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Chair of Learning and Training Research
GESS - Events
Tagung
Stress in der Leistungsgesellschaft
Flexible Systeme zwischen Erholung und Kollaps
8.-10.03.2012
ETH-Zentrum, Hauptgebäude, HG E 23
Rämistrasse 101, 8006 Zürich
Kolloquium
Ökonomie und Anpassung in wissensgeschichtlicher Perspektive
ab 29.02.2012 jeweils Mittwoch, 18-20h, zweiwöchentlich
ETH Zürich, Clausiustrasse 59, RZ F21, 8006 Zürich
Forthcoming
Paul Bernays Lectures
ETH-Zentrum, Auditorium Maximum, HG F30
Rämistrasse 101, 8006 Zürich
14.-19.10.2012
New Developments in Signaling Theory. Model Building, Applications, and Empirical Corroborations
| Professor | Prof. Dr. Elsbeth Stern |
| Administration | Claudia Boschung |
|
Brief description |
The chair examines the basic cognitive science principles of academic learning in order to be able to contribute to its optimisation. |
| Website | www.ifvll.ethz.ch |
| Address | Universitätstrasse 41, 8092 Zürich |
|
Address ETH |
UNO C 11 |
| Phone | +41 44 632 27 24 |
| Fax | +41 44 632 12 19 |
|
E-Mail |
boschung@ifv.gess.ethz.ch |
| Research | Using cognitive science and pedagogic approaches, the fundamentals of academic learning are examined. What aspects of knowledge acquisition enable us to use that knowledge in different situations? Or, how do people differ in terms of knowledge acquisition and use and what role does their IQ play? These are questions that are examined in order to identify possibilities for optimisation. |
| Teaching | Elective Courses GESS: Course in "educational science" for didactics |
|
Staff |
17 |
| Publications | See: www.ifvll.ethz.ch |
| Partners | Department of Psychology at the University of Graz/Austria; Department of Educational Science and Psychology at the Free University of Berlin/Germany; Faculty of Psychology and Educational Sciences at the University of Leuven/Belgium; Faculty of Education and Psychology at the University of Michigan/USA; Berkeley Graduate School of Education at the University of California/USA; Harvard Gratuate School of Education at Harvard University/USA; Stanford University School of Education/USA; Department of Psychology at the Beijing University/China |
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