課程信息
4.3
52 個評分
20 個審閱
100% 在線

100% 在線

立即開始,按照自己的計劃學習。
可靈活調整截止日期

可靈活調整截止日期

根據您的日程表重置截止日期。
初級

初級

完成時間(小時)

完成時間大約為16 小時

建議:5 weeks of study, 2-3 hours/week...
可選語言

英語(English)

字幕:英語(English)...
100% 在線

100% 在線

立即開始,按照自己的計劃學習。
可靈活調整截止日期

可靈活調整截止日期

根據您的日程表重置截止日期。
初級

初級

完成時間(小時)

完成時間大約為16 小時

建議:5 weeks of study, 2-3 hours/week...
可選語言

英語(English)

字幕:英語(English)...

教學大綱 - 您將從這門課程中學到什麼

1
完成時間(小時)
完成時間為 3 小時

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!...
Reading
7 個視頻(共 42 分鐘), 5 個閱讀材料, 1 個測驗
Video7 個視頻
Evidence-based science teaching5分鐘
Rate teaching strategies6分鐘
How the brain computes information7分鐘
from behaviourism...5分鐘
...to constructivism8分鐘
Encouraging higher order thinking6分鐘
Reading5 個閱讀材料
READ ME!! How to get the most out of our course2分鐘
K2P Brief #1 Formative Assessment10分鐘
K2P Brief #2 Powerful Feedback10分鐘
READ ME!! - IMPORTANT general instructions for assignments and how they are graded2分鐘
K2P Brief #15 Effective Peer Review10分鐘
2
完成時間(小時)
完成時間為 3 小時

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....
Reading
6 個視頻(共 41 分鐘), 2 個閱讀材料, 1 個測驗
Video6 個視頻
No teaching without everyday conceptions6分鐘
Assessing your students conceptions7分鐘
Learning as conceptual change8分鐘
Learning as ontological change4分鐘
Tips for engagement9分鐘
Reading2 個閱讀材料
K2P Brief #3 Initiating Conceptual Change10分鐘
K2P Brief #4 Making Conceptual Change Happen10分鐘
3
完成時間(小時)
完成時間為 3 小時

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....
Reading
5 個視頻(共 38 分鐘), 4 個閱讀材料, 1 個測驗
Video5 個視頻
Using analogies6分鐘
How to teach analogies4分鐘
Successful instructional analogies8分鐘
Multiple representations in science7分鐘
Reading4 個閱讀材料
K2P Brief #5 Big Ideas in Science10分鐘
K2P Brief #6 Backward Design10分鐘
K2P Brief #7 - Teaching with Analogies - part 110分鐘
K2P Brief #8: Teaching with Analogies - part 210分鐘
4
完成時間(小時)
完成時間為 3 小時

(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....
Reading
6 個視頻(共 44 分鐘), 3 個閱讀材料, 1 個測驗
Video6 個視頻
Active learning with socioscientific issues7分鐘
Tasks for active learners7分鐘
Setting goals for students5分鐘
Supervision of theses9分鐘
Communication risk and uncertainity9分鐘
Reading3 個閱讀材料
K2P Brief #9 Connecting Science and Society10分鐘
K2P Brief #10 Active Learning10分鐘
K2P Brief #14 Assessing Student Performance10分鐘
4.3
20 個審閱Chevron Right

熱門審閱

創建者 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.

創建者 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.

講師

Avatar

Kai Niebert

PhD, Professor for Science Teaching
Faculty of Science

關於 University of Zurich

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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