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初级

完成时间大约为16 小时

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

英语(English)

字幕:英语(English)

100% 在线

立即开始,按照自己的计划学习。

可灵活调整截止日期

根据您的日程表重置截止日期。

初级

完成时间大约为16 小时

建议:5 weeks of study, 2-3 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

1
完成时间为 3 小时

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 个视频 (总计 42 分钟), 6 个阅读材料, 1 个测验
7 个视频
Evidence-based science teaching5分钟
Rate teaching strategies6分钟
How the brain computes information7分钟
from behaviourism...5分钟
...to constructivism8分钟
Encouraging higher order thinking6分钟
6 个阅读材料
Join our research project on effective professional development!!10分钟
READ ME!! How to get the most out of our course2分钟
K2P Brief #1 Formative Assessment10分钟
K2P Brief #2 Powerful Feedback10分钟
READ ME!! - IMPORTANT general instructions for assignments and how they are graded2分钟
K2P Brief #15 Effective Peer Review10分钟
2
完成时间为 3 小时

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 个视频 (总计 41 分钟), 2 个阅读材料, 1 个测验
6 个视频
No teaching without everyday conceptions6分钟
Assessing your students conceptions7分钟
Learning as conceptual change8分钟
Learning as ontological change4分钟
Tips for engagement9分钟
2 个阅读材料
K2P Brief #3 Initiating Conceptual Change10分钟
K2P Brief #4 Making Conceptual Change Happen10分钟
3
完成时间为 3 小时

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 个视频 (总计 38 分钟), 4 个阅读材料, 1 个测验
5 个视频
Using analogies6分钟
How to teach analogies4分钟
Successful instructional analogies8分钟
Multiple representations in science7分钟
4 个阅读材料
K2P Brief #5 Big Ideas in Science10分钟
K2P Brief #6 Backward Design10分钟
K2P Brief #7 - Teaching with Analogies - part 110分钟
K2P Brief #8: Teaching with Analogies - part 210分钟
4
完成时间为 3 小时

(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 个视频 (总计 44 分钟), 3 个阅读材料, 1 个测验
6 个视频
Active learning with socioscientific issues7分钟
Tasks for active learners7分钟
Setting goals for students5分钟
Supervision of theses9分钟
Communication risk and uncertainity9分钟
3 个阅读材料
K2P Brief #9 Connecting Science and Society10分钟
K2P Brief #10 Active Learning10分钟
K2P Brief #14 Assessing Student Performance10分钟
4.5
27 个审阅Chevron Right

来自Teaching Science at University的热门评论

创建者 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.

创建者 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.

讲师

Avatar

Kai Niebert

PhD, Professor for Science Teaching
Faculty of Science

关于 苏黎世大学

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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