About this Course
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100% 온라인

지금 바로 시작해 나만의 일정에 따라 학습을 진행하세요.

유동적 마감일

일정에 따라 마감일을 재설정합니다.

초급 단계

완료하는 데 약 16시간 필요

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

영어

자막: 영어

100% 온라인

지금 바로 시작해 나만의 일정에 따라 학습을 진행하세요.

유동적 마감일

일정에 따라 마감일을 재설정합니다.

초급 단계

완료하는 데 약 16시간 필요

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

영어

자막: 영어

강의 계획 - 이 강좌에서 배울 내용

1
완료하는 데 3시간 필요

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 videos (Total 42 min), 6 readings, 1 quiz
7개의 동영상
Evidence-based science teaching5m
Rate teaching strategies6m
How the brain computes information7m
from behaviourism...5m
...to constructivism8m
Encouraging higher order thinking6m
6개의 읽기 자료
Join our research project on effective professional development!!10m
READ ME!! How to get the most out of our course2m
K2P Brief #1 Formative Assessment10m
K2P Brief #2 Powerful Feedback10m
READ ME!! - IMPORTANT general instructions for assignments and how they are graded2m
K2P Brief #15 Effective Peer Review10m
2
완료하는 데 3시간 필요

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 videos (Total 41 min), 2 readings, 1 quiz
6개의 동영상
No teaching without everyday conceptions6m
Assessing your students conceptions7m
Learning as conceptual change8m
Learning as ontological change4m
Tips for engagement9m
2개의 읽기 자료
K2P Brief #3 Initiating Conceptual Change10m
K2P Brief #4 Making Conceptual Change Happen10m
3
완료하는 데 3시간 필요

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 videos (Total 38 min), 4 readings, 1 quiz
5개의 동영상
Using analogies6m
How to teach analogies4m
Successful instructional analogies8m
Multiple representations in science7m
4개의 읽기 자료
K2P Brief #5 Big Ideas in Science10m
K2P Brief #6 Backward Design10m
K2P Brief #7 - Teaching with Analogies - part 110m
K2P Brief #8: Teaching with Analogies - part 210m
4
완료하는 데 3시간 필요

(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 videos (Total 44 min), 3 readings, 1 quiz
6개의 동영상
Active learning with socioscientific issues7m
Tasks for active learners7m
Setting goals for students5m
Supervision of theses9m
Communication risk and uncertainity9m
3개의 읽기 자료
K2P Brief #9 Connecting Science and Society10m
K2P Brief #10 Active Learning10m
K2P Brief #14 Assessing Student Performance10m
4.5
27개의 리뷰Chevron Right

Teaching Science at University의 최상위 리뷰

대학: 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.

대학: 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.

강사

Avatar

Kai Niebert

PhD, Professor for Science Teaching
Faculty of Science

취리히 대학교 정보

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....

자주 묻는 질문

  • 강좌에 등록하면 바로 모든 비디오, 테스트 및 프로그래밍 과제(해당하는 경우)에 접근할 수 있습니다. 상호 첨삭 과제는 이 세션이 시작된 경우에만 제출하고 검토할 수 있습니다. 강좌를 구매하지 않고 살펴보기만 하면 특정 과제에 접근하지 못할 수 있습니다.

  • 수료증을 구매하면 성적 평가 과제를 포함한 모든 강좌 자료에 접근할 수 있습니다. 강좌를 완료하면 전자 수료증이 성취도 페이지에 추가되며, 해당 페이지에서 수료증을 인쇄하거나 LinkedIn 프로필에 수료증을 추가할 수 있습니다. 강좌 콘텐츠만 읽고 살펴보려면 해당 강좌를 무료로 청강할 수 있습니다.

  • 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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