Search result: Catalogue data in Autumn Semester 2023
Biology Teaching Diploma  Detailed information on the programme at: www.didaktischeausbildung.ethz.ch | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
 Educational ScienceCourse offerings in the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma and TC". | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| 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. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| » see Educational Science Teaching Diploma | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0242-08L | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0229-00L | 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Subject Didactics in Biology | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0961-00L | Mentored Work Subject Didactics Biology A The Subject Didactics as well as possible branch-specific requirements must be fulfilled prior to commencing the mentored paper. | O | 2 credits | 4A | P. Faller, H. Stocker | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures. Under supervision, they compile tuition materials enabling effective learning and/or analyse and reflect on certain topics from a subject-based and pedagogical perspective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objectives for the students are - to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics, pedagogical, and potentially social perspective. - to prove that they can independently compile a tuition sequence and develop it to deployment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Thematische Schwerpunkte Die Gegenstände der mentorierten Arbeit in Fachdidaktik stammen in der Regel aus dem gymnasialen Unterricht. Lernformen Die Studierenden wählen ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Die mentorierte Arbeit ist Teil des Portfolios der Studierenden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Eine kurze Anleitung zur mentorierten Arbeit in Fachdidaktik wird zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Die Literatur ist themenspezifisch. Die Studierenden beschaffen sie sich in der Regel selber (siehe Lernziele). In besonderen Fällen wird sie vom Betreuer zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Beginn nach Absprache jederzeit möglich, jedoch erst nach Abschluss der Fachdidaktik I und II und nach Erfüllung allfälliger fachwissenschaftlicher Auflagen. Die Arbeit sollte vor Beginn des Unterrichtspraktikums abgeschlossen werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0962-00L | Mentored Work Subject Didactics Biology B The Subject Didactics as well as possible branch-specific requirements must be fulfilled prior to commencing the mentored paper. | O | 2 credits | 4A | P. Faller, H. Stocker | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures. Under supervision, they compile tuition materials enabling effective learning and/or analyse and reflect on certain topics from a subject-based and pedagogical perspective. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objectives for the students are - to be able to familiarise themselves with a tuition topic by consulting different sources, acquiring materials and reflecting on the relevance of the topic and the access they have selected to this topic from a specialist, subject-didactics, pedagogical, and potentially social perspective. - to prove that they can independently compile a tuition sequence and develop it to deployment. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Thematische Schwerpunkte Die Gegenstände der mentorierten Arbeit in Fachdidaktik stammen in der Regel aus dem gymnasialen Unterricht. Lernformen Die Studierenden wählen ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Die mentorierte Arbeit ist Teil des Portfolios der Studierenden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Eine kurze Anleitung zur mentorierten Arbeit in Fachdidaktik wird zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Die Literatur ist themenspezifisch. Die Studierenden beschaffen sie sich in der Regel selber (siehe Lernziele). In besonderen Fällen wird sie vom Betreuer zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Beginn nach Absprache jederzeit möglich, jedoch erst nach Abschluss der Fachdidaktik I und II und nach Erfüllung allfälliger fachwissenschaftlicher Auflagen. Die Arbeit sollte vor Beginn des Unterrichtspraktikums abgeschlossen werden. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0971-00L | Subject Didactics Biology I Simultaneous enrolment in Introductory Internship Biology - course 551-0968-00L - is compulsory. | O | 4 credits | 3G | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | - Basic conditions for tuition (MAR - recognition of Matura certificates - curricula, standards), selection of topics and reduction of the complexity of topics. - Application of teaching methods and techniques from educational science in biology classes. - Planning and preparation of lessons. - Assessing learning performance (forms of examination/assessment). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students can discuss and put into practice in their teaching work the conditions and objectives set out in the regulations governing the school-leaving examination (Matura), the framework curriculum and the conditions and objectives specified by their school. - They are in a position to select learning objectives and formulate these on the basis of the target level model. They can plan and prepare lessons and can also develop appropriate learning assignments. - Students can reconstruct specialist contents in didactic terms and develop teaching modules suitable for the different levels from these on the basis of the subject structure and learner requirements. - They can reduce the complexity of subject-based specialist contents and present them in such a way that they are comprehensible and meaningful for learners. - They can select appropriate media for their work (e.g. school books) and use these. They can employ appropriate experiments. - The students can use different forms of examination for monitoring performance. - Students are in a position to implement and discuss the concepts of biology teaching and learning on the basis of specific topics covered in school biology. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Maturitätsreglement, Lehrpläne und Standards. Lernziele in der Biologie. Schulbücher und Medien. Einsatz von Experimenten. Einsatz von Tieren im Unterricht. Planung und Vorbereitung von Biologieunterricht. Lernaufgaben, Prüfungen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Wird laufend in der Vorlesung abgegeben. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Studierende müssen LE zusammen mit dem Einführungspraktikum - LE 551-0968-00L - belegen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Professional Training Important: You can only enrole in the courses of this category if you have not more than 12 CP left for possible additional requirements. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0968-00L | Introductory Internship Biology Simultaneous enrolment in Biology Didactics I - course 551-0971-00L - is compulsory. | O | 3 credits | 6P | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | During the introductory teaching practice, the students sit in on five lessons given by the teacher responsible for their teaching practice, and teach five lessons themselves. The students are given observation and reflection assignments by the teacher responsible for their teaching practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Right at the start of their training, students acquire initial experience with the observation of teaching, the establishment of concepts for teaching and the implementation of teaching. This early confrontation with the complexity of everything that teaching involves helps students decide whether they wish to and, indeed, ought to, continue with the training. It forms a basis for the subsequent pedagogical and subject-didactics training. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Den Studierenden bietet das Einführungspraktikum einen Einblick in den Berufsalltag einer Lehrperson. Die Praktikumslehrperson legt Beobachtungs- und Reflexionsaufträge und die Themen der zu erteilenden Lektionen fest. Die schriftlich dokumentierten Ergebnisse der Arbeitsaufträge sind Bestandteil des Portfolios des/der Studierenden. Anlässlich der Hospitationen erläutert die Praktikumslehrperson ihre fachlichen, fachdidaktischen und pädagogischen Überlegungen, auf deren Basis sie den Unterricht geplant hat und tauscht sich mit der/dem Studierenden aus. Zu den Lektionen, die der/die Studierende selber hält, führt die Praktikumslehrperson Vor- und Nachbesprechungen durch. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Wird von der Praktikumslehrperson bestimmt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0966-00L | Teaching Internship Biology | O | 8 credits | 17P | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The teaching practice takes in 50 lessons: 30 are taught by the students, and the students sit in on 20 lessons. The teaching practice lasts 4-6 weeks. It gives students the opportunity to implement the contents of their specialist-subject, educational science and subject-didactics training in the classroom. Students also conduct work assignments in parallel to their teaching practice. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | - Students use their specialist-subject, educational-science and subject-didactics training to draw up concepts for teaching. - They are able to assess the significance of tuition topics in their subject from different angles (including interdisciplinary angles) and impart these to their pupils. - They acquire the skills of the teaching trade. - They practise finding the balance between instruction and openness so that pupils can and, indeed, must make their own cognitive contribution. - They learn to assess pupils' work. - Together with the teacher in charge of their teacher training, the students constantly evaluate their own performance. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Die Studierenden sammeln Erfahrungen in der Unterrichtsführung, der Auseinandersetzung mit Lernenden, der Klassenbetreuung und der Leistungsbeurteilung. Zu Beginn des Praktikums plant die Praktikumslehrperson gemeinsam mit dem/der Studierenden das Praktikum und die Arbeitsaufträge. Die schriftlich dokumentierten Ergebnisse der Arbeitsaufträge sind Bestandteil des Portfolios der Studierenden. Anlässlich der Hospitationen erläutert die Praktikumslehrperson ihre fachlichen, fachdidaktischen und pädagogischen Überlegungen, auf deren Basis sie den Unterricht geplant hat und tauscht sich mit dem/der Studierenden aus. Die von dem/der Studierenden gehaltenen Lektionen werden vor- und nachbesprochen. Die Praktikumslehrperson sorgt ausserdem dafür, dass der/die Studierende Einblick in den schulischen Alltag erhält und die vielfältigen Verpflichtungen einer Lehrperson kennen lernt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Wird von der Praktikumslehrperson bestimmt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Findet in der Regel am Schluss der Ausbildung, vor Ablegung der Prüfungslektionen statt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0969-01L | Examination Lesson I Biology Simultaneous enrolment in "Examination Lesson II Biology" (551-0969-02L) is compulsory. | O | 1 credit | 2P | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | On the basis of a specified topic, the candidate shows that they are in a position - to develop and conduct teaching that is conducive to learning at high school level, substantiating it in terms of the subject-matter and from the didactic angle - to analyze the tuition they have given with regard to its strengths and weaknesses, and outline improvements. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Die Studierenden erfahren das Lektionsthema in der Regel 10 Tage vor dem Prüfungstermin. Von der zuständigen Lehrperson erhalten sie Informationen über den Wissensstand der zu unterrichtenden Klasse und können sie vor dem Prüfungstermin besuchen. Sie erstellen eine Vorbereitung gemäss Anleitung und reichen diese 48 Stunden vor dem Prüfungstermin den beiden Prüfungsexperten ein. Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion des Kandidaten/ der Kandidatin über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Dokument: Schriftliche Vorbereitung für Prüfungslektionen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Nach Abschluss der übrigen Ausbildung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0969-02L | Examination Lesson II Biology Simultaneous enrolment in "Examination Lesson I Biology" (551-0969-01L) is compulsory. | O | 1 credit | 2P | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | In the context of an examination lesson conducted and graded at a high school, the candidates provide evidence of the subject-matter-based and didactic skills they have acquired in the course of their training. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | On the basis of a specified topic, the candidate shows that they are in a position - to develop and conduct teaching that is conducive to learning at high school level, substantiating it in terms of the subject-matter and from the didactic angle - to analyze the tuition they have given with regard to its strengths and weaknesses, and outline improvements. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Die Studierenden erfahren das Lektionsthema in der Regel 10 Tage vor dem Prüfungstermin. Von der zuständigen Lehrperson erhalten sie Informationen über den Wissensstand der zu unterrichtenden Klasse und können sie vor dem Prüfungstermin besuchen. Sie erstellen eine Vorbereitung gemäss Anleitung und reichen diese 48 Stunden vor dem Prüfungstermin den beiden Prüfungsexperten ein. Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion des Kandidaten/ der Kandidatin über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Dokument: Schriftliche Vorbereitung für Prüfungslektionen. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Nach Abschluss der übrigen Ausbildung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0913-00L | Professional Exercises in Biology | O | 2 credits | 2U | P. Faller | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students conduct a series of "classical" biological school experiments and therefore gain practice and experience in this area. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Implementation of Subject Didactics I and II with the focus on conducting biological experiments in schools. This includes finding, testing and further developing suitable protocols for different subject areas of school biology. Working out how to didactically embed the experiments in lessons. Students can perform, off the cuff, 12 school experiments (which they have tested themselves), from the different subject areas, and conduct these correctly in technical terms. They can incorporate these experiments in their tuition in a didactically meaningful manner. Comments: By contrast to the Subject Specialisation 1 and 2 course units, these are "basic tests" and do not involve the implementation of current research topics. The students' compilations are available in a data archive. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | 1. Suchen geeigneter Protokolle für 1-2 Schulexperimente aus versch. Themenbereichen (vorgegebene Liste). Selbständiges Austesten. Anleiten der Mitstudierenden. 2. Die Studierenden führen alle ausgearbeiteten Experimente selber durch. 3. Ausarbeitung des didaktischen Einsatzes. Erstellen einer Experimentieranleitung. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Hand out of course material. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Der Teil biologische Experimente findet im Rahmen von 7 Halbtagen statt. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Spec. Courses in Resp. Subj. w/ Educ. Focus & Further Subj. Didactics | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||
| 551-0973-00L | Specialized Biology Course with an Educational Focus: Evolution | O | 6 credits | 2G + 13A | H. Stocker, Y. Barral, K. Köhler | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Specialist aspects of biology with a focus on evolution are covered from the angle of imparting these to pupils, their historical development, and their significance for the subject, the individual and society. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | After successful completion of the module, students should be able - to retrieve in-depth knowledge of biology with a special focus on evolution and to impart this to others. - to analyse controversial topics and to give factual explanations for these. - to conduct more in-depth work on a research topic and to compile a tuition unit based on this topic - to prepare tuition units involving complex learning matter at a high specialist level which are suitably tailored to the recipients, and to teach these in a manner conducive to learning. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Selected biological topics, with a special focus on evolution, are dealt with under consideration of the special needs of persons involved in teaching. The module comprises lectures, a book club, and a seminar thesis. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Teaching materials are available online on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature and references are posted online on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | The Specialized Biology Course with an Educational Focus consists of two modules (6 CP each). In the fall semester, the focus is on evolution. The module of the spring semester deals with biological concepts. Students attending both modules can start with either module. Performance is assessed during the course of the entire module. Active participation in the course is required. The thesis (including oral presentation) has to be completed. The Specialized Biology Course with an Educational Focus (6+6 CP) can be acknowledged, in agreement with the advisor of the respective elective major, as one of the two obligatory research projects (each 15 CP). In such a case, additional 3 CP must be obtained in another course. In case of overbooking of the course, students enrolled in the Teaching Diploma in Biology will have priority. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Compulsory Elective Courses Further course offerings from the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma and TC". | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||||||||||||||||||||
| » see Compulsory Elective Courses Teaching Diploma | ||||||||||||||||||||||||||||||||||||||||||||||||||||||
| 851-0180-00L | Research Ethics Does not take place this semester. Particularly suitable for students of D-BIOL, D-CHAB, D-HEST | W | 2 credits | 2G | ||||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | Students are able to identify and critically evaluate moral arguments, to analyse and to solve moral dilemmas considering different normative perspectives and to create their own well-justified reasoning for taking decisions to the kind of ethical problems a scientist is likely to encounter during the different phases of biomedical research. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants of the course Research Ethics will • Develop an understanding of the role of certain moral concepts, principles and normative theories related to scientific research; • Improve their moral reasoning skills (such as identifying and evaluating reasons, conclusions, assumptions, analogies, concepts and principles), and their ability to use these skills in assessing other people’s arguments, making decisions and constructing their own reasoning to the kinds of ethical problems a scientist is likely to encounter; | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | I. Introduction to Moral Reasoning 1. Ethics - the basics 1.1 What ethics is not… 1.2 Recognising an ethical issue (awareness) 1.3 What is ethics? Personal, cultural and ethical values, principles and norms 1.4 Ethics: a classification 1.5 Research Ethics: what is it and why is it important? 2. Normative Ethics 2.1 What is normative ethics? 2.2 Types of normative theories – three different ways of thinking about ethics: Virtue theories, duty-based theories, consequentialist theories 2.3 The plurality of normative theories (moral pluralism); 2.4 Roles of normative theories in “Research Ethics” 3. Decision making: How to solve a moral dilemma 3.1 How (not) to approach ethical issues 3.2 What is a moral dilemma? Is there a correct method for answering moral questions? 3.3 Methods of making ethical decisions 3.4 Is there a "right" answer? II. Research Ethics - Internal responsibilities 1. Integrity in research and research misconduct 1.1 What is research integrity and why is it important? 1.2 What is research misconduct? 1.3 Questionable/Detrimental Research Practice (QRP/DRP) 1.4 What is the incidence of misconduct? 1.5 What are the factors that lead to misconduct? 1.6 Responding to research wrongdoing 1.7 The process of dealing with misconduct 1.8 Approaches to misconduct prevention and for promoting integrity in research 2. Data Management 2.1 Data collection and recordkeeping 2.2 Analysis and selection of data 2.3 The (mis)representation of data 2.4 ownership of data 2.5 Retention of data 2.6 Sharing of data (open research data) 2.7 The ethics of big data 3. Publication ethics / Responsible publishing 3.1 Background 3.2 Criteria for being an author 3.3 Ordering of authors 3.4 Publication practices III. Research Ethics – External responsibilities 1. Research involving human subjects 1.1 History of research with human subjects 1.2 Basic ethical principles – The Belmont Report 1.3 Requirements to make clinical research ethical 1.4 Social value and scientific validity 1.5 Selection of study participants – the concept of vulnerability 1.6 Favourable risk-benefit ratio 1.7 Independent review - Ethics Committees 1.8 Informed consent 1.9 Respect for potential and enrolled participants 2. Social responsibility 2.1 What is social responsibility? a) Social responsibility of the individual scientist b) Social responsibility of the scientific community as a whole; 2.2 Participation in public discussions: a) Debate & Dialogue b) Communicating risks & uncertainties c) Science and the media 2.3 Public advocacy (policy making) 3. Dual use research 3.1 Introduction to Dual use research 3.2 Case study – Censuring science? 3.3 Transmission studies for avian flu (H5N1) 3.4 Synthetic biology | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Course material (handouts, case studies, exercises, surveys and papers) will be available during the lectures and on the course homepage. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | What are the requirements? First and foremost your strong willingness to seriously achieve the main learning outcomes as indicated in the Course Catalogue (specific learning outcomes for each module will be provided at the beginning of the course). For successfully completing the course Research Ethics, the following commitment is absolutely necessary (but not sufficient) (observed success factors for many years!): 1. Your regular presence is absolutely required (so please no double, parallel enrollment for courses taking place at the identical time!) connected with your active participation during class, e.g. taking notes, contributing to discussions (in group as well as in plenary class), solving exercises. 2. Having the willingness and availability of the necessary time for regularly preparing the class (at least 1 hour per week, probably even more…). | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-0015-00L | Transdisciplinary Research: Challenges of Interdisciplinarity and Stakeholder Engagement The lecture takes place if a minimum of 12 students register for it. | W | 2 credits | 1S | B. Vienni Baptista, C. E. Pohl, M. Stauffacher | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This seminar is designed for PhD students and PostDoc researchers involved in inter- or transdisciplinary research. It addresses and discusses challenges of this kind of research using scientific literature presenting case studies, concepts, theories, methods and by testing practical tools. It concludes with a 10-step approach to make participants' research projects more societally relevant. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | Participants know specific challenges of inter- and transdisciplinary research and can address them by applying practical tools. They can tackle questions like: how to integrate knowledge from different disciplines, how to engage with societal actors, how to secure broader impact of research? They learn to critically reflect their own research project in its societal context and on their role as scientists. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | The seminar covers the following topics: (1) Theories and concepts of inter- and transdisciplinary research (2) The specific challenges of inter- and transdisciplinary research (3) Collaborating between different disciplines (4) Engaging with stakeholders (5) 10 steps to make participants' research projects more societally relevant Throughout the whole course, scientific literature will be read and discussed as well as practical tools explored in class to address concrete challenges. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Literature will be made available to the participants. The following open access article builds a core element of the course: Pohl, C., Krütli, P., & Stauffacher, M. (2017). Ten Reflective Steps for Rendering Research Societally Relevant. GAIA 26(1), 43-51 doi: 10.14512/gaia.26.1.10 available at (open access): Link Further, this collection of tools will be used https://naturalsciences.ch/topics/co-producing_knowledge https://www.shapeidtoolkit.eu | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Participation in the course requires participants to be working on their own research project. Dates (Wednesdays, 8h15-12h00): 27 September, 11 October, 25 October, 8 November, 22 November | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 701-1651-00L | Environmental Governance | W | 6 credits | 3G | E. Lieberherr | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | The course addresses environmental policies, focusing on new steering approaches, which are generally summarized as environmental governance. The course also provides students with tools to analyze environmental policy processes and assesses the key features of environmental governance by examining various practical environmental policy examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | To understand how an environmental problem may (not) become a policy and explain political processes, using basic concepts and techniques from political science. To analyze the evolution as well as the key elements of environmental governance. To be able to identify the main challenges and opportunities for environmental governance and to critically discuss them with reference to various practical policy examples. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | Improvements in environmental quality and sustainable management of natural resources cannot be achieved through technical solutions alone. The quality of the environment and the achievement of sustainable development strongly depend on human behavior and specifically the human uses of nature. To influence human behavior, we rely on public policies and other societal rules, which aim to steer the way humans use natural resources and their effects on the environment. Such steering can take place through government intervention alone. However, this often also involves governance, which includes the interplay between governmental and non-governmental actors, the use of diverse tools such as emission standards or financial incentives to steer actors' behavior and can occur at the local, regional, national or international level. In this course, we will address both the practical aspects of as well as the scientific debate on environmental governance. The course gives future environmental experts a strong basis to position themselves in the governance debate, which does not preclude government but rather involves a spectrum from government to governance. Key questions that this course seeks to answer: What are the core characteristics of environmental challenges from a policy perspective? What are key elements of 'environmental governance' and how legitimate and effective are these approaches in addressing persistent environmental challenges? Furthermore, we encourage the development of soft skills by engaging students in activities such as moderating discussions in class, presenting own proposals, giving regular peer feedback, as well as critically reflecting on various relevant publications in the environmental governance domain. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Lecture slides, a script and additional course material will be provided on Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | A detailed course schedule will be made available at the beginning of the semester. During the lecture we will work with Moodle. We ask that all students register themselves on this platform before the lecture. We recommend that students have (a) three-years BSc education of a (technical) university; (b) successfully completed Bachelor introductory course to environmental policy (Entwicklungen nationaler Umweltpolitik (or equivalent)) and (c) familiarity with key issues in environmental policy and some fundamental knowledge of one social science or humanities discipline (political science, economics, sociology, history, psychology, philosophy) | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 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 | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| 860-0023-00L | International Environmental Politics Particularly suitable for students of D-ITET, D-USYS. | W | 3 credits | 2V | T. Bernauer | |||||||||||||||||||||||||||||||||||||||||||||||||
| Abstract | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts and theories of political economy, political science, and public policy, various examples of international environmental policy-making are examined. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Learning objective | The objectives in this course are to (1) gain an overview of important questions pertaining to international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions in this policy area and how to address them in a conceptually and methodologically meaningful and insightful way; (3) gain an overview of important global and regional environmental problems and how they are or could be solved. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Content | This course deals with how and why international problem-solving efforts (cooperation) in environmental politics emerge and evolve, and under what circumstances such efforts are effective. Based on concepts and theories of political economy, political science, and public policy, various examples of international environmental policy-making are examined, for example international efforts to reduce air pollution, manage international water resources, mitigate and adapt to global warming, protect the stratospheric ozone layer, address biodiversity challenges, deal with plastic waste, and prevent pollution of the oceans. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Lecture notes | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Literature | Reading materials and slides will be available via Moodle. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Prerequisites / Notice | Access / Prerequisites The course is open to all ETH students and visiting students from other universities. Participation does not require previous coursework in the social sciences or environmental policy. This course will take place on campus (ETH Main Building, HG F.3). There will be no live-streaming, and the course is NOT in hybrid (on-campus plus online) format. However, the lecture will be recorded and the recordings will be made available via the Moodle platform for this course a few days after the respective lecture for students who are unable to attend in person. All electronic correspondence will take place via the ETH mystudies system and Moodle, so please make sure you are properly registered there with a functioning email address/account. Credits and Exam After passing a written test at the end of the course (requirement: grade 4.0 or higher) students will receive 3 ECTS credit points. The workload is around 90 hours (meetings, reading assignments, preparation of test). Visiting students (e.g., from the University of Zurich, exchange students) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. Students who obtain a grade of < 4.0 for the test will have a second chance (see table below). Students who did not participate in the test on 18 December 2023 will not have access to the repeat test unless they submit compelling and documented (e.g. medical, other exam in parallel at ETH) reasons for why they were unable to participate in the first test. It covers all contents of the lectures and the reading assignments. Visiting students (e.g., from the University of Zurich or other universities) are subject to the same conditions. Registration for the course in the mystudies system of ETH is compulsory. No separate registration for the exam is required, registration for the course as such covers everything. The exam will take place on campus, either in the F3 lecture hall or in a computer room. That is, you must be present in person at ETH Zurich on the exam date/time. | |||||||||||||||||||||||||||||||||||||||||||||||||||||
| Competencies |
| |||||||||||||||||||||||||||||||||||||||||||||||||||||
Page
1
of
2
All