このコースについて
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自分のスケジュールですぐに学習を始めてください。

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スケジュールに従って期限をリセットします。

初級レベル

約16時間で修了

推奨:5 weeks of study, 2-3 hours/week...

英語

字幕:英語

100%オンライン

自分のスケジュールですぐに学習を始めてください。

柔軟性のある期限

スケジュールに従って期限をリセットします。

初級レベル

約16時間で修了

推奨:5 weeks of study, 2-3 hours/week...

英語

字幕:英語

シラバス - 本コースの学習内容

1
3時間で修了

Introduction: Teaching and Learning Science

Welcome to your first week of Teaching Science at University! In this first module we will give you an overview of what you will learn during our 5-week course and show you what you can achieve as an excellent lecturer or teaching assistant at your university! In the first lesson our focus is on evidence-based teaching. We will show you how you can base your lectures, lab classes, and courses on science education research. You will learn about main principles of visible learning and mind frames which will help you to embrace these principles. Then we will adapt learning theories to science teaching, starting with behaviorism up to cognitivism, constructivism, and neurodidactics. Interviews with a Professor in Animal Behaviour and a Professor in Neuroscience give further insight in the way we learn. At the end of the first week, you should be able to implement and reflect upon one evidence-based teaching strategy in your own teaching. Have fun!...
7件のビデオ (合計42分), 6 readings, 1 quiz
7件のビデオ
Evidence-based science teaching5 分
Rate teaching strategies6 分
How the brain computes information7 分
from behaviourism...5 分
...to constructivism8 分
Encouraging higher order thinking6 分
6件の学習用教材
Join our research project on effective professional development!!10 分
READ ME!! How to get the most out of our course2 分
K2P Brief #1 Formative Assessment10 分
K2P Brief #2 Powerful Feedback10 分
READ ME!! - IMPORTANT general instructions for assignments and how they are graded2 分
K2P Brief #15 Effective Peer Review10 分
2
3時間で修了

Conceptual Change

Welcome to your second week of Teaching Science at University. Understanding scientific concepts is the core of learning science, but often our pre-instructional conceptions act as barriers to reach an appropriate understanding. In this module we will show how to guide students from their everyday conceptions to scientific ones. You will learn how to use your students’ pre-conceptions not as obstacles but as starting points for teaching science. We will show you some methods for a quick assessment of your students’ conceptions. We look at strategies how we can change our students’ conceptions and how we can help your students to change their ideas. Finally we consider how you as a teacher can foster student engagement in class. At the end of the second week you should be able to address the pre- instructional conceptions of your students in your teaching....
6件のビデオ (合計41分), 2 readings, 1 quiz
6件のビデオ
No teaching without everyday conceptions6 分
Assessing your students conceptions7 分
Learning as conceptual change8 分
Learning as ontological change4 分
Tips for engagement9 分
2件の学習用教材
K2P Brief #3 Initiating Conceptual Change10 分
K2P Brief #4 Making Conceptual Change Happen10 分
3
3時間で修了

Teaching with analogies

Welcome to the third week of Teaching Science at University! In this week we would like to show how invisible concepts become visible. In everyday life we learn so many things by comparing and contrasting. From research we know that the use of analogies and metaphors are important features in the scientific endeavor, and their use in teaching science seems a natural extension. We raise the question whether analogies are just excellent communication tools or if they can generate new knowledge. What do the majority of students really understand when analogies are used to explain abstract and difficult ideas such as molecular structures, diffusion, and plate tectonics? We show that It is important to consider students’ personal constructions since no student enters the lecture hall as “tabula rasa.” Science classrooms are common settings in which analogies are used to enhance concept learning; therefore, improving the way analogies are used in science education has important teaching and learning consequences. At the end of the third week you should be able to choose good analogies for teaching science and implement them fruitfully....
5件のビデオ (合計38分), 4 readings, 1 quiz
5件のビデオ
Using analogies6 分
How to teach analogies4 分
Successful instructional analogies8 分
Multiple representations in science7 分
4件の学習用教材
K2P Brief #5 Big Ideas in Science10 分
K2P Brief #6 Backward Design10 分
K2P Brief #7 - Teaching with Analogies - part 110 分
K2P Brief #8: Teaching with Analogies - part 210 分
4
3時間で修了

(Re-)Frame your science teaching

Welcome to the fourth week of Teaching Science at University! In this week we want to show you how we can frame our science teaching to increase interest, motivation, and understanding of the students. In the first lesson we ask how the framing of science teaching can help students see the relevance of science for society. We look at problems from everyday life and their potential to foster students understanding of science. Activating our students is one key to reducing failure rates in our classrooms. We look how to design a new course by setting the goals our students have to achieve and how to foster learning when supervising a thesis. Finally we look how to communicate risk and uncertainty in an appropriate way to foster understanding. At the end of this week you should be able to frame your science teaching to make it relevant for your students....
6件のビデオ (合計44分), 3 readings, 1 quiz
6件のビデオ
Active learning with socioscientific issues7 分
Tasks for active learners7 分
Setting goals for students5 分
Supervision of theses9 分
Communication risk and uncertainity9 分
3件の学習用教材
K2P Brief #9 Connecting Science and Society10 分
K2P Brief #10 Active Learning10 分
K2P Brief #14 Assessing Student Performance10 分
5
3時間で修了

Teaching science in a lab or field

Welcome to the fifth week of Teaching Science at University! In this week we want to show you how we can improve students’ learning in a lab or in the field. In the first lesson we show you how to design a lab class, then we focus on delivering a lab class. We show you how you can use design principles (known as “gestalt principles”) to present experiments in a manner which is easy for your students to understand. Then we look at a model on students’ competences on experimentation that you can use to track the development of your students’ conceptual development. From research we know that students often hold inadequate conceptions about the nature of science and the scientific endeavor. We show you how you can address these conceptions to enable your students to understand the meaning of experiments, models, and theories in science. Finally we focus on the role of models in science education. We look at a model for model competence you can use to analyse where your students stand and to train different dimensions of dealing with models. At the end of this week you should be able to design a lab class that improves the inquiry skills of your students....
6件のビデオ (合計50分), 4 readings, 1 quiz
6件のビデオ
Preparing a lab class8 分
Design principles for experiments7 分
Identifying and fostering students' experimental competences9 分
Changing students conceptions about the nature of science7 分
Models and modelling in science7 分
4件の学習用教材
K2P Brief #11 Inquiry Teaching in the Lab10 分
K2P Brief #12 Teaching the Nature of Science10 分
K2P Brief #13 Teaching with Models10 分
Be a part of our research (again!) - help us improve the course10 分
4.4
27件のレビューChevron Right

人気のレビュー

by MMSep 17th 2018

It was useful for me as beginner. I learned how to give an assessment, planning for the course, developing my course material, raise the competitions between my students and more.

by RVMar 3rd 2018

This is a very exceptional course for me as a teacher. Very helpful insights and learnings. Thanks Prof. Dr. Kai Niebert for you wonderful teaching methodologies. God bless you.

講師

Avatar

Kai Niebert

PhD, Professor for Science Teaching
Faculty of Science

チューリッヒ大学(University of Zurich)について

Founded in 1833, the University of Zurich (UZH) is Switzerland’s largest university, with a cur­rent enrollment of over 26,000 students. Made up of seven faculties covering approximately 100 different subject areas, UZH is proud to offer the most comprehensive aca­demic program in the country....

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  • The course consists of lectures and assignments at the end of each week. The assignment is designed to let you implement the week's course content into your own teaching syllabus, for example when developing an analogy for your own course. By developing the assignments and giving feedback to others' assignments you can collect points to complete the course.

  • The course is designed as a professional development course for people teaching in science contexts. For example PhD students often need to collect credit points in their programs. Unfortunately we cannot give credits. But universities often "translate" the course certificate into credits for your programs. Just ask your supervisors/program leaders.

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