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. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Compulsory Elective Courses Teaching Diploma | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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| 851-0237-01L | Lesson Design and School Development at Federal Vocational Baccalaureate Schools (UZH) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student. UZH Module Code: 090LLB1 (ATTENTION: Students of Sport Teaching Diploma enroll in course 090LLB1S) Simultaneous enrolment in course "Lernende an der Berufsmaturitätsschule unterstützen und begleiten" (UZH Module Code: 090LLB2) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html ("Registering for studies at more than one university, Teaching Diplom", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course options for implementing the specifications in the framework curriculum for the vocational baccalaureate are developed and discussed, e.g. guiding principles of BM teaching, difficulties and challenges of interdisciplinary work. The module is designed for teachers at vocational baccalaureate schools and vocational schools of all disciplines. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students will be able to select subject content in their lessons based on vocational pedagogy, implement vocational pedagogical requirements for lesson design, incorporate interdisciplinary and cross-curricular approaches. - Students are familiar with various forms and procedures of performance assessment and feedback as well as lesson design. They are able to implement them, taking into account the different contexts in which young people live and work. - Students are familiar with the content and significance of basic principles such as the vocational baccalaureate ordinance or school curricula and concepts such as sustainability, lifelong learning or error culture. They can use these aspects for school and teaching development and work cooperatively within the college. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0237-02L | Support and Accompany Learners at the Federal Vocational Baccalaureate School (UZH) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student. UZH Module Code: 090LLB2 Simultaneous enrolment in course "Unterrichtsgestaltung und Schulentwicklung an Berufsmaturitätsschulen" (UZH Module Code: 090LLB1) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/deadlines.html ("Registering for studies at more than one university, Teaching Diploma", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In this course, pedagogical processes are analyzed and learning and socialization processes are discussed using concrete case studies from teaching at vocational schools and vocational baccalaureate schools. The focus is on the supporting and encouraging role of the teacher and the consideration of the individual life and professional situations of the trainees in their heterogeneity. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students are familiar with a variety of approaches in the areas of individual support, internal differentiation, learning and problem-solving skills as well as constructive error and criticism culture. They are able to use them to promote learning. - Students are aware of age- and development-typical problems of learners in education, can address them appropriately and involve counseling services and legal representation of young people appropriately. - Students are able to relate their instructions to the students' learning experiences in professional practice and to their various life and work contexts, and to incorporate them as a starting point for school-based and lifelong learning processes. - Students can describe and explain the experience and behaviour of adolescents at school and the world of work from different perspectives. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0242-08L | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0240-27L | Supervising and Assessing Matura Theses Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". | W | 1 credit | 1V | J. Maue | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course prepares prospective teachers to supervising and assessing scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at Gymnasium. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | 1. Assessing the adequacy of Matura thesis topics and defining the scope of a project. 2. Determining and promoting a successful work process. 3. Devising and applying criteria for assessing process, product and presentation of a Matura thesis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Focus on STEM subjects (biology, chemistry, computer science, mathematics, and physics) with no explicit discussion of geography or physical education. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0252-12L | The Science of Learning from Failure | W | 2 credits | 2S | M. Kapur, S. Tobler | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Failing is an inseparable part of learning. Yet, understanding how we can benefit from failing remains often unexplored. This course combines research from the learning sciences, as well as educational and cognitive psychology, to address the question of how and why we can learn from failing within the context of human learning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Students will engage in the following activities: - Critically read and analyze research articles addressing learning and failure in academic settings. - Participate in in-class problem-solving and discussion activities around the research on failure. Upon completion of the course, students will be able to: - Demonstrate a critical understanding of the role that failure plays in learning. - Discuss how, why, and when failure can benefit or hinder learning. The final grade will primarily be based on two components: a class presentation and a final paper critically reflecting on one of the discussed topics. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Failing a class, practical course, or exam accompanies many students during their academic careers. However, understanding that failure can be a learning booster often fades into the background. In this course, we will focus on failing as an essential part of any learning process. We will reflect on and discuss how and why we can learn from failure from a cognitive and educational perspective to address its role in human learning. To do so, the students will gain an understanding of how we learn and, in this context, have the chance to critically examine how failure affects the process of knowledge acquisition. All students are welcome, and there are no prerequisites of prior knowledge to follow the course's contents. This is an interactive course in which we encourage all students' personal input and participation. This course will only be held in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | No script will be used. Lecture slides and research articles used throughout the course will form the basis for the theoretical content of the course. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | This seminar is an interactive course. Thus, attendance and classroom participation are required. This course will only be held in English. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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