Search result: Catalogue data in Spring Semester 2021

GESS Science in Perspective Information
Only the courses listed below will be recognized as "GESS Science in Perspective" courses.

Further below you will find courses under the category "Type B courses Reflections about subject specific methods and content" as well as the language courses.

During the Bachelor’s degree Students should acquire at least 6 ECTS and during the Master’s degree 2 ECTS.

Students who already took a course within their main study program are NOT allowed to take the course again.
Type A: Enhancement of Reflection Competence
Suitable for all students.

Students who already took a course within their main study program are NOT allowed to take the course again.
Psychology, Pedagogics
NumberTitleTypeECTSHoursLecturers
851-0240-01LDesigning Learning Environments for School (EW2 TD) Information Restricted registration - show details
Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".

Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics.
*Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2.
W3 credits2VE. Stern, P. Greutmann, J. Maue
AbstractTeaching is a complex skill. The lecture comprises (a) presentations about the theoretical background of this skill, (b) discussions of practical aspects, and (c) practical exercises.
ObjectiveThe participants have the conceptual und procedural knowledge, and skills necessary for long-term planning, preparing, and implementing good lessons. They can apply this knowledge on different topics of their scientific STEM-background.
ContentWe discuss characteristics of successful lessons and how to design such lessons by using curricula and lesson plans, teaching goals and a variety of teaching methods.
Lecture notesThe lecture comprises interactive parts where the participants elaborate and extend their knowledge and skills. Thus, there is no comprehensive written documentation of the lecture. The participants can download presentation slides, learning materials, and templates from "Moodle".
LiteratureThe necessary literature can be downloaded from "Moodle".
Prerequisites / NoticeThe lecture EW2 can only be attended by students who already successfully completed the lecture Human Learning (EW1).
There will be two independent lectures for different groups of students. You will get further information in an email at the beginning of the semester.
To get the Credits you have to
- regularly attend to the lecture
- have the grade 4 or higher in the final written exam.
851-0240-17LDesigning Learning Environments for School: Educational Foundations (EW2 TC)
- Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)".
- Addresses to students enrolled in "Teaching Certificate in a non-college Discipline (TC)".
- The simultaneous enrolment in course 851-0240-25 Designing Learning Environments for School: Vocational Education (EW2 TC)" is recommended, but not a mandatory prerequisite.
W2 credits1VP. Edelsbrunner, U. Markwalder, E. Stern
AbstractTeaching is also a craft. In this lecture, students get to know and, wherever possible, also practice practical aspects of the teaching profession within the framework of relevant theories rom the Learning Sciences.
ObjectiveStudents acquire basic knowledge and skills needed for planning, preparing, and implementing effective instruction. They can reflect and adapt these skills based on knowledge about findings from research in the learning sciences.
ContentWe discuss characteristics of successful lessons and how to design such lessons by using curricula and lesson plans, teaching goals, classroom management, and a variety of teaching methods.
Lecture notesThe lecture comprises interactive parts where the participants elaborate and extend their knowledge and skills. Thus, there is no comprehensive written documentation of the lecture. The participants can download presentation slides, learning materials, and templates from "Moodle".
LiteratureThe necessary literature can be downloaded from "Moodle".
Prerequisites / NoticeThe lecture EW2 can only be attended by students who already successfully completed the lecture Human Learning (EW1).
There will be two independent lectures for different groups of students. You will get further information in an email at the beginning of the semester.
851-0252-01LHuman-Computer Interaction: Cognition and Usability Restricted registration - show details
Number of participants limited to 40.

Particularly suitable for students of D-ITET
W3 credits2SC. Hölscher, S. Credé, H. Zhao
AbstractThis seminar introduces theory and methods in human-computer interaction and usability. Cognitive Science provides a theoretical framework for designing user interfaces as well as a range of methods for assessing usability (user testing, cognitive walkthrough, GOMS). The seminar will provide an opportunity to experience some of the methods in applied group projects.
ObjectiveThis seminar will introduce key topics, theories and methodology in human-computer interaction (HCI) and usability. Presentations will cover the basics of human-computer interaction and selected topics like mobile interaction, adaptive systems, human error and attention. A focus of the seminar will be on getting to know evaluation techniques in HCI. Students will work in groups and will first familiarize themselves with a select usability evaluation method (e.g. user testing, GOMS, task analysis, heuristic evaluation, questionnaires or Cognitive Walkthrough). They will then apply the methods to a human-computer interaction setting (e.g. an existing software or hardware interface) and present the method as well as their procedure and results to the plenary. Active participation is vital for the success of the seminar, and students are expected to contribute to presentations of foundational themes, methods and results of their chosen group project. In order to obtain course credit a written essay / report will be required (details to be specified in the introductory session of the course).
851-0252-12LThe Science of Learning From Failure Restricted registration - show details
Number of participants limited to 60.
W2 credits2SM. Kapur, A. Nardo, E. Ziegler
AbstractWe can learn from failure! But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects thinking, knowledge, creativity, problem-solving, etc.
ObjectiveStudents will:
- Critically read and analyze articles on research that addresses failure in learning.
- Participate in in-class problem-solving activities around research in failure.
- Discuss and reflect upon topics in both online and face-to-face formats.
- Engage in activities through the online platform.
- Complete a final paper on a subtopic related to failure in learning.

By the end of the course, students should be able to:
- Demonstrate a critical understanding of the role that failure plays in learning.
- Discuss how and why failure can benefit learning.
- Discuss how and why failure does not facilitate learning.
- Apply understanding to a related sub-topic.
ContentWe learn from our mistakes, or rather, we certainly hope that we do. Another way to say this is that we can learn from failure. But, what does “failure” mean? And, what, how, and why do we learn from failure? This course covers research from the cognitive, educational, and learning sciences that addresses the role of failure in human learning. Students will critically examine how failure affects development of knowledge, creativity, problem-solving, and general thinking and learning. More specifically, they will have the opportunity to question and evaluate the potential relationships between the facets around failure within individual, interactional, cultural, societal, and global contexts through seminal readings and problem-solving activities oriented to real world issues. Students from any discipline are welcome to this course to learn more about how failure can be harnessed to improve our knowledge, capabilities, innovations, teamwork, and contribute to the larger global world.
Prerequisites / NoticeThis seminar is an interactive course, thus attendance and classroom participation are required.

"The course is held as 2 separate courses with each a maximum of 30 students: one course in German and one course in English."
851-0238-01LSupport and Diagnosis of Knowledge Acquisition Processes (EW3) Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma (except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW3) and for students who intend to enrol in the "Teaching Diploma"
Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".
W3 credits3SP. Edelsbrunner, J. Maue, C. M. Thurn
AbstractIn this seminar students learn advanced techniques to support and to diagnose knowledge acquisition processes in school.
ObjectiveThe main goals are:
(1) You have a deep understanding about the cognitive mechanisms of knowledge acquisition.
(2) You have a basic understanding about psychological test theory and can appropriately administer tests.
(3) You know various techniques of formative assessment and can apply these to uncover students' misconceptions.
851-0240-25LDesigning Learning Environments for School: Vocational Education (EW2 TC)
- Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)".
- Addresses to students enrolled in "Teaching Certificate in a non-college Discipline (TC)".
- The simultaneous enrolment in course 851-0240-17L Designing Learning Environments for School: Educational Foundations (EW2 DZ)" is recommended, but not a mandatory prerequisite.
W2 credits1VG. Kaufmann
AbstractParticipants acquire knowledge in vocational training system and in theory and practice of vocational education. They get to know characteristics of functions, tasks and roles in the professional world. They deduce consequences for the planning and execution of learner-tailored and effective learning in vocational education taking into account the theory and practice of vocational education.
ObjectiveParticipants would be able to structure and execute learner-tailored and effective learning in vocational education taking into account the theory and practice of vocational education.
363-1039-00LIntroduction to NegotiationW3 credits2GM. Ambühl
AbstractThe course introduces students to the concepts, theories, and strategies of negotiation and is enriched with an extensive exploration of real-life case-study examples.
ObjectiveThe objective of the course is to teach students to recognize, understand, and approach different negotiation situations, by relying on a range of primarily quantitative and some qualitative analytical tools.
ContentWe all negotiate on a daily basis – on a personal level with friends, family, and service providers, on a professional level with employers and clients, among others. Additionally, negotiations are constantly unfolding across various issues at the political level, from solving armed conflicts to negotiating trade and market access deals.

The course aims to provide students with a toolbox of analytical methods that can be used to identify and disentangle negotiation situations, as well as serve as a reference point to guide action in practice. The applicability of these analytical methods is illustrated through examples of negotiation situations from international politics and business.

The theoretical part of the course covers diverse perspectives on negotiation: with a key focus on game theory, but also covering Harvard principles of negotiation, as well as the negotiation engineering approach developed by Prof. Ambühl at ETH Zurich. The course also dedicates some time to focus on conflict management as a specific category of negotiation situations and briefly introduces students to the social aspects of negotiation, based on the insights from psychology and behavioral economics.

The empirical part of the course draws on case-studies from the realm of international politics and business, including examples from Prof. Ambühl’s work as a career diplomat. Every year, the course also hosts two guest lecturers – representatives from politics or business leaders, who share practical experience on negotiations from their careers.
LiteratureThe list of relevant references will be distributed in the beginning of the course.
851-0242-03LIntroduction to General Pedagogy Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate.

Prerequisite: successful participation in 851-0240-00L "Human Learning (EW1)".
W2 credits2GL. Haag
AbstractThe basics of educational science and the field of activity of the school are conveyed in as much as they are of relevance to the field of activity of the teachers. Basic knowledge is taught methodically by the lecturers which is further deepened by the reading of selected texts and corresponding work assignments in individual and small groups.
Objective1. Basics of educational science
1.1 Historical survey of education and school
1.2 Fundamental educational terms
- Education as field of activity of the school
- Education at school
- Socialization
2. Field of activity of the school
2.1 Theory of school
- Theory of school
- Curriculum theory
- School development
2.2 Theory of instruction
- Didactic analysis
- Principles of learning
- Handling of heterogeneity
851-0240-24LDesigning Learning Environments for Schools (EW2 LD) - Portfolio
- Enrolment only possible with simultaneous enrolment in course 851-0240-01L Designing Learning Environments for School (EW2 LD)!

- Prerequisites: successful participation in 851-0240-00L "Human Learning (EW1)".

- Adresses to students enrolled either in Teaching Diploma* (TD) or Teaching Certificate (TC) in Computer Science, Mathematics or Physics.
*Except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW2.
W1 credit2UP. Greutmann, J. Maue
AbstractIn this lecture, you design a portfolio, i.e. a complete and elaborated teaching enviroment for schools, based on your scientific STEM-background
ObjectiveThis lecture is an implementation and transfer of the theoretical inputs provided by the lecture "Designing Learning Environments for School" (EW2).
851-0252-08LEvidence-Based Design: Methods and Tools For Evaluating Architectural Design Restricted registration - show details
Number of participants limited to 40

Particularly suitable for students of D-ARCH
W3 credits2SM. Gath Morad, C. Hölscher, C. Veddeler
AbstractThe course focus is on pre-occupancy evaluation in architecture to support an evidence-based design process. Students are taught a variety of methods such as virtual reality, agent-based simulations and spatial analysis. The course is project-oriented and is open for architecture and STEM students with an interest in interdisciplinary teamwork.
ObjectiveThis semester, students would focus on evaluating healthcare and office typologies from the perspective of building occupants’ and across scenarios, including routine operation and post-pandemic scenarios. Students will apply the tools learned in the course to compare building typologies, using various metrics including spatial proximity, visibility, orientation and movement. On the basis of this multi-objective evaluation, students would propose and evaluate design interventions across scenarios, identifying the Strength, Weaknesses, Opportunities and threats across the various typologies. The course is tailored for students studying for B-ARCH and M-ARCH degrees and is also suitable for students in STEM faculties. As an alternative to obtaining D-GESS credit, architecture students can obtain course credit in "Vertiefungsfach" or "Wahlfach".
Lecture notesEnglish
851-0253-07LConsciousness Studies Restricted registration - show details
Number of participants limited to 40.
W2 credits2SK. Stocker
AbstractCovers research on levels and states of consciousness. Levels: conscious vs. pre-/sub-/nonconscious. States: ordinary (OSC, waking consciousness) vs. altered states of consciousness (ASCs, e.g., sleeping/dreaming, hypnosis, meditation, pharmacologically altered state). Applications in health/clinical psychology, and implications for the scientific mind (insight, flow) are also considered.
ObjectiveTo introduce students to the basics of consciousness studies, and to thus help them to gain a deeper understanding of how the mind works. Includes practical implications for the scientific mind.
ContentThe study of consciousness involves scholars from diverse fields, such as psychology, neuroscience, cognitive science, philosophy, linguistics, computer science, medicine, religious studies, anthropology, as well as literature and art studies. In this course, the study of consciousness is presented from the point of view of psychology. At the same time, the course will additionally also consider interdisciplinary viewpoints.

Psychological consciousness studies involve research on levels and states of consciousness. Psychologically researched levels of consciousness are the conscious, preconscious, unconscious/subconscious, and nonconscious levels of mental processing. Psychological research on states of consciousness takes waking consciousness as the most common state (ordinary state of consciousness, OSC), using it as a baseline against which altered states of consciousness (ASC) are compared. Some of the most prominently researched ASC in psychology will be introduced in this course and include sleeping/dreaming, hypnosis, meditation, as well as ASC that are induced through either sensory deprivation/overload or psychoactive drugs.

In this course, it will also be shown how a growing number of applied consciousness studies investigate the potential of being temporarily in an ASC for promoting/maintaining health (health psychology) or as part of clinical treatment (clinical psychology and psychiatry). Finally, in this course, two mental phenomena that are also highly relevant for the scientific mind – insight and flow – are also introduced from a consciousness-studies perspective.
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