Search result: Catalogue data in Autumn Semester 2022

Educational Science for Teaching Diploma and TC Information
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
NumberTitleTypeECTSHoursLecturers
851-0237-01LLesson Design and School Development at Federal Vocational Baccalaureate Schools (UZH)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student.
UZH Module Code: 090LLB1 (ATTENTION: Students of Sport Teaching Diploma enroll in course 090LLB1S)
Simultaneous enrolment in course "Lernende an der Berufsmaturitätsschule unterstützen und begleiten" (UZH Module Code: 090LLB2) is compulsory.

Mind the enrolment deadlines at UZH: Link
("Registering for studies at more than one university, Teaching Diplom", Philosophische Fakultät)
W3 credits2SUniversity lecturers
AbstractIn this course options for implementing the specifications in the framework curriculum for the vocational baccalaureate are developed and discussed, e.g. guiding principles of BM teaching, difficulties and challenges of interdisciplinary work. The module is designed for teachers at vocational baccalaureate schools and vocational schools of all disciplines.
Objective- Students will be able to select subject content in their lessons based on vocational pedagogy, implement vocational pedagogical requirements for lesson design, incorporate interdisciplinary and cross-curricular approaches.
- Students are familiar with various forms and procedures of performance assessment and feedback as well as lesson design. They are able to implement them, taking into account the different contexts in which young people live and work.
- Students are familiar with the content and significance of basic principles such as the vocational baccalaureate ordinance or school curricula and concepts such as sustainability, lifelong learning or error culture. They can use these aspects for school and teaching development and work cooperatively within the college.
Prerequisites / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.

Voraussetzung: Erfolgreicher Abschluss des Moduls "Spracherwerb Norwegisch" oder Nachweis vergleichbarer Sprachkenntnisse.
851-0237-02LSupport and Accompany Learners at the Federal Vocational Baccalaureate School (UZH)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH as an incoming student.
UZH Module Code: 090LLB2

Simultaneous enrolment in course "Unterrichtsgestaltung und Schulentwicklung an Berufsmaturitätsschulen" (UZH Module Code: 090LLB1) is compulsory.

Mind the enrolment deadlines at UZH:
Link
("Registering for studies at more than one university, Teaching Diploma", Philosophische Fakultät)
W3 credits2SUniversity lecturers
AbstractIn this course, pedagogical processes are analyzed and learning and socialization processes are discussed using concrete case studies from teaching at vocational schools and vocational baccalaureate schools. The focus is on the supporting and encouraging role of the teacher and the consideration of the individual life and professional situations of the trainees in their heterogeneity.
Objective- Students are familiar with a variety of approaches in the areas of individual support, internal differentiation, learning and problem-solving skills as well as constructive error and criticism culture. They are able to use them to promote learning.
- Students are aware of age- and development-typical problems of learners in education, can address them appropriately and involve counseling services and legal representation of young people appropriately.
- Students are able to relate their instructions to the students' learning experiences in professional practice and to their various life and work contexts, and to incorporate them as a starting point for school-based and lifelong learning processes.
- Students can describe and explain the experience and behaviour of adolescents at school and the world of work from different perspectives.
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 notesHandouts vom Dozenten und Sammlung von Arbeitsmaterialien auf dem BSCW-Server.
LiteratureSchäfer 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 / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
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)".
W2 credits2SR. Schumacher
AbstractThis 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.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0229-00LUsing Outdoor Education Restricted registration - show details
Number of participants limited to 40.

Enrolment only possible with matriculation in Teaching Diploma Biology and Geography.
W1 credit1SR. Schumacher, P. Faller
AbstractIn 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.
ObjectiveFuture teachers will learn to prepare and conduct excursions to out-of-school learning venues.
ContentExcursions 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
851-0242-07LHuman Intelligence Restricted registration - show details
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)".
W1 credit1SE. Stern
AbstractThe 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.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
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)".
W1 credit2SC. M. Thurn, T. Braas, P. Edelsbrunner
AbstractLiterature 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.
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
851-0242-11LGender Issues In Education and STEM Restricted registration - show details
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.
W2 credits2SM. Berkowitz Biran, T. Braas, C. M. Thurn
AbstractIn 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.
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.
ContentWhy 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 / NoticePrerequisite: Successful participation in the course 851-0240-00L Human Learning (EW1).
851-0240-27LSupervising and Assessing Matura Theses Restricted registration - show details
Number of participants limited to 12

Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".
W1 credit1VJ. Maue
AbstractThis course prepares prospective teachers to supervising and assessing scientific projects at upper secondary school level, particularly Matura theses in STEM subjects at Gymnasium.
Objective1. 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 / NoticeFocus on STEM subjects (biology, chemistry, computer science, mathematics, and physics) with no explicit discussion of geography or physical education.
851-0252-12LThe Science of Learning from Failure Restricted registration - show details
Number of participants limited to 60.
W2 credits2SM. Kapur, S. Tobler, E. Ziegler
AbstractWe 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.
ObjectiveStudents 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
ContentWe 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 / NoticeThis 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.
CompetenciesCompetencies
Subject-specific CompetenciesConcepts and Theoriesassessed
Techniques and Technologiesassessed
Method-specific CompetenciesAnalytical Competenciesassessed
Decision-makingassessed
Media and Digital Technologiesassessed
Problem-solvingassessed
Project Managementassessed
Social CompetenciesCommunicationassessed
Cooperation and Teamworkfostered
Customer Orientationfostered
Leadership and Responsibilityfostered
Self-presentation and Social Influence fostered
Sensitivity to Diversityfostered
Negotiationfostered
Personal CompetenciesAdaptability and Flexibilityfostered
Creative Thinkingassessed
Critical Thinkingassessed
Integrity and Work Ethicsfostered
Self-awareness and Self-reflection assessed
Self-direction and Self-management fostered
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