goals include: - Participants can illustrate and explain basic methods and concepts for research in the fields of Learning and Instruction, e.g. with the help of practical examples. - Participants can generate testable research questions for a topic relevant in the fields of Learning and Instruction. - Participants can design and conduct a study that is relevant for answering their research question. - Participants can summarize and evaluate the main results from a study in the field of learning and Instruction, with regard to the research question being asked. | ||||
| 851-0252-04L | Behavioral Studies Colloquium  | 2 credits | 2K | E. Stern, H.‑D. Daniel, D. Helbing, C. Hölscher, B. Rütsche, R. Schubert, C. Stadtfeld | |
| Abstract | This colloquium offers an opportunity for students to discuss their ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. It also offers an opportunity for students from other disciplines to discuss their research ideas in relation to behavioral science. The colloquium also features invited research talks. | ||||
| Learning objective | Students know and can apply autonomously up-to-date investigation methods and techniques in the behavioral sciences. They achieve the ability to develop their own ideas in the field and to communicate their ideas in oral presentations and in written papers. The credits will be obtained by a written report of approximately 10 pages. | ||||
| Content | This colloquium offers an opportunity for students to discuss their ongoing research and scientific ideas in the behavioral sciences, both at the micro- and macro-levels of cognitive, behavioral and social science. It also offers an opportunity for students from other disciplines to discuss their ideas in so far as they have some relation to behavioral science. The possible research areas are wide and may include theoretical as well as empirical approaches in Social Psychology and Research on Higher Education, Sociology, Modeling and Simulation in Sociology, Decision Theory and Behavioral Game Theory, Economics, Research on Learning and Instruction, Cognitive Psychology and Cognitive Science. Ideally the students (from Bachelor, Master, Ph.D. and Post-Doc programs) have started to start work on their thesis or on any other term paper. Course credit can be obtained either based on a talk in the colloquium plus a written essay, or by writing an essay about a topic related to one of the other talks in the course. Students interested in giving a talk should contact the course organizers (Rütsche, Stern) before the first session of the semester. Priority will be given to advanced / doctoral students for oral presentations. The course credits will be obtained by a written report of approximately 10 pages. The colloquium also serves as a venue for invited talks by researchers from other universities and institutions related to behavioral and social sciences. | ||||