Teaching Science at University

所在平台: Coursera

课程主页: https://www.coursera.org/learn/teachingscience

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课程简介

课程名称：大学科学教学 课程概述：本课程旨在为高等教育中的科学教学做准备。通过此MOOC，您将学习如何将您作为优秀研究者的知识传达给学生。课程将展示如何将科学知识有效地传达给初学者及有一定基础的科学学生。您将体验到使用类比的教学价值，并将学会培养学生的能力。基于最新的教学与学习研究，您将能够： - 将基于证据的策略应用于自己的教学中； - 利用学生的日常观念开发课程； - 准备类比和模型以辅助教学； - 实施基于问题的教学； - 为实验设定配置，教授科学的本质。 本课程将使您能够将抽象的科学主题传授给学生，帮助他们成为积极且成功的学习者。课程内容包括讲座视频、补充知识的手册（知识转化摘要），以及将教学策略应用于您实践的作业。 课程大纲： 第一部分：导言：科学的教学与学习 本周将介绍课程内容和您作为优秀讲师或助教可以达到的目标。重点是基于证据的教学，学习如何依据科学教育研究构建课程。 第二部分：概念变更 阐明科学概念是学习科学的核心，本部分教授如何将学生的日常观念转变为科学理解。您将学会如何有效评估和改变学生的先入观念，并促进课堂参与。 第三部分：使用类比教学 本周探讨如何将抽象概念可视化，通过类比和隐喻加深学生对科学的理解。课程将帮助您选择合适的类比来解释复杂思想。 第四部分：重塑科学教学 本周课程将探讨如何构建科学教学，以提高学生的兴趣和理解。重点在于如何将科学知识与实际生活相关联，减少学生的失败率。 第五部分：实验室或野外科学教学 本周着重于如何在实验室或野外提高学生的学习效果。课程会指导您设计实验课程，以帮助学生理解实验、模型和科学理论的真正意义。 通过以上模块，您将掌握有效的科学教学方法，进而提升学生的学习成效。

课程大纲

Part: 1

Title:Introduction: Teaching and Learning Science

Description: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!

Part: 2

Title:Conceptual Change

Description: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.

Part: 3

Title:Teaching with analogies

Description: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.

Part: 4

Title:(Re-)Frame your science teaching

Description: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.

Part: 5

Title:Teaching science in a lab or field

Description:This week we focus on improving students’ learning in a lab or in the field. In the first lesson we show you how to design a lab class, then we focus on delivering a lab class. We show you how you can use design principles (known as “gestalt principles”) to present experiments in a manner which is easy for your students to understand. Then we look at a model on students’ competences on experimentation that you can use to track the development of your students’ conceptual development. From research we know that students often hold inadequate conceptions about the nature of science and the scientific endeavor. We show you how you can address these conceptions to enable your students to understand the meaning of experiments, models, and theories in science. Finally we focus on the role of models in science education. We look at a model for model competence you can use to analyse where your students stand and to train different dimensions of dealing with models. At the end of this week you should be able to design a lab class that improves the inquiry skills of your students.

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