Search result: Catalogue data in Autumn Semester 2023
Food Science TC ![]() Detailed information on the programme at: www.didaktischeausbildung.ethz.ch | ||||||||||||||||||||||||||||||||||||
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Number | Title | Type | ECTS | Hours | Lecturers | |||||||||||||||||||||||||||||||
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851-0240-00L | Human Learning (EW1) This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence. | O | 2 credits | 2V | E. Stern | |||||||||||||||||||||||||||||||
Abstract | This course looks into scientific theories and also empirical studies on human learning and relates them to the school. | |||||||||||||||||||||||||||||||||||
Learning objective | Anyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning. | |||||||||||||||||||||||||||||||||||
Content | Thematische Schwerpunkte: Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen Lernformen: Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert. | |||||||||||||||||||||||||||||||||||
Lecture notes | Folien werden zur Verfügung gestellt. | |||||||||||||||||||||||||||||||||||
Literature | 1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall. 3) Greutmann, Saalbach, Stern (Hrsg.), (2020): Professionelles Handlungswissen für Lehrerinnen und Lehrer. Kohlhammer Verlag | |||||||||||||||||||||||||||||||||||
Prerequisites / Notice | This lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence. | |||||||||||||||||||||||||||||||||||
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). 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 | |||||||||||||||||||||||||||||||||||
851-0240-22L | Coping with Psychosocial Demands of Teaching (EW4 DZ) ![]() ![]() The successful participation in EW1 ("Human Learning") and EW2 ("Designing Learning Environments for School") is recommended, but not a mandatory prerequisite. | W | 2 credits | 3S | S. Maurer, P. Caprez, I. Sargenti | |||||||||||||||||||||||||||||||
Abstract | In this class, students will learn concepts and skills for coping with psychosocial demands of teaching | |||||||||||||||||||||||||||||||||||
Learning objective | Students possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching. (1) They know relevant rules of conversation and conflict management and are able to apply them in an appropriate way in the school context (e.g. in parental talks). (2) They know core aspects of classroom management and know how to apply it concretely (e.g. promoting a positive learning atmosphere, avoiding disciplinary difficulties) and they are aware of possible contacts (e.g. llegal or psychological services). | |||||||||||||||||||||||||||||||||||
851-0228-00L | Formation of Knowledge in STEM Fields in Primary and Secondary School ![]() Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) (excluding Teaching Diploma Sport). This course unit can only be enroled after successful participation in the course 851-0240-00L "Human Learning (EW 1)". | W | 2 credits | 1S | U. Markwalder | |||||||||||||||||||||||||||||||
Abstract | Course promotes exchange between student teachers and elementary school teachers in STEM teaching with 3 parts: 1) block seminar (ca. 20 h), 2) collaboration with elementary school teacher in a class (ca. 30 h, with approx. 50% spent in the elementary or middle school class and ca. 50% for preparation), and 3) final report (ca. 10 h). Registration implies participation in all 3 parts. | |||||||||||||||||||||||||||||||||||
Learning objective | Deepening the understanding of knowledge formation and learning processes of primary and secondary students from a cognitive and developmental psychology perspective for students. The assistant ship provides didactic experience and exposure to a different school level (more heterogeneous groups such as for example low-performing to very high-performing Children, language problems etc.) | |||||||||||||||||||||||||||||||||||
Content | Students learn more about potentials and deficits of students. They get to know better the early stages of knowledge as well as the formation of misconceptions of students in their subject area. The seminar with assistant-ship includes three phases: In the block seminar misconceptions in the own subject as well as theoretical inputs from developmental and cognitive psychology are discussed. During the assistant ship, a teaching task defined by the primary and secondary teachers is actively taken on in a class. At the end there is the writing of a final report, which includes the description of the knowledge level of the students. This seminar is only suitable for students who can flexibly adapt to the needs of students from lower grades. | |||||||||||||||||||||||||||||||||||
Competencies![]() |
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![]() 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 | |||||||||||||||||||||||||||||||
752-9005-00L | Mentored Work Subject Didactics Food Science ![]() | O | 2 credits | 4A | G. Kaufmann | |||||||||||||||||||||||||||||||
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. | |||||||||||||||||||||||||||||||||||
752-9020-00L | Teaching Internship Including Examination Lessons Food Science ![]() The teaching internship can just be visited if all other courses of TC are completed. Repetition of the teaching internship is excluded even if the examination lessons are to be repeated. | W | 6 credits | 13P | G. Kaufmann | |||||||||||||||||||||||||||||||
Abstract | Students apply the insights, abilities and skills they have acquired within the context of an educational institution. They observe 10 lessons and teach 20 lessons independently. Two of them are as assessed as Examination Lessons. | |||||||||||||||||||||||||||||||||||
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 for their subject from different angles (including interdisciplinary angles) and impart these to their pupils. - They learn 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 Themen für die beiden Prüfungslektionen am Schluss des Praktikums erfahren die Studierenden in der Regel eine Woche vor dem Prüfungstermin. Sie erstellen eine Vorbereitung gemäss Anleitung und reichen sie bis am Vortrag um 12 Uhr den beiden Prüfungsexperten (Fachdidaktiker/-in, Departementsvertreter/-in) ein. Die gehaltenen Lektionen werden kriteriumsbasiert beurteilt. Die Beurteilung umfasst auch die schriftliche Vorbereitung und eine mündliche Reflexion des Kandidaten/der Kandidatin über die gehaltenen Lektionen im Rahmen eines kurzen Kolloquiums. | |||||||||||||||||||||||||||||||||||
Lecture notes | Dokument: schriftliche Vorbereitung für Prüfungslektionen. | |||||||||||||||||||||||||||||||||||
Literature | Wird von der Praktikumslehrperson bestimmt. |
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