Universität Wien
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180180 SE Interdisciplinary Didactics (2022S)

Begleit-LV BEd Schulpraxis (SoSe II)

4.00 ECTS (2.00 SWS), SPL 18 - Philosophie
Continuous assessment of course work

Alle Informationen rund um die Fachbezogene Schulpraxis finden Sie hier:
https://ssc-lehrerinnenbildung.univie.ac.at/ssc-lehrerinnenbildung/praktikum/bachelorstudium/schulpraxis/
Moodle

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).

Details

max. 25 participants
Language: German

Lecturers

Classes (iCal) - next class is marked with N

Both parts this course and the practical part at school have to be completed during the same semester.

By registering for this course, you tacitly agree to having all your electronic submissions checked by
Turnitin.

An unexcused absence in the first unit will result in an automatic exclusion from the course.
andreas.hoeller@univie.ac.at

  • Monday 07.03. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 04.04. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 25.04. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 09.05. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 16.05. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 23.05. 13:15 - 16:30 Hörsaal. 2H NIG 2.Stock
  • Monday 20.06. 13:15 - 16:30 Hörsaal 3F NIG 3.Stock

Information

Aims, contents and method of the course

Objectives
- Observation, planning, implementation, and deliberation of lessons taking into account both traditional and innovative teaching methods
- Methodological adaptations that tie into the previous knowledge of students
- Consideration of the practical experiences as a whole

Content
The students are expected to take a critical look at the contents of current curricula of the subjects psychology and philosophy and to work as a team to design lesson units. In doing so, they will deepen their knowledge of both didactics and methodology with regard to a constructivist understanding of both teaching and learning. Each lesson unit is expected to be tested during the course of the practical part of the training. The seminar, on the other hand, provides the students with an opportunity to reflect on relevant issues and to participate in an ongoing exchange of experiences.

Method
There will be an introductory presentation of the teaching methods, models of planning as well as relevant topics such as: curriculum, individual teaching units, elements of pre-scientific work, and the testing format of the high school graduation. Based on this, the students, divided into teams, will develop teaching units which they will implement as part of a teaching simulation with the participants. The feedback of the seminar group will serve as a basis for improving and optimizing the created documents.

Assessment and permitted materials

The overall performance will be evaluated as follows:
- engaged participation in the discussions during class meetings
- development and presentation of the teaching materials created in teamwork including a comprehensible documentation of the records for all participants
- a completed paper (report)

Minimum requirements and assessment criteria

Minimum requirements and measure of assessment
- Implementation of teaching simulation
- Submission of all documents on time
- Attendance (a maximum of two absences)

Examination topics

Testing Material
Methods for teaching as well as respective subject matters, Theory of Constructivist Learning

Reading list

Geiß, Paul Georg/Tulis, Maria: Psychologie unterrichten. Wien: UTB 2020.

Gerring, Richard; Zimbardo, Philip: Psychologie. 20. Auflage. München: Pearson 2014.

Hobmair, Hermann (Hrsg.): Psychologie. 5. Auflage. Köln: Bildungsverlag Eins 2013.

Kossmeier, Elisabeth: Einzelnen gerecht werden. Chancen und Herausforderungen für einen Unterricht in heterogenen Klassen. 3. Auflage. PH Oberösterreich: ÖZEPS 2013.

Kunter, Mareike/Trautwein, Ulrich: Psychologie des Unterrichts. Standard Wissen Lehramt. Paderborn: Ferdinand Schöningh 2018.

Lacina, Katharina: Reflexionen. Das Philosophiebuch. Wien: hpt 2014.

Liessmann, Konrad-Paul/Zenaty, Gerhard/Lacina, Katharina: Vom Denken. Eine Einführung in die Philosophie. 6. Auflage. Wien: Braumüller 2018.

Martens, Ekkehard: Methodik des Ethik- und Philosophieunterrichts. Philosophieren als elementare Kulturtechnik. 8. Auflage. Hannover: Siebert 2014.

Mattes, Wolfgang: Methoden für den Unterricht. Kompakte Übersicht für Lehrende und Lernende. Darmstadt: Schöningh 2011.

Nolting, Hans-Peter/Paulus, Paul: Psychologie lernen. Eine Einführung und Anleitung. 10., vollständig überarbeitete Auflage. Weinheim/Basel: Beltz 2009.

Pfister, Jonas: Fachdidaktik Philosophie. 2. Auflage. Wien: UTB 2014.

Reich, Kersten: Konstruktivistische Didaktik. Lehr- und Studienbuch mit Online-Methodenpool. 5. Auflage. Basel: Beltz Verlag 2012.

Rettenwender, Elisabeth: Psychologie Neu. AHS/BHS Wien: Veritas 2018.

Rohbeck, Johannes: Didaktik der Philosophie und Ethik. 4., erweiterte Auflage. Dresden: Thelem 2016.

Vosniadou, Stella/Brewer, William: „Mental Models of the Earth: A Study of Conceptual Change in Childhood.“ In: Cognitive Psychology 24/1992, S. 535-585.

Association in the course directory

Last modified: Fr 22.04.2022 18:28