Search result: Catalogue data in Autumn Semester 2021
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 as an incoming student. 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/deadlines.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. Voraussetzung: Erfolgreicher Abschluss des Moduls "Spracherwerb Norwegisch" oder Nachweis vergleichbarer Sprachkenntnisse. | |||||
| 851-0237-02L | Vocational Schools as Sites of Teaching and Learning 2: 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 as an incoming student. 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/deadlines.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 | - To be able to perceive the special situation of the vocational learners in their double burden of occupation and school and to take it into account pedagogically. - Know the transfer topic with regard to performance motivation. Be able to deal with conflicts, disorders and generally difficult situations in BM lessons in a solution-oriented way. - Know the forms of company learning and make them usable for teaching. - Diagnose crisis developments and take supportive measures. - Know the essential aspects of a support-oriented teaching management. - Finding role security as a teacher and defining its limits. - Gain insights into the concrete training situation of vocational learners. | |||||
| 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. | |||||
| 851-0242-06L | Cognitively Activating Instructions in MINT Subjects  Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)". | W | 2 credits | 2S | R. Schumacher | |
| Abstract | This seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance. | |||||
| Learning objective | - Get to know cognitively activating instructions in MINT subjects - Get information about recent literature on learning and instruction | |||||
| Prerequisites / Notice | Für eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht. | |||||
| 851-0229-00L | Using Outdoor Education Number of participants limited to 40. Enrolment only possible with matriculation in Teaching Diploma Biology and Geography. | W | 1 credit | 1S | R. Schumacher, P. Faller | |
| Abstract | In this seminar, future teachers will be trained to prepare and conduct excursions to out-of-school learning venues. For this purpose, excursions are offered at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf. | |||||
| Learning objective | Future teachers will learn to prepare and conduct excursions to out-of-school learning venues. | |||||
| Content | Excursions at the Swiss Federal Institute for Forest, Snow and Landscape Research (WSL) in Birmensdorf: - Dendrochronology: What annual rings tell - Photosynthesis/Climate change: The tracks in the forest - Forest Soil: The soil in the focus of the climate | |||||
| 851-0242-07L | Human Intelligence Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport). 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 | 2S | P. Edelsbrunner, T. Braas, 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 | |||||
| 851-0242-11L | Gender Issues In Education and STEM Number of participants limited to 30. 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, T. Braas, C. M. Thurn | |
| Abstract | In this seminar, we 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 research and 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 learn about major gender issues in the educational context and the different perspectives for understanding them. The seminar builds on the active participation of students in reading, presenting and critically discussing selected papers in the field. We focus on empirical research and integrate implications for the classroom context. In a final small-group assignment, students integrate and elaborate on the topics learned in the seminar. | |||||
| Prerequisites / Notice | Prerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1). | |||||
| 851-0240-27L | Supervising and Assessing Matura Theses Number of participants limited to 20. Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)". | W | 1 credit | 1V | J. Maue | |
| Abstract | This course prepares prospective teachers to supervising and assessing scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at Gymnasium. | |||||
| Learning objective | 1. Assessing the adequacy of Matura thesis topics and defining the scope of a project. 2. Determining and promoting a successful work process. 3. Devising and applying criteria for assessing process, product and presentation of a Matura thesis. | |||||
| Prerequisites / Notice | Focus on STEM subjects (biology, chemistry, computer science, mathematics, and physics) with no explicit discussion of geography or physical education. | |||||
| 851-0252-12L | The Science of Learning From Failure Number of participants limited to 60. | W | 2 credits | 2S | M. Kapur, E. Ziegler | |
| Abstract | We can learn from failure. But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects thinking, knowledge, creativity, problem-solving, and motivation. | |||||
| Learning objective | Students will: - Critically read and analyze articles on research that addresses failure in learning - Participate in in-class problem-solving activities around research in failure - Discuss and reflect upon topics in both online and face-to-face formats - Engage in activities through the online platform - Complete a final paper on a subtopic related to failure in learning By the end of the course, students should be able to: - Demonstrate a critical understanding of the role that failure plays in learning - Discuss how and why failure can benefit learning - Discuss how and why failure does not facilitate learning - Apply understanding to a related sub-topic | |||||
| Content | We learn from our mistakes, or rather, we hope that we do. Another way to say this is that we can learn from failure. But, what does “failure” mean? What, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects development of knowledge, creativity, problem-solving, and general thinking and learning. More specifically, they will have the opportunity to question and evaluate the potential relationships between the facets around failure within individual, interactional, cultural, societal, and global contexts through seminal readings and problem-solving activities. Students from any discipline are welcome to this course to learn more about how failure can be harnessed to improve our knowledge, capabilities, innovations, teamwork, and contribute to the larger global world. | |||||
| Prerequisites / Notice | This seminar is an interactive course, thus attendance and classroom participation are required. Processing of online tasks is a requirement for obtaining credit points. The course is held as 2 separate courses with each a maximum of 30 students: one course in German and one course in English. | |||||
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