Search result: Catalogue data in Autumn Semester 2018
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 | |
|---|---|---|---|---|---|---|
| 851-0237-01L | Vocational Schools as Sites of Teaching and Learning I: Teaching Structure (University of Zürich) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 090LLB1 (ATTENTION: Students of Sport Teaching Diploma enroll in course 090LLB1S) Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule II: Förderung und Unterstützung von Lernenden" (UZH Module Code: 090LLB2) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html ("Registering for studies at more than one university, Teaching Diplom", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |
| Abstract | "The Vocational Schools as Sites of Teaching and Learning - Teaching Structure" sets out and discusses how to implement the specifications in the framework curriculum. This module is aimed at teachers in high schools awarding vocational school-leaving certificates (Berufsmatura) and all types of vocational schools. It also covers the link established with the company as a learning location. | |||||
| Learning objective | - Formulating learning objectives at different levels, and implementing and monitoring these. - Steering tuition in terms of content and method to fit in with the objectives. - Formulating examination questions and assignments on the basis of the learning objectives set out in the curriculum and the teaching given. - Selectively deploying different examination types and procedures/structuring selected learning contents logically in terms of the subject matter and learning process (from the concrete to the abstract, from the simple to the complex) and implementing these with different didactic visual aids. | |||||
| Content | In der Veranstaltung werden die Rahmen- und Schullehrpläne der Berufsmaturität (alle Richtungen) analysiert und deren Fachinhalt in Übungen und Hospitationen didaktisch umgesetzt. Der Unterricht an der Berufsmaturität wird im Hinblick auf die Herausforderung "Viel Stoff-wenig Zeit" erarbeitet. | |||||
| Lecture notes | Von den Dozierenden. | |||||
| Literature | Unterrichten an Berufsfachschulen: Berufsmaturität. hep Verlag Bern M. Lehner (2006): Viel Stoff - wenig Zeit. Haupt G. Steiner (2207): Der Kick zum effizienten Lernen. hep Verlag Rahmen- und Schullehrpläne der Berufsmaturität | |||||
| Prerequisites / Notice | Die Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert. | |||||
| 851-0237-02L | Vocational Schools as Sites of Teaching and Learning II: Providing Encouragement & Support (UZH) Enrolment only possible with Teaching Diploma matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 090LLB2 Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule I: Unterrichtsgestaltung" (UZH Module Code: 090LLB1) is compulsory. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html ("Registering for studies at more than one university, Teaching Diploma", Philosophische Fakultät) | W | 3 credits | 2S | University lecturers | |
| Abstract | The module "vocational schools as sites of teaching and learning: providing encouragement and support for apprentices" aims to provide teachers at VET and professional baccalaureate institutions with ways of dealing with learners’ problems, particularly in connection with their being fed up with school, with job-seeking, school-to-work transition, or continuing education. | |||||
| Learning objective | - Die spezielle Situation der Berufslernenden in ihrer Doppelbelastung Beruf und Schule wahrnehmen und pädagogisch berücksichtigen können. - Die Übertrittsthematik in Bezug auf die Leistungsmotivation kennen Mit Konflikten, Störungen und allgemein schwierigen Situationen im BM-Unterricht lösungsorientiert umgehen können. - Die Formen des betrieblichen Lernens kennen und diese für den Unterricht nutzbar machen. - Krisenentwicklungen diagnostizieren und fördernde Massnahmen ergreifen. - Wesentliche Aspekte eines förder- und unterstützungsorientierten Unterrichtsmanagements kennen. - Rollensicherheit als Lehrperson finden und deren Grenzen definieren. - Einblicke in die konkrete Ausbildungssituation der Berufslernenden gewinnen. | |||||
| Content | - Positionierung des Berufsfachschulunterrichts innerhalb des dualen (trialen) Systems. - Berufsmaturität: Entwicklung von Kernkompetenzen für die Wirtschaft? - "Verakademisierung" der Berufsbildung? - Lernenden-Porträt: Die Umwelten des Berufslernenden - Entwicklungschancen und Problembereiche im Zusammenhang mit der Ausbildungssituation. - Sozialisations- und Lernprozesse im beruflichen Umfeld / Führungsverständnis im Umgang mit Jugendlichen an Berufsfachschulen. - Konfliktmanagement I: Wahrnehmungsinstrumente und Interventionsstrategien, Konfliktprävention und niederschwelliges Konfliktmanagement. - Konfliktmanagement II: Der ressourcenorientierte Ansatz im Umgang mit Störungen. - Das lösungsorientierte Konfliktgespräch in schulischen Kontext / Beratung und Coaching: Beratungssituationen im Kontext des Unterrichtsalltags. - Rollenverständnis und Rollengrenzen. - Berufslernendengerechtes Unterrichtsmanagement. - Mobbing in der Schule. - Konzepte und Praxis der betrieblichen Betreuung und Förderung. - Jugendkriminalität und Jugendgewalt. - Jugendkrisen und Krisenintervention. | |||||
| Lecture notes | Handouts vom Dozenten und Sammlung von Arbeitsmaterialien auf dem BSCW-Server. | |||||
| Literature | Schäfer Ch. (2006). Wege zur Lösung von Unterrichtsstörungen. Baltmannsweiler. Schneider. Hasselhorn, M. (2006). Pädagogische Psychologie. Stuttgart. Kohlhammer. Fend. H. (2008). Schule gestalten. Wiesbaden. VS Verlag. Meyer R. (2009) Soft Skills fördern. Bern. hep. Flammer, A. (2002). Entwicklungspsychologie der Adoleszenz. Bern. Huber. Rebmann K. (2008) Betriebliches Lernen. München. Reiner Hampp. Mietzel G. (2007). Pädagogische Psychologie des Lehrens und Lernens. Göttingen. Hogrefe. Dubs R. (2009) Lehrerverhalten. Zürich. Verlag SKV. | |||||
| Prerequisites / Notice | Die Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert. | |||||
| 851-0240-03L | Introduction to Test Theory and Test Construction in Educational Contexts (University of Zürich) Enrolment only possible with Teaching Diploma or DC matriculation. No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 200c968 Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html | W | 4 credits | 2S | University lecturers | |
| Abstract | The seminar will provide theoretical and applied knowledge in the construction of psychological questionnaires. The students will construct, translate, and adapt instruments from different areas. Afterwards, data on these instruments will be gathered in an online survey. The survey will be analyzed (under the guidance of the seminar leaders) and presented in a scientific report. | |||||
| Learning objective | The learning outcomes are: - Acquiring theoretical and applied knowledge in the construction, translation, and adaption of psychological instruments - Conducting online surveys and statistical analyses - Becoming more familiar with relevant statistical procedures (e.g., factor analysis, reliability, correlation, and regression analyses) - Estimating and evaluating the psychometric properties of instruments - Scientific description and communication of the results (using APA-style) | |||||
| Content | Die Lehrveranstaltung soll Studierenden theoretische und praktische Kenntnisse in der Konstruktion von Fragebogen vermitteln. Es werden Instrumente aus verschiedenen Bereichen durch die Studierenden konstruiert, übersetzt und adaptiert. Danach erfolgt eine Online-Erhebung dieser Instrumente, die anschliessend unter Anleitung ausgewertet und in einem wissenschaftlichen Bericht präsentiert wird. | |||||
| Lecture notes | Alle Unterlagen werden im OLAT-Kurs zur Verfügung gestellt Voraussetzung für die Teilnahme ist ein eigener Laptop mit einem Statistikprogramm (z.B. SPSS) und einem Office-Paket. | |||||
| Literature | Alle Unterlagen werden zur Verfügung gestellt. | |||||
| Prerequisites / Notice | Der Leistungsnachweis besteht aus einem schriftlichen Leistungsnachweis, der benotet wird, ausserdem werden die unten genannten Aspekte von aktiver Teilnahme für das Bestehen des Moduls vorausgesetzt. Der schriftliche Leistungsnachweis besteht aus einem wissenschaftlichen Bericht zur psychometrischen Prüfung einer im Rahmen des Seminars selbst adaptierten, konstruierten oder übersetzten Skala. Die aktive Teilnahme besteht aus Vorbereitung auf die Sitzungen, Rekrutierung von Teilnehmenden für die gemeinsame Datenerhebung, zwei kurzen Präsentationen zur praktischen Aufgabe sowie aktiver Teilnahme am Seminar. Voraussetzung für die Teilnahme ist ein eigener Laptop mit einem Statistikprogramm (z.B. SPSS) und einem Office-Paket. | |||||
| 851-0240-16L | Colloquium on the Science of Learning and Instruction | W | 1 credit | 1K | E. Stern, P. Greutmann, further lecturers | |
| Abstract | In the colloquium we discuss scientific projects concerning the teaching in mathematics, computer science, natural sciences and technology (STEM). The colloquium is conducted by the professorships participating in the Competence Center EducETH (ETH) and in the Institute for Educational Sciences (UZH). | |||||
| Learning objective | Participants are exemplarily introduced to different research methods used in research on learning and instruction and learn to weigh advantages and disadvantages of these approaches. | |||||
| 851-0242-06L | 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). Number of participants limited to 30. This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | 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 Number of participants limited to 30 This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 1 credit | 1S | P. Edelsbrunner, M. Berkowitz Biran, Z. Lue, C. M. Thurn | |
| Abstract | Literature from the learning sciences is critically discussed with a focus on research methods. At the first meeting, working groups will be assembled and meetings with those will be set up. In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work. | |||||
| Learning objective | - Understand research methods used in the empirical educational sciences - Understand and critically examine information from scientific journals and media - Understand pedagogically relevant findings from the empirical educational sciences | |||||
| 851-0242-09L | Student Research Projects: Practical Research on Learning and Instruction Number of participants limited to 20. The sucessful completion of both course no. 851-0240-00L "Menschliches Lernen (EW 1)" and course no. 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen (EW 3)" is a necessary prerequisite for this course. | W | 2 credits | 2S | A. Deiglmayr, P. Edelsbrunner, U. Markwalder, S. Peteranderl, E. Stern | |
| Abstract | In teams of two, participants in this seminar conduct their own research project. Each team is advised by one of the researchers serving as lecturers in this course. Basic conceptual and methodological issues are the topic of a series of plenary meetings; however, the major part of the work is done in small-group meetings with the advising researcher, and in self-directed research projects. | |||||
| Learning objective | The course is targeted at advanced students who have taken an interest in gathering practical research experience in the field of Learning & Instruction. In teams of two, students conduct their own research projects (planning, conducting, analyzing, interpreting, and presenting research); thus, the course requires a high amount of self-directed working. Students are personally advised, and supported in their research project, by one of the researchers serving as lecturers in this course. During the first half the semester, relevant methodological knowledge and skills are practiced during plenary meetings and in students` independent reading (e.g. generating and testing research questions, designing experiments, and analyzing data in the field of Learning and Instruction) Learning goals include: - Participants can illustrate and explain basic methods and concepts for research in the fields of Learning and Instruction, e.g. with the help of practical examples. - Participants can generate testable research questions for a topic relevant in the fields of Learning and Instruction. - Participants can design and conduct a study that is relevant for answering their research question. - Participants can summarize and evaluate the main results from a study in the field of learning and Instruction, with regard to the research question being asked. | |||||
| 851-0242-11L | Gender Issues In Education and STEM Number of participants limited to 20. Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). Prerequisite: students should be taking the course 851-0240-00L Human Learning (EW1) in parallel, or to have successfully completed it. | W | 2 credits | 2S | M. Berkowitz Biran | |
| Abstract | In this seminar, we will introduce some of the major gender-related issues in the context of education and science learning, such as the under-representation of girls and women in science, technology, engineering and mathematics (STEM). Common perspectives, controversies and empirical evidence will be discussed. | |||||
| Learning objective | - To familiarize students with gender issues in the educational and STEM context and with controversies regarding these issues - To develop a critical view on existing perspectives. - To integrate this knowledge with teacher's work. | |||||
| Content | Why do fewer women than men specialize in STEM (science, technology, engineering and mathematics)? Are girls better in language and boys better in math? These and other questions about gender differences relevant to education and STEM learning have been occupying researchers for decades. In this seminar, students will learn about major gender issues in the educational context and the different perspectives for understanding them. Students will read and critically discuss selected papers in the field, and their implications for the classroom context. In a final project, students will integrate and elaborate on the topics learned in the seminar and will present their work in class. | |||||
| Prerequisites / Notice | Prerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1). | |||||
| 851-0240-27L | Supervising 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 scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at the 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. | |||||
| 860-0023-00L | International Environmental Politics Particularly suitable for students of D-ITET, D-USYS | W | 3 credits | 2V | T. Bernauer | |
| Abstract | This course focuses on the conditions under which cooperation in international environmental politics emerges and the conditions under which such cooperation and the respective public policies are effective and/or efficient. | |||||
| Learning objective | The objectives of this course are to (1) gain an overview of relevant questions in the area of international environmental politics from a social sciences viewpoint; (2) learn how to identify interesting/innovative questions concerning this policy area and how to answer them in a methodologically sophisticated way; (3) gain an overview of important global and regional environmental problems. | |||||
| Content | This course deals with how and why international cooperation in environmental politics emerges, and under what circumstances such cooperation is effective and efficient. Based on theories of international political economy and theories of government regulation various examples of international environmental politics are discussed: the management of international water resources, the problem of unsafe nuclear power plants in eastern Europe, political responses to global warming, the protection of the stratospheric ozone layer, the reduction of long-range transboundary air pollution in Europe, the prevention of pollution of the oceans, etc. The course is open to all ETH students. Participation does not require previous coursework in the social sciences. After passing an end-of-semester test (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) are subject to the same conditions. Registration of visiting students in the web-based system of ETH is compulsory. | |||||
| Lecture notes | Assigned reading materials and slides will be available at http://www.ib.ethz.ch/teaching.html (select link 'Registered students, please click here for course materials' at top of that page). Log in with your nethz name and password. Questions concerning access to course materials can be addressed to Dennis Atzenhofer at dennis.atzenhofer@ir.gess.ethz.ch). All assigned papers must be read ahead of the respective meeting. Following the course on the basis of on-line slides and papers alone is not sufficient. Physical presence in the classroom is essential. Many books and journals covering international environmental policy issues can be found at the D-GESS library at the IFW building, Haldeneggsteig 4, B-floor, or in the library of D-USYS. | |||||
| Literature | Assigned reading materials and slides will be available at http://www.ib.ethz.ch/teaching.html (select link -Registered students, please click here for course materials- at top of that page). Log in with your nethz name and password. Questions concerning access to course materials can be addressed to dennis.atzenhofer@ir.gess.ethz.ch). | |||||
| Prerequisites / Notice | None | |||||
| 227-0802-01L | Social Psychology | W | 2 credits | 2G | H.‑D. Daniel, R. Mutz | |
| Abstract | The lecture covers the following main topics: Social perception and interpersonal judgement; attitudes; group dynamics and group performance; leadership behavior and leadership styles. | |||||
| Learning objective | The aim of the lecture is to impart a well-founded scientific understanding of social influence processes in individuals, groups, organizations, and social settings. The participants should develop competencies in the structuring of communication, interaction, and management processes. | |||||
| Content | Im Einzelnen sollen die Teilnehmerinnen und Teilnehmer lernen: - an den Beispielen von Kaufverhalten oder ökologischem Verhalten zu beschreiben, wie Normen und Einstellungen Einfluss auf das Verhalten nehmen, - Die Subjektivität und die Fehlerquellen sozialer Wahrnehmung verstehen, - Prinzipien der Psychologie der Kommunikation zu nutzen für eine Verbesserung der Kommunikation in Studium und Beruf, - Merkmale und Strukturen von Gruppen zu identifizieren und mit geeigneten Methoden zu analysieren, - Die Grundlagen von Konformität und Gehorsam gegenüber Autoritäten zu erkennen, - Gruppenphänomene wie „soziales Faulenzen“, „Risiko- und Konservatismus-Schub“ und „Gruppendenken“ entgegenzuwirken, - Gruppenleistungen und -–entscheidungen zu optimieren, - Führungsstile zu unterscheiden lernen, - Techniken zur Moderation von interagierenden Gruppen kennen zu lernen. | |||||
| Lecture notes | kein Skript | |||||
| Literature | zur Einführung: Stroebe, W., Jonas, K. & Hewstone, M. (2014). Sozialpsychologie. Heidelberg: Springer. Es wird ein Reader mit ausgewählten Texten zu den Vorlesungsthemen angeboten. | |||||
| Prerequisites / Notice | Es werden für D-ITET-Studierende Gruppenarbeiten (6 Kreditpunkte) in Form eines 3-tätigen computer-unterstützten Assessments fachübergreifender Kompetenzen angeboten (Teilnehmerzahl beschränkt auf 12 Studierende). Die Teilnehmenden verfassen Berichte, die benotet werden. | |||||
| 701-0791-00L | Environmental History - Introduction and Overview Number of participants limited to 100. | W | 2 credits | 2V | D. Speich Chassé | |
| Abstract | Our society faces a serious ecological crisis. Of what historical dimension is this crisis? How have human societies already in earlier times changed their environment, and, consequently, perhaps also ours? What were the main ecological challenges for societies and how did they change over time? And how did societies adapt to changing environmental conditions? | |||||
| Learning objective | Introduction into environmental history; survey of long-term development of human-nature-interrelations; discussion of selected problems. Improved ability to assess current problems from a historical perspective and to critically interrogate one's own standpoint. | |||||
| Lecture notes | Course material is provided in digital form. | |||||
| Literature | McNeill, John R. 2000. Something new under the sun: An environmental history of the twentieth-century world, New York: Norton. Uekötter, Frank (Ed.) 2010. The turning points of environmental history, Pittsburgh: University of Pittsburgh Press. Winiwarter, Verena und Martin Knoll 2007. Umweltgeschichte: Eine Einführung, Köln: Böhlau. | |||||
| Prerequisites / Notice | Students are asked to write an exam during the last session | |||||
| 401-9951-58L | Didactics of Mathematics at the College Level I (University of Zurich) No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH. UZH Module Code: 090MaDgU Enrolment only possible with matriculation in Teaching Diploma or TC at ETH or in Teaching Diploma at UZH. Mind the enrolment deadlines at UZH: https://www.uzh.ch/cmsssl/en/studies/application/mobilitaet.html | W | 3 credits | 2S | R. Schelldorfer | |
| Abstract | Students are familiarised with the subjects taught at high-school level I (the first three years of the full-length high school, or the first year of the reduced-length high school). The central contents of geometry, arithmetic and algebra, and also written mathematical problems are explained. | |||||
| Learning objective | In the teaching given at high-school level I (the first three years of the full-length high school or the first year of the reduced-length high school), central concepts and approaches adopted in mathematics are introduced and observed in greater depth. These include variables, function, proof. This calls for a careful didactic analysis on the part of the teacher, requiring them to study and reflect on the prerequisites for the pupils and the requirements in terms of mathematics and cognitive psychology. | |||||
| Content | Beispiele von Schülerarbeiten geben in diesem Seminar einen Einblick in die mathematische Denkwelt der Schülerinnen und Schüler. Vielfältige Aufgaben zum Einsatz im Unterricht werden vorgestellt, selber gelöst und diskutiert. - Arithmetik und Algebra: Zahlbereiche, Form und Inhalt in der Algebra - Geometrie: Konstruieren-Berechnen-Beweisen, dynamische Geometrie (Geogebra). - Sachrechnen: Funktionsbegriff, mathematische Modellierung. - Aktuelle mathematikdidaktische Aspekte wie Lernprozesse, Grundvorstellungen, Kompetenzen, offene Aufgaben. | |||||
| Lecture notes | Zahlreiche begleitende Unterlagen werden abgegeben. | |||||
| Prerequisites / Notice | Seminar mit Übungen | |||||
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