300093 UE Key Topics in Biology and Environmental Sciences (2014W)
Lernen mit zentralen Themen der Biologie in der Praxis
Continuous assessment of course work
Labels
Registration/Deregistration
Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).
- Registration is open from Mo 08.09.2014 08:00 to We 24.09.2014 18:00
- Deregistration possible until Fr 31.10.2014 18:00
Details
max. 15 participants
Language: German
Lecturers
Classes
Vorbesprechung am 08.10.2014 um 14 Uhr im AECC, Bio Porzellangasse 4, 2. Stiege, 3. Stock (Seminarraum)
weitere Pflichtermine, 14.00-16.00 Uhr im AECC, Bio Porzellangasse 4, 2. Stiege, 3. Stock (Seminarraum):15.10. , 22.10. , 5.11., 19.11. , 10.12. , 17.12. , 7.1. , 14.1. , 21.1.Information
Aims, contents and method of the course
Getting a realistic impression what is really going on in biology lessons is rather difficult for Students. Classrooms normally are closed in Austria. We wanted to open some of these doors giving students the opportunity to observe biology lessons in order to watch how key concepts of biology are taught in reality. Students will bring experiences and results from their field studies into the lecture. Observation will be discussed and used as a basic for developing own ideas of biology teaching. Teachers and biologists will be invited into a final workshop where they should comment student's products.
Assessment and permitted materials
Writen documentation and oral presentation of research results will be evaluated with criterias communicate during the first lecture.
Minimum requirements and assessment criteria
- Pedagogical Content Knowledge as a key-issue of successful teaching & learning will be worked out linked with teaching pracice.
- Some useful recent conceptions of research in biology education will be experienced
- Learning communities will be established
- Some useful recent conceptions of research in biology education will be experienced
- Learning communities will be established
Examination topics
Inquiry learning in classrooms
Teamwork
Action research: learning with practitioners
Qualitative methods for research on classroom teaching as tools for master or PhD theses.
Teamwork
Action research: learning with practitioners
Qualitative methods for research on classroom teaching as tools for master or PhD theses.
Reading list
Bybee, R. W. (2002). Scientific Literacy Mythos oder Realität? In W. Gräber, P. Nentwig, T.
Koballa & R. Evans (Hrsg.), Scientific Literacy. Der Beitrag der Naturwissenschaften zur
Allgemeinen Bildung (S. 21-43). Opladen: Leske + BudrichCampbell, N.A & Reece J.B. (2003-2009) Biologie. Pearson Education, Inc.Kattmann, U. (2007). Didaktische Rekonstruktion – eine praktische Theorie. In D. Krüger & H. Vogt (Hrsg.), Theorien in der biologiedidaktischen Forschung (S. 93-104). Wien: Springer.Riemeier, T. (2007). Moderater Konstruktivismus. In D. Krüger & H. Vogt (Hrsg.), Theorien in der biologiedidaktischen Forschung (S. 69- 78). Wien: Springer.Stäudel, L., Werber, B. & Wodzinski, R. (2006). Forschen wie ein Naturwissenschaftler. Arbeits- und Methodenbuch. Velber: Erhard Friedrich Verlag.
Koballa & R. Evans (Hrsg.), Scientific Literacy. Der Beitrag der Naturwissenschaften zur
Allgemeinen Bildung (S. 21-43). Opladen: Leske + BudrichCampbell, N.A & Reece J.B. (2003-2009) Biologie. Pearson Education, Inc.Kattmann, U. (2007). Didaktische Rekonstruktion – eine praktische Theorie. In D. Krüger & H. Vogt (Hrsg.), Theorien in der biologiedidaktischen Forschung (S. 93-104). Wien: Springer.Riemeier, T. (2007). Moderater Konstruktivismus. In D. Krüger & H. Vogt (Hrsg.), Theorien in der biologiedidaktischen Forschung (S. 69- 78). Wien: Springer.Stäudel, L., Werber, B. & Wodzinski, R. (2006). Forschen wie ein Naturwissenschaftler. Arbeits- und Methodenbuch. Velber: Erhard Friedrich Verlag.
Association in the course directory
UF BU 09
Last modified: Mo 07.09.2020 15:43