Search result: Catalogue data in Autumn Semester 2023
Educational Science for Teaching Diploma and TC  These are the general course offerings of the programmes Teaching Diploma (TD) - categories Educational Science and Compulsory Elective Courses - and Teaching Certificate (TC) - category Educational Science. | ||||||||||||||||||||||||||||||||||||
 Educational Science Teaching Certificate | ||||||||||||||||||||||||||||||||||||
| Number | Title | Type | 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. | O | 2 credits | 2V | 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. 3) Greutmann, Saalbach, Stern (Hrsg.), (2020): Professionelles Handlungswissen für Lehrerinnen und Lehrer. Kohlhammer Verlag | |||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||
| 851-0240-22L | Coping with Psychosocial Demands of Teaching (EW4 DZ)  The successful participation in EW1 ("Human Learning") and EW2 ("Designing Learning Environments for School") is recommended, but not a mandatory prerequisite. | W | 2 credits | 3S | S. Maurer, P. Caprez, I. Sargenti | |||||||||||||||||||||||||||||||
| Abstract | In this class, students will learn concepts and skills for coping with psychosocial demands of teaching | |||||||||||||||||||||||||||||||||||
| Learning objective | Students possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching. (1) They know relevant rules of conversation and conflict management and are able to apply them in an appropriate way in the school context (e.g. in parental talks). (2) They know core aspects of classroom management and know how to apply it concretely (e.g. promoting a positive learning atmosphere, avoiding disciplinary difficulties) and they are aware of possible contacts (e.g. llegal or psychological services). | |||||||||||||||||||||||||||||||||||
| 851-0242-06L | Cognitively Activating Instructions in MINT Subjects Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | 2S | R. Schumacher | |||||||||||||||||||||||||||||||
| Abstract | This seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance. | |||||||||||||||||||||||||||||||||||
| Learning objective | - Get to know cognitively activating instructions in MINT subjects - Get information about recent literature on learning and instruction | |||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Für eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht. | |||||||||||||||||||||||||||||||||||
| 851-0242-07L | Human Intelligence Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 1S | E. Stern | |||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||
| 851-0227-00L | Foundations of the Theory of Science for Science Lessons Course for students of the Teaching Certificate and the Teaching Diploma without the subject of Sport. | W | 1 credit | 2S | R. Schumacher | |||||||||||||||||||||||||||||||
| Abstract | When are experiments meaningful? How do we have to proceed to test hypotheses with experiments? By which criteria do we estimate the explanatory value of competing theories? The answers to these questions are the key to understanding scientific research. This seminar focuses on how these foundations can be taught in science lessons. | |||||||||||||||||||||||||||||||||||
| Learning objective | • an overview of the most important models in the theory of science • expertise to implement and discuss these models in science lessons | |||||||||||||||||||||||||||||||||||
| 851-0242-12L | Teaching and Learning with Technologies Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | M. Rau | ||||||||||||||||||||||||||||||||
| Abstract | Digitization of schools is a frequently discussed topic. It is paramount to select a type of technology that matches the given learning content and learning context. The goal of this seminar is therefore to provide guidance to prospective teachers about how to strategically select and use educational technologies. | |||||||||||||||||||||||||||||||||||
| Learning objective | Participants understand pros and cons of specific types of educational technologies as well as the conditions that determine successful use of such technologies. | |||||||||||||||||||||||||||||||||||
| Content | Participants will discuss current research that seeks to address the following questions: What is the added value of educational technologies? What is the role of the teacher in facilitating educational technologies? How can teachers select appropriate technologies – or when is it better not to use any? Empirical studies form the basis of discussions during seminar meetings, with a focus on the use of diverse types of educational technologies to enhance learning of content knowledge in the MINT domains. The seminar will offer a variety of examples ranging from simulations to ChatGPT. Seminar meetings consist of presentations by participants as well as discussions and group work led by the instructor. | |||||||||||||||||||||||||||||||||||
| 851-0242-08L | Research Methods in Educational Science Does not take place this semester. This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 2S | ||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||
| 851-0228-00L | Formation of Knowledge in STEM Fields in Primary and Secondary School Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) (excluding Teaching Diploma Sport). This course unit can only be enroled after successful participation in the course 851-0240-00L "Human Learning (EW 1)". | W | 2 credits | 1S | U. Markwalder | |||||||||||||||||||||||||||||||
| Abstract | Course promotes exchange between student teachers and elementary school teachers in STEM teaching with 3 parts: 1) block seminar (ca. 20 h), 2) collaboration with elementary school teacher in a class (ca. 30 h, with approx. 50% spent in the elementary or middle school class and ca. 50% for preparation), and 3) final report (ca. 10 h). Registration implies participation in all 3 parts. | |||||||||||||||||||||||||||||||||||
| Learning objective | Deepening the understanding of knowledge formation and learning processes of primary and secondary students from a cognitive and developmental psychology perspective for students. The assistant ship provides didactic experience and exposure to a different school level (more heterogeneous groups such as for example low-performing to very high-performing Children, language problems etc.) | |||||||||||||||||||||||||||||||||||
| Content | Students learn more about potentials and deficits of students. They get to know better the early stages of knowledge as well as the formation of misconceptions of students in their subject area. The seminar with assistant-ship includes three phases: In the block seminar misconceptions in the own subject as well as theoretical inputs from developmental and cognitive psychology are discussed. During the assistant ship, a teaching task defined by the primary and secondary teachers is actively taken on in a class. At the end there is the writing of a final report, which includes the description of the knowledge level of the students. This seminar is only suitable for students who can flexibly adapt to the needs of students from lower grades. | |||||||||||||||||||||||||||||||||||
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| 851-0270-00L | Learning from and with Robots Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | 2S | E. Cross, R. Moffat | |||||||||||||||||||||||||||||||
| Abstract | This seminar introduces the fundamentals and latest research developments, challenges and opportunities related to social robotics in learning contexts, with a strong focus on psychological and neuroscientific techniques, and critical evaluation of research practices for studying robots’ effectiveness as pedagogical tools. Common perspectives, controversies and empirical evidence are considered. | |||||||||||||||||||||||||||||||||||
| Learning objective | - To familiarize students with current concepts, theories, methods and findings from behavioral and brain sciences related to human—robot interaction in learning contexts - To develop a critical view of extant findings and the tools for evaluating the quality of evidence/data - To integrate this knowledge into their own use of embodied (robotics) technology in classroom contexts | |||||||||||||||||||||||||||||||||||
| Content | As embodied robots become increasingly ubiquitous in social contexts ranging from hospitals and care homes to education and work environments, the enthusiasm and hopes for these technologies often far outstrip current robots’ capabilities. When we consider the placement of robots in classrooms to stimulate or support learning, we are confronted with a paucity of high-quality data related to how and why robots might serve as useful tools to promote learning. In this seminar, students will learn how research from the behavioral and brain sciences is enhancing education and robotics research to build a more complete picture of the scope, challenges, and opportunities of social robots being deployed as educational aids. The seminar builds on the active participation of students in reading, presenting, and critically discussing selected papers in the field. In a final small-group assignment, students are required to integrate and elaborate upon topics covered in the seminar by presenting and debating a novel research proposal for addressing a timely research question related to the use of robots in the classroom. | |||||||||||||||||||||||||||||||||||
| 376-1309-00L | Disorders of Social Cognition Enrolment possible with matriculation in -Master HST -Teaching Diploma or Teaching Certificate ---> This course unit can only be enrolled after successful participation in, or during enrolment in the course "Human Learning (EW 1)". !!! Teaching Diploma Sports: allocation of the ECTS only possible in the category "Educational Science" !!! | W | 2 credits | 2G | R. Ramsey | |||||||||||||||||||||||||||||||
| Abstract | In this seminar, we consider how the human brain processes social Information. The approach focuses on exploring the neural bases of social cognition in healthy individuals, as well as providing case studies from atypical populations, whose pathologies are typified by dysfunction in social information processing, such as autism spectrum disorder and schizophrenia. | |||||||||||||||||||||||||||||||||||
| Learning objective | - To familiarise students with forms of social cognition in humans, as well as the neural systems that support social cognition. - To critically evaluate theories and data relating to Social Cognition and Social Neuroscience. - To relate how knowledge of typical brain function can inform our understanding of individuals who process social information differently, and vice versa. - To develop effective scientific communication skills in oral and written formats. | |||||||||||||||||||||||||||||||||||
| Content | This seminar will consider how the human brain understands and organises social behaviour. The approach will focus on exploring the neural bases of social cognition in healthy individuals, as well as providing case studies from atypical populations, whose pathologies are typified by dysfunction in social information processing. Examples of such pathologies include autism spectrum disorder, schizophrenia and attention deficit hyperactivity disorder. By examining healthy and atypical populations, this module will highlight how disorders of social cognition can inform the understanding of healthy brain function, as well as how understanding healthy brain function can inform disorders of social cognition. | |||||||||||||||||||||||||||||||||||
| Educational Science Teaching Diploma | ||||||||||||||||||||||||||||||||||||
| Number | Title | Type | 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. | O | 2 credits | 2V | 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. 3) Greutmann, Saalbach, Stern (Hrsg.), (2020): Professionelles Handlungswissen für Lehrerinnen und Lehrer. Kohlhammer Verlag | |||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||
| 851-0238-01L | Support and Diagnosis of Knowledge Acquisition Processes (EW3) Enrolment only possible with matriculation in Teaching Diploma (except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW3) and for students who intend to enrol in the "Teaching Diploma". Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". | O | 3 credits | 3S | C. M. Thurn, S. Daguati, P. Edelsbrunner | |||||||||||||||||||||||||||||||
| Abstract | In this seminar students learn advanced techniques to support and to diagnose knowledge acquisition processes in school. | |||||||||||||||||||||||||||||||||||
| Learning objective | The main goals are: (1) You have a deep understanding about the cognitive mechanisms of knowledge acquisition. (2) You have a basic understanding about psychological test theory and can appropriately administer tests. (3) You know various techniques of formative assessment and can apply these to uncover students' misconceptions. | |||||||||||||||||||||||||||||||||||
| 851-0242-01L | Coping with Psychosocial Demands of Teaching (EW4) Enrolment possible with Teaching Diploma matriculation, except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW4. | O | 3 credits | 3S | S. Maurer, P. Caprez, I. Sargenti | |||||||||||||||||||||||||||||||
| Abstract | Students learn and practice techniques and skills for coping with psychosocial demands of teaching. | |||||||||||||||||||||||||||||||||||
| Learning objective | Students possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching. (1) They know the basic rules of negotiation and conflict management (e.g., mediation) and can apply them in the school context (e.g., in conversations with parents). (2) They can apply diverse techniques of classroom management (e.g., prevention of disciplinary problems in the classroom) and know relevant authorities for further information (e.g., legal conditions; crisis intervention). (3) They know stress coping strategies to prevent burnout (e.g., psychosocial support) and are familiar with relevant institutions. | |||||||||||||||||||||||||||||||||||
| Content | Major themes: - counseling and counseling techniques - conflict management and mediation - classroom management - supporting students in a psychological crisis - preventing stress and burnout Forms of learning Theoretical foundations will be taught in workshops which contain different means of activation and interaction such as group work, panel discussions, and individual work. Subsequently, this knowledge will be transfered and applied in different school-relevant situations by means of role plays, discussing of cases and video sequences, as well as reflections of practical experiences. | |||||||||||||||||||||||||||||||||||
| Lecture notes | Slides of the lectureres`presentations, supplementary materials, and materials for further reading are made available on Moodle. | |||||||||||||||||||||||||||||||||||
| Literature | Verschiedenen Grundlagen- und Anwendungstexte werden den Studierenden zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Der erfolgreiche Abschluss von EW1 und EW2 stellt eine wünschenswerte, jedoch nicht obligatorische Voraussetzung dar. | |||||||||||||||||||||||||||||||||||
| 851-0240-15L | Designing Educational Environments in Physical Education (EW2 Sport) Compulsory course requirements for EW2 Sport: This course is required to be taken prior to EW4 Sport "Outdoor Education: Concepts and Practice" (851-0242-02L). | O | 4 credits | 2S | H. Gubelmann, R. Scharpf | |||||||||||||||||||||||||||||||
| Abstract | Students learn principles of teaching beyond classroom and regular PE-Lessons : - Planning and organizing camps and events - Teaching the "Ergänzungsfach Sport" - Long-term-curricula in PE As a practical part students design the Outdoor event in EW4 of the following term | |||||||||||||||||||||||||||||||||||
| Learning objective | Students know - How to plan events and camps - To assess curricula critically and to use them properly - How to combine theoretical and practical isssues in the 'Ergänzungsfach' | |||||||||||||||||||||||||||||||||||
| Content | 1. LV Semestereinführung 2. LV Planung Outdoor-Weekend 3. LV Auswertung Outdoor-Event 4. LV Planung Event 5. LV Event-Präsentationen / Schlussveranstaltung | |||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | EW2 is compulsory requirement for EW4 Sport | |||||||||||||||||||||||||||||||||||
| 851-0240-19L | Effective Learning Environments (EW 5) The successful completion of ALL modules relevant for the teacher's diploma is required for participation in this course. | W | 1 credit | E. Stern | ||||||||||||||||||||||||||||||||
| Abstract | The students have to read the book "Lernwirksam unterrichten" from Felten/Stern and they have to answer questions. In individual or small-group sessions will be discussed 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: https://ifvll.ethz.ch/studium/ew-5.html | |||||||||||||||||||||||||||||||||||
| 851-0242-07L | Human Intelligence Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 1S | E. Stern | |||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||
| 851-0227-00L | Foundations of the Theory of Science for Science Lessons Course for students of the Teaching Certificate and the Teaching Diploma without the subject of Sport. | W | 1 credit | 2S | R. Schumacher | |||||||||||||||||||||||||||||||
| Abstract | When are experiments meaningful? How do we have to proceed to test hypotheses with experiments? By which criteria do we estimate the explanatory value of competing theories? The answers to these questions are the key to understanding scientific research. This seminar focuses on how these foundations can be taught in science lessons. | |||||||||||||||||||||||||||||||||||
| Learning objective | • an overview of the most important models in the theory of science • expertise to implement and discuss these models in science lessons | |||||||||||||||||||||||||||||||||||
| 851-0242-12L | Teaching and Learning with Technologies Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | M. Rau | ||||||||||||||||||||||||||||||||
| Abstract | Digitization of schools is a frequently discussed topic. It is paramount to select a type of technology that matches the given learning content and learning context. The goal of this seminar is therefore to provide guidance to prospective teachers about how to strategically select and use educational technologies. | |||||||||||||||||||||||||||||||||||
| Learning objective | Participants understand pros and cons of specific types of educational technologies as well as the conditions that determine successful use of such technologies. | |||||||||||||||||||||||||||||||||||
| Content | Participants will discuss current research that seeks to address the following questions: What is the added value of educational technologies? What is the role of the teacher in facilitating educational technologies? How can teachers select appropriate technologies – or when is it better not to use any? Empirical studies form the basis of discussions during seminar meetings, with a focus on the use of diverse types of educational technologies to enhance learning of content knowledge in the MINT domains. The seminar will offer a variety of examples ranging from simulations to ChatGPT. Seminar meetings consist of presentations by participants as well as discussions and group work led by the instructor. | |||||||||||||||||||||||||||||||||||
| 851-0242-06L | Cognitively Activating Instructions in MINT Subjects Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | 2S | R. Schumacher | |||||||||||||||||||||||||||||||
| Abstract | This seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance. | |||||||||||||||||||||||||||||||||||
| Learning objective | - Get to know cognitively activating instructions in MINT subjects - Get information about recent literature on learning and instruction | |||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Für eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht. | |||||||||||||||||||||||||||||||||||
| 851-0229-00L | Using Outdoor Education Enrolment only possible with matriculation in Teaching Diploma Biology and Geography. | W | 1 credit | 1S | R. Schumacher, P. Faller | |||||||||||||||||||||||||||||||
| Abstract | In this seminar, future teachers will be trained to prepare and conduct excursions to out-of-school learning venues. For this purpose, excursions are offered at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf. | |||||||||||||||||||||||||||||||||||
| Learning objective | Future teachers will learn to prepare and conduct excursions to out-of-school learning venues. | |||||||||||||||||||||||||||||||||||
| Content | Excursions at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf: - Dendrochronology: What annual rings tell - Photosynthesis/Climate change: The tracks in the forest - Forest Soil: The soil in the focus of the climate | |||||||||||||||||||||||||||||||||||
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