Search result: Catalogue data in Spring Semester 2019
Chemistry Teaching Diploma Further information: Link | ||||||
Educational Science Courses offered in the category Educational Science are listed under "Programme: Educational Science for Teaching Diploma". | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
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851-0240-01L | Designing Learning Environments for School (EW2 TD) Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics. *Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2. | O | 3 credits | 2V | E. Stern, P. Greutmann, J. Maue | |
Abstract | Teaching is a complex skill. The lecture comprises (a) presentations about the theoretical background of this skill, (b) discussions of practical aspects, and (c) practical exercises. | |||||
Learning objective | The participants have the conceptual und procedural knowledge, and skills necessary for long-term planning, preparing, and implementing good lessons. They can apply this knowledge on different topics of their scientific STEM-background. | |||||
Content | We discuss characteristics of successful lessons and how to design such lessons by using curricula and lesson plans, teaching goals and a variety of teaching methods. | |||||
Lecture notes | The lecture comprises interactive parts where the participants elaborate and extend their knowledge and skills. Thus, there is no comprehensive written documentation of the lecture. The participants can download presentation slides, learning materials, and templates from "Moodle". | |||||
Literature | The necessary literature can be downloaded from "Moodle". | |||||
Prerequisites / Notice | The lecture EW2 can only be attended by students who already successfully completed the lecture Human Learning (EW1). There will be two independent lectures for different groups of students. You will get further information in an email at the beginning of the semester. To get the Credits you have to - regularly attend to the lecture - have the grade 4 or higher in the final written exam. | |||||
851-0240-24L | Designing Learning Environments for Schools (EW2 LD) - Portfolio - Enrolment only possible with simultaneous enrolment in course 851-0240-01L Designing Learning Environments for School (EW2 LD)! - Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". - Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics. *Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2. | O | 1 credit | 2U | P. Greutmann, J. Maue | |
Abstract | In this lecture, you design a portfolio, i.e. a complete and elaborated teaching enviroment for schools, based on your scientific STEM-background | |||||
Learning objective | This lecture is an implementation and transfer of the theoretical inputs provided by the lecture "Designing Learning Environments for School" (EW2). | |||||
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, C. M. Thurn | |
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 publications on these topics and their implications for the classroom context. There will be weekly (or bi-weekly) assignments as well as a final project in which students will integrate and elaborate on the topics learned in the seminar. | |||||
Prerequisites / Notice | Recommended: Completion of the course 851-0240-00L Human Learning (EW1). Active participation in the seminar. | |||||
851-0242-08L | Research Methods in Educational Science Number of participants limited to 30. This course unit can only be enroled after successful participation in, or imultaneous enrolment in the course 851-0240-00L "Human Learning (EW 1)" . | W | 1 credit | 1S | P. Edelsbrunner, T. Braas, Z. Lue, C. M. Thurn | |
Abstract | Literature from learning sciences will be read and discussed. Research methods will be in focus. At the first meeting all participants will be allocated to working groups and two further meetings will be set up with the groups. In the small groups students will write critical short essays about the read literature. The essays will be presented and discussed in the plenum at the third meeting. | |||||
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 | |||||
» see Educational Science Teaching Diploma | ||||||
Subject Didactics in Chemistry Important Notice: Enrolment in the courses of this category is only possible if no more than 12 CP of potential additional requirements have to be acquired. | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
529-0952-00L | Subject Didactics Chemistry II Prerequisites: Students may only enrol in this course after having completed the course Subject Didactics in Chemistry I 529-0950-00L. Information for UZH students: Enrolment to this course unit only possible at ETH. No enrolment to module 090PCh2 at UZH. Please mind the ETH enrolment deadlines for UZH students: Link | O | 4 credits | 3V | A. Baertsch | |
Abstract | Introduction to Teaching Chemistry at High School Level | |||||
Learning objective | Students have basic didactic knowledge for chemistry lessons at a middle school. They can design and reflect on lessons, engage students actively in class, easily explain challenging concepts, use experiments for theory, teach in the lab and correct exams. | |||||
Content | Schwerpunkte im zweiten Studiensemester bilden die folgenden Themen: - Laborunterricht: Offene Fragestellungen und präzise Anleitungen - Hausaufgaben, Prüfungen und Noten - Der Alltagsbezug gibt dem Unterricht Bedeutung - Medien: Animationen, Filme, Wandtafel und Tablet - Stöchiometrie - Reaktionsgeschwindigkeit und Katalyse - Dynamisches Gleichgewicht - Säure/Base-Reaktionen - Redox-Reaktionen - Organische Chemie - Strukturaufklärung - Chiralität - Biochemie | |||||
Lecture notes | Die Unterlagen sind auf der Plattform http://fdchemie.pbworks.com zugänglich | |||||
Literature | E. Rossa: Chemie-Didaktik, Cornelsen Verlag, 2015 H.-D. Barke et al: Chemiedidaktik kompakt, Lernprozesse in Theorie und Praxis, Springer Verlag, 2. Auflage, 2015 H.-D. Barke: Chemiedidaktik: Diagnose und Korrektur von Schülervorstellungen, Springer Verlag, 2006 H.-J. Bader et al: Konkrete Fachdidaktik Chemie, Oldenbourg Verlag, 2002 | |||||
529-0959-00L | Mentored Work Subject Didactics Chemistry A | O | 2 credits | 4A | R. Ciorciaro | |
Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle. | |||||
Learning objective | The objective is for the students: - 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 and pedagogical angle and potentially from a social angle too. - to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use. | |||||
Content | Eine kurze Anleitung zur mentorierten Arbeit in Fachdidaktik wird zur Verfügung gestellt. | |||||
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 | Die Arbeit sollte vor Beginn des Praktikums abgeschlossen werden. | |||||
529-0960-00L | Mentored Work Subject Didactics Chemistry B | O | 2 credits | 4A | R. Ciorciaro | |
Abstract | In their mentored work on subject didactics, students put into practice the contents of the subject-didactics lectures and go into these in greater depth. Under supervision, they compile tuition materials that are conducive to learning and/or analyse and reflect on certain topics from a subject-based and pedagogical angle. | |||||
Learning objective | The objective is for the students: - 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 and pedagogical angle and potentially from a social angle too. - to show that they can independently compile a tuition sequence that is conducive to learning and develop this to the point where it is ready for use. | |||||
Content | Thematische Schwerpunkte Die Gegenstände der mentorierten Arbeit in Fachdidaktik stammen in der Regel aus dem gymnasialen Unterricht. Lernformen Alle Studierenden erhalten ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Gegebenenfalls stellen sie ihre Arbeit oder Aspekte daraus in einem Kurzvortrag vor. 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 | Die Arbeit sollte vor Beginn des Praktikums abgeschlossen werden. | |||||
Professional Training in Chemistry Important Notice: Enrolment in the courses of this category is only possible if no more than 12 CP of potential additional requirements have to be acquired. | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
529-0964-00L | Teaching Internship Chemistry | O | 8 credits | 17P | A. Baertsch | |
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 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 und didaktischen 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. | |||||
Prerequisites / Notice | Findet am Schluss der Ausbildung, vor Ablegung der Prüfungslektionen statt. | |||||
529-0968-01L | Examination Lesson II Chemistry Simultaneous enrolment in "Examination Lesson II Chemistry" (529-0968-02L) is compulsory. Will mark the conclusion of the teacher training programme in Chemistry. | O | 1 credit | 2P | A. Baertsch | |
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 zwei Wochen vor dem Prüfungstermin. Zudem erhalten sie Informationen über den Wissensstand der Schülerinnen und Schüler und können die Klasse besuchen. Die Studierenden erstellen eine Vorbereitung gemäss Anleitung und reichen sie 48 Stunden vor der Prüfung ein. Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums. | |||||
Lecture notes | Dokument: Schriftliche Vorbereitung für Prüfungslektionen Link | |||||
Prerequisites / Notice | Nach Abschluss der übrigen Ausbildung. | |||||
529-0968-02L | Examination Lesson II Chemistry Simultaneous enrolment in "Examination Lesson I Chemistry" (529-0968-01L) is compulsory. Will mark the conclusion of the teacher training programme in Chemistry. | O | 1 credit | 2P | A. Baertsch | |
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 zwei Wochen vor dem Prüfungstermin. Zudem erhalten sie Informationen über den Wissensstand der Schülerinnen und Schüler und können die Klasse besuchen. Die Studierenden erstellen eine Vorbereitung gemäss Anleitung und reichen sie 48 Stunden vor dem Termin ein. Die gehaltene Lektion wird kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion über die gehaltene Lektion im Rahmen eines kurzen Kolloquiums | |||||
Lecture notes | Dokument: Schriftliche Vorbereitung für Prüfungslektionen Link | |||||
Prerequisites / Notice | Nach Abschluss der übrigen Ausbildung. | |||||
Spec. Courses in Resp. Subj. w/ Educ. Focus & Further Subj. Didactics | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
529-0961-00L | Fundamental Aspects of Chemistry with an Educational Focus A | O | 4 credits | 2A | A. Togni, R. Alberto | |
Abstract | Selected topics in general chemistry: 1) Acids, super acids, acidity functions, and unconventional solvents 2) Inorganic medicinal chemistry 3) History of radioactivity and modern radiochemistry 4) Molecular geometry and structure | |||||
Learning objective | In this course unit, participants acquire extended and more in-depth knowledge of selected chemistry topics. The selection is based to a large extent on the partial aspects of chemistry that are typically taught at high school. By gaining a broader understanding, teachers are put in a position where they can comprehend the topics that are to be taught in a wider and, to some extent, unconventional context and critically process these in respect of their teachability and learnabiltiy. At the same time, interrelationships between the classical sub-disciplines of chemistry are highlighted, along with the unique features of chemistry as one of the central natural sciences. | |||||
Content | Content of the four modules: 1) Acids, super acids, acidity functions, non acqueous media, and unconventional solvents. 2) Inorganic medicinal chemistry: Metals in biological systems, metal-containing drugs. 3) History of radioactivity and modern radiochemistry: From the discovery of radioactivity to modern element synthesis. 4) Molecular geometry and structure: From the VSEPR model to the electron localization function (ELF), hypervalent compounds and their applications. | |||||
Lecture notes | Folien und ausgewählte Literatur werden zur Verfügung gestellt. | |||||
Literature | Ausgewählte Artikel aus der Primärliteratur werden vorgestellt, kommentiert und zur Lektüre empfohlen. | |||||
Prerequisites / Notice | FV A (gelesen im Frühjahrsemester) und FV B (gelesen im Herbstsemester) bauen nicht aufeinander. Die Reihenfolge der Belegung ist somit indifferent. | |||||
529-0961-01L | Mentored Work Specialised Courses in the Respective Subject with an Educational Focus Chemistry A | O | 2 credits | 4A | R. Ciorciaro | |
Abstract | In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level. | |||||
Learning objective | The aim is for the students - to familiarise themselves with a new topic by obtaining material and studying the sources, so that they can selectively extend their specialist competence in this way. - to independently develop a text on the topic, with special focus on its mathematical comprehensibility in respect of the level of knowledge of the targeted readership. - To try out different options for specialist further training in their profession. | |||||
Content | Thematische Schwerpunkte: Die mentorierte Arbeit in FV besteht in der Regel in einer Literaturarbeit über ein Thema, das einen Bezug zum gymnasialem Unterricht oder seiner Weiterentwicklung hat. Die Studierenden setzen darin Erkenntnisse aus den Vorlesungen in FV praktisch um. Lernformen: Alle Studierenden erhalten ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Gegebenenfalls stellen sie ihre Arbeit oder Aspekte daraus in einem Kurzvortrag vor. Die mentorierte Arbeit ist Teil des Portfolios der Studierenden. | |||||
Lecture notes | Eine Anleitung zur mentorierten Arbeit in FV wird zur Verfügung gestellt. | |||||
Literature | Die Literatur ist themenspezifisch. Sie muss je nach Situation selber beschafft werden oder wird zur Verfügung gestellt. | |||||
Prerequisites / Notice | Die Arbeit sollte vor Beginn des Praktikums abgeschlossen werden. | |||||
529-0962-01L | Mentored Work Specialised Courses in the Respective Subject with an Educational Focus Chemistry B | O | 2 credits | 4A | R. Ciorciaro | |
Abstract | In the mentored work on their subject specialisation, students link high-school and university aspects of the subject, thus strengthening their teaching competence with regard to curriculum decisions and the future development of the tuition. They compile texts under supervision that are directly comprehensible to the targeted readers - generally specialist-subject teachers at high-school level. | |||||
Learning objective | The aim is for the students - to familiarise themselves with a new topic by obtaining material and studying the sources, so that they can selectively extend their specialist competence in this way. - to independently develop a text on the topic, with special focus on its mathematical comprehensibility in respect of the level of knowledge of the targeted readership. - To try out different options for specialist further training in their profession. | |||||
Content | Thematische Schwerpunkte: Die mentorierte Arbeit in FV besteht in der Regel in einer Literaturarbeit über ein Thema, das einen Bezug zum gymnasialem Unterricht oder seiner Weiterentwicklung hat. Die Studierenden setzen darin Erkenntnisse aus den Vorlesungen in FV praktisch um. Lernformen: Alle Studierenden erhalten ein individuelles Thema und erstellen dazu eine eigenständige Arbeit. Sie werden dabei von ihrer Betreuungsperson begleitet. Gegebenenfalls stellen sie ihre Arbeit oder Aspekte daraus in einem Kurzvortrag vor. Die mentorierte Arbeit ist Teil des Portfolios der Studierenden. | |||||
Lecture notes | Eine Anleitung zur mentorierten Arbeit in FV wird zur Verfügung gestellt. | |||||
Literature | Die Literatur ist themenspezifisch. Sie muss je nach Situation selber beschafft werden oder wird zur Verfügung gestellt. | |||||
Prerequisites / Notice | Die Arbeit sollte vor Beginn des Praktikums abgeschlossen werden. | |||||
Compulsory Elective Courses | ||||||
» see Compulsory Elective Courses Teaching Diploma | ||||||
Additional Requirements (ETH-Masterstudents in Chemical + Bioeng.) | ||||||
Part 1 | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
529-0200-10L | Research Project I | O | 13 credits | 16A | Supervisors | |
Abstract | In a research project students extend their knowledge in a particular field, get acquainted with the scientific way of working, and learn to work on an actual research topic. Research projects are carried out in a core or optional subject area as chosen by the student. | |||||
Learning objective | Students are accustomed to scientific work and they get to know one specific research field. | |||||
529-0232-00L | Organic Chemistry IV: Physical Organic Chemistry | O | 4 credits | 2V + 1U | P. Chen, R. Poranne | |
Abstract | Introduction to qualitative molecular orbital theory as applied to organic reactivity. Hückel theory, perturbation theory, molecular symmetry. Frontier orbital theory and stereoelectronic effects. Pericyclic reactions, photochemistry | |||||
Learning objective | Introduction to theoretical methods in organic chemistry | |||||
Content | Qualitative MO theory and its application to organic reactions, thermal rearrangements, pericyclic reactions. | |||||
Part 2 | ||||||
» see Chemistry Master > Electives |
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