This course will prepare you for teaching science in higher education. In this MOOC you will learn to make your knowledge as an excellent researcher accessible to your students. We will show you how to communicate science to novices as well as advanced students in science. You will experience the value of teaching with analogies and you will be guided to train your students' competences. Based on up-to-date findings from research into teaching and learning science you will be able to - implement evidence-based strategies into your own teaching, - use students everyday-conceptions for the development of courses, - prepare analogies and models to teach in your field, - implement problem-based teaching, - set up for experiments and teach the nature of science. This course enables you to teach abstract science topics to your students and make them become active and successful learners. The course is based on lectures (videos), handouts (knowledge-to practice briefs), which supplement the knowledge taught in the lectures and assignments to implement the teaching strategies into your own practice.
Using analogies
Reviews
4.5 (138 ratings)
Jul 24, 2017
The material is clear and easy to follow, but I would like to have more feedback.\n\nEven though there is a rubric for every assignment, sometimes partners are subjective.
May 29, 2021
Easy to understand, clear, well divided into flields and blocks of evaluation. A very useful tool to improve knowledge and to approach the issue of university teaching
From the lesson
Teaching with analogies
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.
Taught By
Kai Niebert
PhD, Professor for Science Teaching
Sara Petchey
Doctoral Student, Course Facilitator and Developer
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