This course is developed to improve the effectiveness of laboratory classes in higher education. It aims to support teachers to improve their teaching skills for active learning in university science laboratory courses. It will show you how laboratory sessions can differ with respect to their aim and expected learning outcomes, how to engage students for learning and how to cope with their different levels of pre-knowledge and experience and probe their understanding. Last but not least it will show how you could assess students in laboratory courses.
Teaching in University Science Laboratories (Developing Best Practice)
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Teaching in University Science Laboratories (Developing Best Practice)
阿姆斯特丹大学
课程信息
9,098 次近期查看
您将学到的内容有
Identify the purposes of implementing laboratory classes in higher education.
Provide strategies on how to increase student engagement.
Develop effective questions to probe student understanding of laboratory practice.
Create a rubric for assessing a student performing a lab activity and subsequent reports.
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中级
The participants should have some experience in teaching in science laboratory courses in higher education.
完成时间大约为18 小时
建议：6 weeks, 2 hours/week
英语（English）
字幕：英语（English）
教学大纲 - 您将从这门课程中学到什么
完成时间为 2 小时
Module 1: Welcome and introduction
In this module you will learn about different types of laboratory sessions and get acquainted with strategies that can improve student’s engagement in lab sessions. You will get an introduction about this course as a whole and set your personal goals for it.
完成时间为 2 小时
1 个视频 （总计 2 分钟）, 8 个阅读材料, 1 个测验
1 个视频
8 个阅读材料
About this Course2分钟
About Module 12分钟
Reflection on your teaching10分钟
Poll: The role of laboratory work in the science curriculum2分钟
Subtitles introductory video1分钟
The role of laboratory work in university chemistry18分钟
A Review of Laboratory Instruction Styles23分钟
One possible way to engage students is context-based learning and role play17分钟
完成时间为 2 小时
Module 2: The Good Laboratory Teacher - Tips and Strategies
This module is about qualities needed to be a good laboratory teacher.
完成时间为 2 小时
1 个视频 （总计 3 分钟）, 7 个阅读材料, 1 个测验
1 个视频
7 个阅读材料
About Module 22分钟
Transcript Video: Welcome to Module 23分钟
Your best laboratory Instructor5分钟
What defines an effective laboratory instructor?10分钟
What Do Students Already Know?5分钟
Pre-laboratory activities12分钟
Laboratory teaching preparation sheet10分钟
完成时间为 2 小时
Module 3: Learning Theories in Practice
This module is about the learning theories that can be applied to ensure effective teaching of laboratory work.
完成时间为 2 小时
2 个视频 （总计 4 分钟）, 5 个阅读材料, 3 个测验
5 个阅读材料
About module 32分钟
Transcript for the Introduction to Module 3 video10分钟
Formulating clear learning outcomes15分钟
Johnstone's triangle10分钟
Threshold concepts - an explanation15分钟
2 个练习
Identifying learning outcomes in the laboratory2分钟
Considering how Johnstone's Triangle applies in your context2分钟
完成时间为 2 小时
Module 4: Giving Instructions and Questioning Skills
This module is about giving instruction in a lab session. We present different strategies how to support learning by questioning and how to prevent information overload.
完成时间为 2 小时
3 个视频 （总计 13 分钟）, 5 个阅读材料, 1 个测验
3 个视频
Practical work instructions (Example 1)5分钟
Practical work instructions (Example 2)5分钟
5 个阅读材料
About module 42分钟
Transcript Video: Welcome to Module 45分钟
A model of how we learn20分钟
Questioning skills10分钟
Questioning stems5分钟
关于 阿姆斯特丹大学
A modern university with a rich history, the University of Amsterdam
(UvA) traces its roots back to 1632, when the Golden Age school Athenaeum
Illustre was established to train students in trade and philosophy. Today,
with more than 30,000 students, 5,000 staff and 285 study programmes
(Bachelor's and Master's), many of which are taught in English, and a
budget of more than 600 million euros, it is one of the largest
comprehensive universities in Europe. It is a member of the League of
European Research Universities and also maintains intensive contact with
other leading research universities around the world.
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