Search result: Catalogue data in Autumn Semester 2016

Educational Science for Teaching Diploma and TC Information
These are the general course offerings of the programmes Teaching Diploma (TD) - categories Educational Science and Compulsory Elective Courses - and Teaching Certificate (TC) - category Educational Science.
Educational Science Teaching Certificate
NumberTitleTypeECTSHoursLecturers
851-0240-00LHuman Learning (EW1)
This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence.
O2 credits2GE. Stern
AbstractThis course looks into scientific theories and also empirical
studies on human learning and relates them to the school.
ObjectiveAnyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning.
ContentThematische Schwerpunkte:
Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen

Lernformen:
Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert.
Lecture notesFolien werden zur Verfügung gestellt.
Literature1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall.
Prerequisites / NoticeThis lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence.
851-0240-22LCoping with Psychosocial Demands of Teaching (EW4 DZ) Restricted registration - show details
Number of participants limited to 20.
The successful participation in EW1 ("Human Learning") and EW2 ("Designing Learning Environments for School") is recommended, but not a mandatory prerequisite.
W2 credits3SA. Deiglmayr, P. Greutmann, U. Markwalder
AbstractIn this class, students will learn concepts and skills for coping with psychosocial demands of teaching
ObjectiveStudents possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching.

(1) They know the basic rules of negotiation and conflict management (e.g., mediation) and can apply them in the school context (e.g., in conversations with parents).
(2) They can apply diverse techniques of classroom management (e.g., prevention of disciplinary problems in the classroom) and know relevant authorities for further information (e.g., legal conditions).
851-0240-16LColloquium on the Science of Learning and InstructionW1 credit1KE. Stern, P. Greutmann, further lecturers
AbstractIn the colloquium we discuss scientific projects concerning the teaching in mathematics, computer science, natural sciences and technology (STEM). The colloquium is conducted by the professorships participating in the Competence Center EducETH (ETH) and in the Institute for Educational Sciences (UZH).
ObjectiveParticipants are exemplarily introduced to different research methods used in research on learning and instruction and learn to weigh advantages and disadvantages of these approaches.
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W2 credits2SR. Schumacher
AbstractThis seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0242-07LHuman Intelligence Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).
Number of participants limited to 30.
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SE. Stern, P. Edelsbrunner, B. Rütsche
AbstractThe focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups (5 - 10 students) will be discussed.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
Number of participants limited to 30
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SP. Edelsbrunner, B. Rütsche, E. Stern, E. Ziegler
AbstractLiterature from the learning sciences is critically discussed with a focus on research methods.
At the first meeting, working groups will be assembled and meetings with those will be set up.
In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work.
Objective- Understand research methods used in the empirical educational sciences
- Understand and critically examine information from scientific journals and media
- Understand pedagogically relevant findings from the empirical educational sciences
851-0240-03LIntroduction to Test Theory and Test Construction in Educational Contexts (University of Zürich)
Enrolment only possible with Teaching Diploma or DC matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 200a968

Mind the enrolment deadlines at UZH:
Link
W4 credits2SUniversity lecturers
AbstractIn this seminar, students establish the scientific fundamentals of performance measurement and educational diagnostics and study them on the basis of different current issues.
ObjectiveAt the end of the seminar, participants will be in a position to
- describe the scientific fundamentals of test theory and test structure.
- evaluate examples of scientifically-developed tests in their application context.
- if necessary, critically question the performance assessment that they employ in practice and professionalise it still further.
ContentDie konkreten Inhalte des Seminars ergeben sich aufgrund der Präferenzen der Teilnehmenden und der daraus abgeleiteten Themenübersicht für Vorträge und Seminararbeiten. Im Rahmen der Startveranstaltung wird eine Liste mit möglichen Themen abgegeben und erläutert. Schwerpunkte der Themenvorschläge sind:
- Testentwicklung
- Gütekriterien von Tests
- Aufgabenkonstruktion
- Datenauswertung
- Rasch-Modell
- Internationale Vergleichstests
- Zulassungstests
Lecture notesIm Verlaufe des Semesters werden einzelne Unterlagen in den Veranstaltungen abgegeben. Dazu gehören auch die Handouts der verschiedenen, studentischen Vorträge.
LiteratureAls Grundlagenliteratur werden folgende Werke empfohlen:
- Rost, J. (2004). Lehrbuch Testtheorie - Testkonstruktion (2. Aufl.). Bern: Huber
- Weitere Literatur wird in der Lehrveranstaltung genannt.
Prerequisites / NoticeDie Leistungsanforderungen richten sich im Umfang nach der Zahl zu erwerbender ECTS-Punkte, wobei 1 ECTS-Punkt einem Zeitaufwand von ca. 30 Arbeitsstunden entspricht. ETHZ-Studierende können im Rahmen dieser Veranstaltung 3 ECTS-Punkte erwerben.
Dazu sind folgende Leistungen zu erbringen:
- Präsenz und aktive mündliche Mitarbeit in der Lehrveranstaltung (MA)
- Pflichtlektüre entsprechend der Angaben in der Lehrveranstaltung
- Referat (RE)
- Schreiben einer schriftlichen Arbeit

Weitere Angaben zu den Leistungsanforderungen werden im Rahmen der Startveranstaltung abgegeben und erläutert.
Educational Science Teaching Diploma
NumberTitleTypeECTSHoursLecturers
851-0240-00LHuman Learning (EW1)
This lecture is only apt for students who intend to enrol in the programs "Teaching Diploma" or "Teaching Certificate". It is about learning in childhood and adolescence.
O2 credits2GE. Stern
AbstractThis course looks into scientific theories and also empirical
studies on human learning and relates them to the school.
ObjectiveAnyone wishing to be a successful teacher must first of all understand the learning process. Against this background, theories and findings on the way humans process information and on human behaviour are prepared in such a manner that they can be used for planning and conducting lessons. Students additionally gain an understanding of what is going on in learning and behavioural research so that teachers are put in a position where they can further educate themselves in the field of research into teaching and learning.
ContentThematische Schwerpunkte:
Lernen als Verhaltensänderung und als Informationsverarbeitung; Das menschliche Gedächtnis unter besonderer Berücksichtigung der Verarbeitung symbolischer Information; Lernen als Wissenskonstruktion und Kompetenzerwerb unter besonderer Berücksichtigung des Wissenstransfers; Lernen durch Instruktion und Erklärungen; Die Rolle von Emotion und Motivation beim Lernen; Interindividuelle Unterschiede in der Lernfähigkeit und ihre Ursachen: Intelligenztheorien, Geschlechtsunterschiede beim Lernen

Lernformen:
Theorien und wissenschaftliche Konstrukte werden zusammen mit ausgewählten wissenschaftlichen Untersuchungen in Form einer Vorlesung präsentiert. Die Studierenden vertiefen nach jeder Stunde die Inhalte durch die Bearbeitung von Aufträgen in einem elektronischen Lerntagebuch. Über die Bedeutung des Gelernten für den Schulalltag soll reflektiert werden. Ausgewählte Tagebucheinträge werden zu Beginn jeder Vorlesung thematisiert.
Lecture notesFolien werden zur Verfügung gestellt.
Literature1) Marcus Hasselhorn & Andreas Gold (2006). Pädagogische Psychologie: Erfolgreiches Lernen und Lehren. Stuttgart: Kohlhammer. 2) Jeanne Omrod (2006): Human Learning. Upper Saddle River: Pearson Prentice Hall.
Prerequisites / NoticeThis lecture is only apt for students who intend to enrol in the programs "Lehrdiplom" or "Didaktisches Zertifikat". It is about learning in childhood and adolescence.
851-0242-01LCoping with Psychosocial Demands of Teaching (EW4) Information Restricted registration - show details
Enrolment possible with Teaching Diploma matriculation, except for students of Sport Teaching Diploma, who complete the sport-specific course unit EW4.
O3 credits3SA. Deiglmayr, P. Greutmann, U. Markwalder
AbstractStudents learn and practice techniques and skills for coping with psychosocial demands of teaching.
ObjectiveStudents possess theoretical knowledge and practical competences to be able to cope with the psychosocial demands of teaching.
(1) They know the basic rules of negotiation and conflict management (e.g., mediation) and can apply them in the school context (e.g., in conversations with parents).
(2) They can apply diverse techniques of classroom management (e.g., prevention of disciplinary problems in the classroom) and know relevant authorities for further information (e.g., legal conditions; crisis intervention).
(3) They know stress coping strategies to prevent burnout (e.g., psychosocial support) and are familiar with relevant institutions.
ContentMajor themes:
- counseling and counseling techniques
- conflict management and mediation
- classroom management
- supporting students in a psychological crisis
- preventing stress and burnout

Forms of learning
Theoretical foundations will be taught in workshops which contain different means of activation and interaction such as group work, panel discussions, and individual work. Subsequently, this knowledge will be transfered and applied in different school-relevant situations by means of role plays, discussing of cases and video sequences, as well as reflections of practical experiences.
Lecture notesSlides of the lectureres`presentations, supplementary materials, and materials for further reading are made available on Moodle.
LiteratureVerschiedenen Grundlagen- und Anwendungstexte werden den Studierenden zur Verfügung gestellt.
Prerequisites / NoticeDer erfolgreiche Abschluss von EW1 und EW2 stellt eine wünschenswerte, jedoch nicht obligatorische Voraussetzung dar.
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)".
O3 credits3SL. Schalk, P. Edelsbrunner, S. Hofer
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.
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0240-15LDesigning Educational Environments in Physical Education (EW2 Sport) Restricted registration - show details
Compulsory course requirements for EW2 Sport: This course is required to be taken prior to EW4 Sport "Outdoor Education: Concepts and Practice" (851-0242-02L)
O4 credits2SH. Gubelmann, R. Scharpf
AbstractStudents learn principles of teaching beyond classroom and regular PE-Lessons :
- Planning and organizing camps and events
- Teaching the "Ergänzungsfach Sport"
- Long-term-curricula in PE
As a practical part students design the Outdoor event in EW4 of the following term
ObjectiveStudents know
- How to plan events and camps
- To assess curricula critically and to use them properly
- How to combine theoretical and practical isssues in the 'Ergänzungsfach'
Content1. LV Semestereinführung
2. LV Planung Outdoor-Weekend
3. LV Auswertung Outdoor-Event
4. LV Planung Event
5. LV Event-Präsentationen / Schlussveranstaltung
Prerequisites / NoticeEW2 is compulsory requirement for EW4 Sport
851-0240-19LEffective Learning Environments (EW 5) Restricted registration - show details
This is a mandatory course for students of the teacher's diploma for secondary schools, who have not completed the course 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen" (EW 3) until the end of spring semester 2014 (except for students of Sport Teaching Diploma, who have completed the sport-specific course units EW2-4).
The successful completion of ALL modules relevant for the teacher's diploma is required for participation in this course.
W1 credit2UE. Stern
AbstractThe students have to read the book "Lernwirksam unterrichten" from Felten/Stern and they have to answer the questions addressed on Link. In individual or small-group sessions, Elsbeth Stern and the students will discuss how insights from learning research can inform classroom practice.
ObjectiveThe focus of all classes on educational psychology is on scientific insights which help to reflect on instructional learning. In order to become professionals, teachers have to better understand students' behavior and achievement and thereby become aware of their scope of classroom practice. Students get a final opportunity to ask questions about psychological learning research.
LiteratureBuch "Lernwirksam unterrichten" (Felten/Stern)
Prerequisites / NoticeDetailed information: Link
851-0242-07LHuman Intelligence Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).
Number of participants limited to 30.
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SE. Stern, P. Edelsbrunner, B. Rütsche
AbstractThe focus will be on the book "Intelligenz: Grosse Unterschiede und ihre Folgen" by Stern and Neubauer. Participation at the first meeting is obligatory. It is required that all participants read the complete book. Furthermore, in two meetings of 90 minutes, concept papers developed in small groups (5 - 10 students) will be discussed.
Objective- Understanding of research methods used in the empirical human sciences
- Getting to know intelligence tests
- Understanding findings relevant for education
851-0242-09LStudent Research Projects: Practical Research on Learning and Instruction Restricted registration - show details
Number of participants limited to 20.

The sucessful completion of both course no. 851-0240-00L "Menschliches Lernen (EW 1)" and course no. 851-0238-01L "Unterstützung und Diagnose von Wissenserwerbsprozessen (EW 3)" is a necessary prerequisite for this course.
W2 credits2SA. Deiglmayr, P. Edelsbrunner, S. Hofer, B. Rütsche, L. Schalk, E. Stern, E. Ziegler
AbstractIn teams of two, participants in this seminar conduct their own research project. Each team is advised by one of the researchers serving as lecturers in this course. Basic conceptual and methodological issues are the topic of a series of plenary meetings; however, the major part of the work is done in small-group meetings with the advising researcher, and in self-directed research projects.
ObjectiveThe course is targeted at advanced students who have taken an interest in gathering practical research experience in the field of Learning & Instruction. In teams of two, students conduct their own research projects (planning, conducting, analyzing, interpreting, and presenting research); thus, the course requires a high amount of self-directed working. Students are personally advised, and supported in their research project, by one of the researchers serving as lecturers in this course. During the first half the semester, relevant methodological knowledge and skills are practiced during plenary meetings and in students` independent reading (e.g. generating and testing research questions, designing experiments, and analyzing data in the field of Learning and Instruction)

Learning goals include:
- Participants can illustrate and explain basic methods and concepts for research in the fields of Learning and Instruction, e.g. with the help of practical examples.
- Participants can generate testable research questions for a topic relevant in the fields of Learning and Instruction.
- Participants can design and conduct a study that is relevant for answering their research question.
- Participants can summarize and evaluate the main results from a study in the field of learning and Instruction, with regard to the research question being asked.
851-0242-06LCognitively Activating Instructions in MINT Subjects Restricted registration - show details
Enrolment only possible with matriculation in Teaching Diploma or Teaching Certificate (excluding Teaching Diploma Sport).

This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W2 credits2SR. Schumacher
AbstractThis seminar focuses on teaching units in chemistry, physics and mathematics that have been developed at the MINT Learning Center of the ETH Zurich. In the first meeting, the mission of the MINT Learning Center will be communicated. Furthermore, in groups of two, the students will intensively work on, refine and optimize a teaching unit following a goal set in advance.
Objective- Get to know cognitively activating instructions in MINT subjects
- Get information about recent literature on learning and instruction
Prerequisites / NoticeFür eine reibungslose Semesterplanung wird um frühe Anmeldung und persönliches Erscheinen zum ersten Lehrveranstaltungstermin ersucht.
851-0242-08LResearch Methods in Educational Science Restricted registration - show details
Number of participants limited to 30
This course unit can only be enrolled after successful participation in, or during enrollment in the course "Human Learning (EW 1)".
W1 credit1SP. Edelsbrunner, B. Rütsche, E. Stern, E. Ziegler
AbstractLiterature from the learning sciences is critically discussed with a focus on research methods.
At the first meeting, working groups will be assembled and meetings with those will be set up.
In the small groups students will write critical essays about the read literature. At the third meeting, we will discuss the essays and develop research questions in group work.
Objective- Understand research methods used in the empirical educational sciences
- Understand and critically examine information from scientific journals and media
- Understand pedagogically relevant findings from the empirical educational sciences
851-0250-05LIntroduction to "Nature of Science" and "Scientific Inquiry"
Enrolment only possible with matriculation in Teaching Diploma (excluding Teaching Diploma Sport).
Number of participants limited to 20.
W1 credit1SJ. Egli
AbstractThis seminar will begin with a review of the literature on the teaching and learning of nature of science and scientific inquiry. It focuses on the development of adequate and functional understandings of nature of science and scientific inquiry.
ObjectiveStudent teachers will develop an understanding of the concepts of nature of science and scientific inquiry. They will design a variety of instructional materials for teaching students about these concepts.
Compulsory Elective Courses Teaching Diploma
NumberTitleTypeECTSHoursLecturers
851-0237-01LVocational Schools as Sites of Teaching and Learning I: Teaching Structure (University of Zürich)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 090LLB1
Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule II: Förderung und Unterstützung von Lernenden" (UZH Module Code: 090LLB2) is compulsory.
Mind the enrolment deadlines at UZH:
Link
W3 credits2SUniversity lecturers
Abstract"The Vocational Schools as Sites of Teaching and Learning - Teaching Structure" sets out and discusses how to implement the specifications in the framework curriculum. This module is aimed at teachers in high schools awarding vocational school-leaving certificates (Berufsmatura) and all types of vocational schools. It also covers the link established with the company as a learning location.
Objective- Formulating learning objectives at different levels, and implementing and monitoring these.
- Steering tuition in terms of content and method to fit in with the objectives.
- Formulating examination questions and assignments on the basis of the learning objectives set out in the curriculum and the teaching given.
- Selectively deploying different examination types and procedures/structuring selected learning contents logically in terms of the subject matter and learning process (from the concrete to the abstract, from the simple to the complex) and implementing these with different didactic visual aids.
ContentIn der Veranstaltung werden die Rahmen- und Schullehrpläne der Berufsmaturität (alle Richtungen) analysiert und deren Fachinhalt in Übungen und Hospitationen didaktisch umgesetzt. Der Unterricht an der Berufsmaturität wird im Hinblick auf die Herausforderung "Viel Stoff-wenig Zeit" erarbeitet.
Lecture notesVon den Dozierenden.
LiteratureUnterrichten an Berufsfachschulen: Berufsmaturität. hep Verlag Bern

M. Lehner (2006): Viel Stoff - wenig Zeit. Haupt

G. Steiner (2207): Der Kick zum effizienten Lernen. hep Verlag

Rahmen- und Schullehrpläne der Berufsmaturität
Prerequisites / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.
851-0237-02LVocational Schools as Sites of Teaching and Learning II: Providing Encouragement & Support (UZH)
Enrolment only possible with Teaching Diploma matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 090LLB2
Simultaneous enrolment in course "Lehr- und Lernort Berufsfachschule I: Unterrichtsgestaltung" (UZH Module Code: 090LLB1) is compulsory.
Mind the enrolment deadlines at UZH:
Link
W3 credits2SUniversity lecturers
AbstractThe module "vocational schools as sites of teaching and learning: providing encouragement and support for apprentices" aims to provide teachers at VET and professional baccalaureate institutions with ways of dealing with learners’ problems, particularly in connection with their being fed up with school, with job-seeking, school-to-work transition, or continuing education.
Objective- Die spezielle Situation der Berufslernenden in ihrer Doppelbelastung Beruf und Schule wahrnehmen und pädagogisch berücksichtigen können.
- Die Übertrittsthematik in Bezug auf die Leistungsmotivation kennen Mit Konflikten, Störungen und allgemein schwierigen Situationen im BM-Unterricht lösungsorientiert umgehen können.
- Die Formen des betrieblichen Lernens kennen und diese für den Unterricht nutzbar machen.
- Krisenentwicklungen diagnostizieren und fördernde Massnahmen ergreifen.
- Wesentliche Aspekte eines förder- und unterstützungsorientierten Unterrichtsmanagements kennen.
- Rollensicherheit als Lehrperson finden und deren Grenzen definieren.
- Einblicke in die konkrete Ausbildungssituation der Berufslernenden gewinnen.
Content- Positionierung des Berufsfachschulunterrichts innerhalb des dualen (trialen) Systems.
- Berufsmaturität: Entwicklung von Kernkompetenzen für die Wirtschaft?
- "Verakademisierung" der Berufsbildung?
- Lernenden-Porträt: Die Umwelten des Berufslernenden - Entwicklungschancen und Problembereiche im Zusammenhang mit der Ausbildungssituation.
- Sozialisations- und Lernprozesse im beruflichen Umfeld / Führungsverständnis im Umgang mit Jugendlichen an Berufsfachschulen.
- Konfliktmanagement I: Wahrnehmungsinstrumente und Interventionsstrategien, Konfliktprävention und niederschwelliges Konfliktmanagement.
- Konfliktmanagement II: Der ressourcenorientierte Ansatz im Umgang mit Störungen.
- Das lösungsorientierte Konfliktgespräch in schulischen Kontext / Beratung und Coaching: Beratungssituationen im Kontext des Unterrichtsalltags.
- Rollenverständnis und Rollengrenzen.
- Berufslernendengerechtes Unterrichtsmanagement.
- Mobbing in der Schule.
- Konzepte und Praxis der betrieblichen Betreuung und Förderung.
- Jugendkriminalität und Jugendgewalt.
- Jugendkrisen und Krisenintervention.
Lecture notesHandouts vom Dozenten und Sammlung von Arbeitsmaterialien auf dem BSCW-Server.
LiteratureSchäfer Ch. (2006). Wege zur Lösung von Unterrichtsstörungen. Baltmannsweiler. Schneider.
Hasselhorn, M. (2006). Pädagogische Psychologie. Stuttgart. Kohlhammer.
Fend. H. (2008). Schule gestalten. Wiesbaden. VS Verlag.
Meyer R. (2009) Soft Skills fördern. Bern. hep.
Flammer, A. (2002). Entwicklungspsychologie der Adoleszenz. Bern. Huber.
Rebmann K. (2008) Betriebliches Lernen. München. Reiner Hampp.
Mietzel G. (2007). Pädagogische Psychologie des Lehrens und Lernens. Göttingen. Hogrefe.
Dubs R. (2009) Lehrerverhalten. Zürich. Verlag SKV.
Prerequisites / NoticeDie Lehrveranstaltung ist seit September 2008 vom Bundesamt für Berufsbildung und Technologie akkreditiert.
851-0240-03LIntroduction to Test Theory and Test Construction in Educational Contexts (University of Zürich)
Enrolment only possible with Teaching Diploma or DC matriculation.

No enrolment to this course at ETH Zurich. Book the corresponding module directly at UZH.
UZH Module Code: 200a968

Mind the enrolment deadlines at UZH:
Link
W4 credits2SUniversity lecturers
AbstractIn this seminar, students establish the scientific fundamentals of performance measurement and educational diagnostics and study them on the basis of different current issues.
ObjectiveAt the end of the seminar, participants will be in a position to
- describe the scientific fundamentals of test theory and test structure.
- evaluate examples of scientifically-developed tests in their application context.
- if necessary, critically question the performance assessment that they employ in practice and professionalise it still further.
ContentDie konkreten Inhalte des Seminars ergeben sich aufgrund der Präferenzen der Teilnehmenden und der daraus abgeleiteten Themenübersicht für Vorträge und Seminararbeiten. Im Rahmen der Startveranstaltung wird eine Liste mit möglichen Themen abgegeben und erläutert. Schwerpunkte der Themenvorschläge sind:
- Testentwicklung
- Gütekriterien von Tests
- Aufgabenkonstruktion
- Datenauswertung
- Rasch-Modell
- Internationale Vergleichstests
- Zulassungstests
Lecture notesIm Verlaufe des Semesters werden einzelne Unterlagen in den Veranstaltungen abgegeben. Dazu gehören auch die Handouts der verschiedenen, studentischen Vorträge.
LiteratureAls Grundlagenliteratur werden folgende Werke empfohlen:
- Rost, J. (2004). Lehrbuch Testtheorie - Testkonstruktion (2. Aufl.). Bern: Huber
- Weitere Literatur wird in der Lehrveranstaltung genannt.
Prerequisites / NoticeDie Leistungsanforderungen richten sich im Umfang nach der Zahl zu erwerbender ECTS-Punkte, wobei 1 ECTS-Punkt einem Zeitaufwand von ca. 30 Arbeitsstunden entspricht. ETHZ-Studierende können im Rahmen dieser Veranstaltung 3 ECTS-Punkte erwerben.
Dazu sind folgende Leistungen zu erbringen:
- Präsenz und aktive mündliche Mitarbeit in der Lehrveranstaltung (MA)
- Pflichtlektüre entsprechend der Angaben in der Lehrveranstaltung
- Referat (RE)
- Schreiben einer schriftlichen Arbeit

Weitere Angaben zu den Leistungsanforderungen werden im Rahmen der Startveranstaltung abgegeben und erläutert.
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