Search result: Catalogue data in Spring Semester 2019
GESS Science in Perspective Only the topics listed in this paragraph can be chosen as "GESS Science in Perspective" course. Further below you will find the "type B courses Reflections about subject specific methods and content" as well as the language courses. 6 ECTS need to be acquired during the BA and 2 ECTS during the MA Students who already took a course within their main study program are NOT allowed to take the course again. These course units are also listed under "Type A", which basically means all students can enroll | ||||||
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. | ||||||
Philosophy | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
---|---|---|---|---|---|---|
851-0144-25L | Puzzles, Paradoxes, and the Foundations of Thought | W | 3 credits | 2V | D. Proudfoot | |
Abstract | Paradoxes are important. They have spawned new logical technologies, such as Fuzzy Logic (widely used in engineering and computing) and Paraconsistent Logic (used in e.g. database management). The logical paradoxes, discovered by Russell et al. in the early 20th century, occasioned a wholesale revision of the foundations of math and logic. The semantic paradoxes threaten the very concept of truth. | |||||
Objective | LG1 Knowledge of a range of fundamental logical puzzles and paradoxes LG2 Knowledge of efforts by the international intellectual community to solve these, and of the implications for the foundations of logic, language and thought LG3 Deeper understanding of core concepts of philosophy and logic LG4 Enhanced analytic reasoning skills and enhanced ability to think critically LG5 Enhanced ability to present ideas clearly to peers and to participate relevantly and logically in group discussions LG6 Enhanced skill in using digital sources and systems for research and reporting research | |||||
851-0144-10L | Paul Bernays' Philosophy of Mathematics Number of participants limited to 40 | W | 3 credits | 2S | G. Sommaruga | |
Abstract | The subject of philosophy of mathematics is going to be approached in a doubly specific way: 1. from Paul Bernays' point of view, an outstanding philosopher of mathematics of the 20th century; 2. from the point of view of a particular selection of his articles and philosophical questions concerning mathematics. | |||||
Objective | To present an introduction to the philosophy of mathematics; to get to know a few central philosophical questions and problems concerning mathematics; to critically discuss Paul Bernays' answers and proposed solutions. | |||||
701-0701-00L | Philosophy of Science | W | 3 credits | 2V | C. J. Baumberger | |
Abstract | The lecture explores various strands in philosophy of science in a critical way, focusing on the notion of rationality in science, especially with regards to environmental research. It addresses the significance and limits of empirical, mathematical and logical methods, as well as problems and ethical issues raised by the use of science in society. | |||||
Objective | Students learn to engage with problems in the philosophy of science and to relate them to natural and environmental sciences, thus developing their skills in critical thinking about science and its use. They know the most important positions in philosophy of science and the objections they face. They can identify, structure and discuss issues raised by the use of science in society. | |||||
Content | 1. Core differences between classical Greek and modern conceptions of science. 2. Classic positions in the philosophy of science in the 20th century: logical empiricism and critical rationalism (Popper); the analysis of scientific concepts and explanations. 3. Objections to logical empiricism and critical rationalism, and further developments: What is the difference between the natural sciences, the social sciences and the arts and humanities? What is progress in science (Kuhn, Fleck, Feyerabend)? Is scientific knowledge relativistic? What is the role of experiments and computer simulations? 4. Issues raised by the use of science in society: The relation between basic and applied research; inter- and transdisciplinarity; ethics and accountability of science. | |||||
Lecture notes | A reader will be available for students. | |||||
Literature | A list of introductory literature and handbooks will be distributed to the students. | |||||
Prerequisites / Notice | Oral examination during the session examination. Further optional exercises accompany the lecture and offer the opportunity for an in-depth discussion of selected texts from the reader. Students receive an additional credit point. They have to sign up separately for the exercises for the course 701-0701-01 U. | |||||
401-1010-00L | The Foundations of Analysis from a Philosophical and Historical Point of View Does not take place this semester. Number of participants limited to 30 Particularly suitable for students of D-MATH | W | 3 credits | 2S | L. Halbeisen | |
Abstract | Accompanying the courses in analysis, the beginning and development of analysis will be considered and discussed from a philosophical perspective. In particular, different approaches towards dealing with the problems sparked off by the infinitesimals will be studied. And finally, a short presentation of non-standard analysis will be given. | |||||
Objective | This course aims at enabling the students to have a critical look at the basic philosophical premisses underlying analysis, to analyze them and to reflect on them. NB. This course is part of the rectorate's critical thinking initiative. | |||||
401-3014-00L | The Development of Set Theory as a Basis for Analysis and Algebra Number of participants limited to 30 Particularly suitable for students of D-MATH | W | 3 credits | 2S | L. Halbeisen, G. Sommaruga | |
Abstract | ||||||
Objective | ||||||
Political Science | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
851-0594-05L | Design Thinking for Democracy Does not take place this semester. Number of participants limited to 20. | W | 3 credits | 3S | ||
Abstract | Democracy as a political system is facing multiple challenges. Moving beyond traditional approaches to the study of democracy, this course allows students to engage creatively in a process of rethinking and redesigning democracy. The aim of the course is to offer students a broad overview of the field of democracy studies combined with a hands-on introduction into Design Thinking methods and tools | |||||
Objective | During the course, students will learn about core principles of democratic government as well as different Design Thinking methods and tools that can be applied to tackle a broad range of problems in academia and practice. This will enable them to: • Reflect critically on the state of democracy and its resilience in the face of internal and external challenges • Generate deep insights and build empathy through the systematic observation of and interaction with key stakeholders • Engage in collaborative ideation in multidisciplinary (student) teams • Develop, prototype and systematically plan innovative solutions for a range of different contexts | |||||
853-0058-01L | Swiss Foreign and Security Politics Since 1945 (without Tutorial) | W | 3 credits | 2V | A. Wenger | |
Abstract | This course provides students with an overview of the main features of Swiss foreign and security policy since 1945. The focus is on the emergence and development of security policy strategies and instruments in a historical context. | |||||
Objective | The participants have a solid overview of the evolution of Swiss foreign and security policy since 1945. | |||||
Content | The first part of the lecture clarifies the term "security" and analyzes the change of its meaning in politics and academia over time. The focus of the second part is on the development of Swiss security policy since 1945. We will look at the different concepts of security policy, which range from "total defense" to cooperative security. We then will analyze the gap between planning and execution, focusing on the two key developments of security policy, that is foreign policy and armed forces. | |||||
Literature | Mandatory reading: Spillman, Kurt R., Andreas Wenger, Christoph Breitenmoser and Marcel Gerber. Schweizer Sicherheitspolitik seit 1945: Zwischen Autonomie und Kooperation. Zürich: Verlag neue Zürcher Zeitung, 2001. The book is out of print, students can access the text in the virtual class room (Moodle). | |||||
Prerequisites / Notice | The lecture is supported by a virtual class room. If you have questions concerning the lecture, please contact Niklas Masuhr, Link. | |||||
853-0010-01L | Conflict Research II: Challenges of Contemporary Conflicts (without Exercices) | W | 3 credits | 2V | L.‑E. Cederman | |
Abstract | The second part of the course on international conflict research focuses on current challenges posed by civil wars. The course investigates the nature of such wars in general, as well as issues during and after conflict. A concluding module on regional influences of and on civil wars is enriched through several lectures on regional case studies. | |||||
Objective | Developing an understanding of basic concepts and debates in current research on civil wars, and particularly of the dynamics during and after the conclusion of a conflict. Additionally, the students are meant to develop a basic understanding of several important conflict regions. | |||||
Prerequisites / Notice | Participation in the preceding course, Causes of War in a Historical Context (Conflict Research I), is a prerequisite. | |||||
853-0048-01L | International Politics: Theory and Methods | W | 3 credits | 3G | F. Schimmelfennig | |
Abstract | The course covers the main theories (realism, institutionalism, liberalism, transnationalism and constructivism) as well as core problems of international politics such as war, peace, international cooperation and integration. | |||||
Objective | First, the course seeks to generate a better understanding of the central and specific problems of politics in the international realm, which result from the absence of centralized rule enforcement ("anarchy") . In addition, participants become familiar with the main theories of International Relations and the mechanisms and conditions these identify for solving international problems of security and cooperation. Case studies on areas and issues of international politics provide an overview of current international developments and an exemplary application of IR theory. | |||||
Content | 1. The subject-matter and problems of international politics Theories 2. Power and Balance: Realism 3. Problem structures and negotiations in international politics 4. Interdependence and Institutions: Institutionalism and Transnationalism 5. Democracy and Society: Liberalism 6. Identity and Community: Constructivism Issue Areas and Relationships 7. War: New Wars 8. Peace: The "long" and the "democratic" peace 9. Security cooperation: the new NATO 10. Economic cooperation: the world trade order 11. Human rights cooperation: global and regional human rights regimes 12. Legitimacy and Democracy in Global Governance | |||||
Lecture notes | Schimmelfennig, Frank: Internationale Politik. Paderborn: Schöningh Verlag, 5. Auflage, 2017. | |||||
227-0664-00L | Technology and Policy of Electrical Energy Storage | W | 3 credits | 2G | V. Wood, T. Schmidt | |
Abstract | With the global emphasis on decreasing CO2 emissions, achieving fossil fuel independence and growing the use of renewables, developing & implementing energy storage solutions for electric mobility & grid stabilization represent a key technology & policy challenge. This course uses lithium ion batteries as a case study to understand the interplay between technology, economics, and policy. | |||||
Objective | The students will learn of the complexity involved in battery research, design, production, as well as in investment, economics and policy making around batteries. Students from technical disciplines will gain insights into policy, while students from social science backgrounds will gain insights into technology. | |||||
Content | With the global emphasis on decreasing CO2 emissions, achieving fossil fuel independence, and integrating renewables on the electric grid, developing and implementing energy storage solutions for electric mobility and grid stabilization represent a key technology and policy challenge. The class will focus on lithium ion batteries since they are poised to enter a variety of markets where policy decisions will affect their production, adoption, and usage scenarios. The course considers the interplay between technology, economics, and policy. * intro to energy storage for electric mobility and grid-stabilization * basics of battery operation, manufacturing, and integration * intro to the role of policy for energy storage innovation & diffusion * discussion of complexities involved in policy and politics of energy storage | |||||
Lecture notes | Materials will be made available on the website. | |||||
Literature | Materials will be made available on the website. | |||||
Prerequisites / Notice | Strong interest in energy and technology policy. | |||||
Psychology, Pedagogics | ||||||
Number | Title | Type | ECTS | Hours | Lecturers | |
851-0240-01L | Designing Learning Environments for School (EW2 TD) 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. | W | 3 credits | 2V | E. Stern, P. Greutmann, J. Maue | |
Abstract | Teaching 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. | |||||
Objective | The 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. | |||||
Content | We 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 notes | The 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". | |||||
Literature | The necessary literature can be downloaded from "Moodle". | |||||
Prerequisites / Notice | The 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. | |||||
851-0240-17L | Designing 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. | W | 2 credits | 1V | E. Stern, P. Edelsbrunner | |
Abstract | Teaching 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. | |||||
Objective | Students 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. | |||||
Content | We 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 notes | The 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". | |||||
Literature | The necessary literature can be downloaded from "Moodle". | |||||
Prerequisites / Notice | The 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. | |||||
851-0252-01L | Human-Computer Interaction: Cognition and Usability Number of participants limited to 30. Particularly suitable for students of D-ITET | W | 3 credits | 2S | C. Hölscher, I. Barisic, H. Zhao | |
Abstract | This 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. | |||||
Objective | This 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). | |||||
851-0252-03L | Design Studio in Spatial Cognition Number of participants limited to 40 Particularly suitable for students of D-ARCH | W | 3 credits | 2S | V. Schinazi, C. Hölscher, Y. Park | |
Abstract | How can Behavioral and Cognitive Science inform architecture? This project-oriented seminar investigates contributions of cognition to architectural design, with an emphasis on evaluating how urban spaces are used. Existing theories are introduced and complemented with hands-on sessions. The course is tailored for students studying architecture. | |||||
Objective | Taking the perspectives of the building users (occupants and visitors) is vital for a human-centered design approach. Students will learn about relevant theory and methods in cognitive science and environmental psychology that can be used to address human cognitive and behavioral needs in built environments. The foundations of environmental psychology and human spatial cognition will be introduced. A focus of the seminar will be on how people perceive their surroundings,. Students will learn about a range of methods including real-world observation and methods of architectural analysis such as space syntax. Students will reflect the roles of designers and other stakeholders with respect to human-centered design as well as an evidence-based design perspective. The seminar is geared towards a mix of students from architecture / planning, engineering, computer science and behavioral science as well as anybody interested in the relation between design and cognition. Architecture students can obtain course credit in Vertiefungsfach" or "Wahlfach". | |||||
851-0232-00L | Social Psychology of Effective Teamwork | W | 2 credits | 2V | R. Mutz | |
Abstract | The lecture covers the main topics of social interactions in groups as a basis for effective teamwork in organisations: group; group structure; group dynamics and performance; group analysis; examples of applications. | |||||
Objective | Teamwork is of growing importance in business and administration. The aim of this lecture / exercise is to provide a scientific understanding of social interactions in groups as a basis for effective teamwork in organisations. | |||||
Content | Inhalte der Lehrveranstaltung sind: - Gruppe: Definition und Typen - Gruppenstruktur: Rollen und Führung - Gruppenprozesse: Konformität und Konflikte in Gruppen - Gruppenleistung: Leistungsvorteile von Gruppen - Gruppenanalyse: Interaktionsprozessanalyse und Soziometrie - Anwendungsbeispiele: Assessment-Center, teilautonome Gruppen | |||||
Lecture notes | Es können Folien, die in der Vorlesung verwendet werden, im Anschluss an die Veranstaltung von einer Austauchplattform heruntergeladen werden. | |||||
Literature | Die Literatur wird in Form eines Readers mit für die Themen der Vorlesung relevanten Textauszügen aus Fachbüchern angeboten. | |||||
Prerequisites / Notice | Die Übungen dienen dazu, einzelne Themenbereiche der Vorlesung an praktischen Beispielen exemplarisch zu vertiefen. | |||||
851-0252-12L | The Science of Learning From Failure Number of participants limited to 30. | W | 2 credits | 2S | M. Kapur, T. Sinha, D. Trninic, E. Ziegler | |
Abstract | 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 thinking, knowledge, creativity, problem-solving, etc. | |||||
Objective | Students 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. | |||||
Content | We 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 / Notice | This seminar is an interactive course, thus attendance and classroom participation are required. Processing of online tasks is a requirement for obtaining credit points. | |||||
851-0585-14L | Evaluation Research | W | 2 credits | 2G | H.‑D. Daniel | |
Abstract | The course will provide an overview on different kinds of evaluation in education, especially higher education (e. g., course evaluation, study programme evaluation, peer review, multi-stage evaluation procedures). The course will focus on the reliability, fairness, and validity of the different kind of evaluation procedures. | |||||
Objective | To design and analyse evaluations according to scientific principles independently. | |||||
851-0238-01L | Support and Diagnosis of Knowledge Acquisition Processes (EW3) 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)". | W | 3 credits | 3S | P. Edelsbrunner, C. M. Thurn | |
Abstract | In this seminar students learn advanced techniques to support and to diagnose knowledge acquisition processes in school. | |||||
Objective | The 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. | |||||
851-0240-25L | Designing 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. | W | 2 credits | 1V | G. Kaufmann | |
Abstract | Participants 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. | |||||
Objective | Participants 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. | |||||
363-1039-00L | Introduction to Negotiation | W | 3 credits | 2G | M. Ambühl | |
Abstract | The course combines different lecture formats to provide students with both the theoretical background and the practical appreciation of negotiation. A core element of the course is an introduction to the concept of negotiation engineering. | |||||
Objective | Students learn to understand and to identify different negotiation situations, analyze specific cases, and discuss respective negotiation approaches based on important negotiation methods (i.a. Game Theory, Harvard Method). | |||||
Content | The course combines different lecture formats to provide students with both the theoretical background and the practical appreciation of negotiation. A core element is an introduction to the concept of negotiation engineering. The course covers a brief overview of different negotiation approaches, different categories of negotiations, selected negotiation models, as well as in-depth discussions of real-world case studies on international negotiations involving Switzerland. Students learn to deconstruct specific negotiation situations, to differentiate key aspects and to develop and apply a suitable negotiation approach based on important negotiation methods. | |||||
Literature | The list of relevant references will be distributed in the beginning of the course. |