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Lecturer(s)
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Lebloch Břetislav, Mgr.
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Macková Andrea, PaedDr.
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Píšová Markéta, Mgr.
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Navrátilová Hana, PhDr. Ph.D.
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Jelénková Libuše, Mgr. Ph.D.
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Course content
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- Teacher's work with the curriculum - educational standards, FEP, SEP, teacher as a creator and user of the curriculum. - Textbooks, teaching materials for science and biology. - Preparation of biology and science teacher for teaching. Objectives of education, the students' motivation, the relationship between teaching and learning, psycho-didactic transformation, learning tasks. - Curricular documents. Characteristics and analysis of the content of FEP for primary schools, FEP for grammar schools, or secondary schools. Position natural history in FEP. - Formulation of educational goals for a specific science/biology lesson. - Design of specific interdisciplinary relationships that develops in a particular science lesson. - Didactic analysis of one specific science lesson and creation of preparation for one particular science/biology lesson.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Text analysis
- Participation in classes
- 15 hours per semester
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| prerequisite |
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| Knowledge |
|---|
| not specified |
| not specified |
| learning outcomes |
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| describe the theoretical background of teaching science/biology |
| describe the theoretical background of teaching science/biology |
| characterise science education in the current educational system |
| characterise science education in the current educational system |
| analyse curriculum documents with regard to science/biology |
| analyse curriculum documents with regard to science/biology |
| define the basic didactic categories with regard to science/biology |
| define the basic didactic categories with regard to science/biology |
| explain the principle of psychodidactic transformation of the curriculum |
| explain the principle of psychodidactic transformation of the curriculum |
| Skills |
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| carry out a didactic analysis of the science/biology curriculum |
| carry out a didactic analysis of the science/biology curriculum |
| propose an appropriate didactic strategy for teaching science/biology |
| propose an appropriate didactic strategy for teaching science/biology |
| prepare a lesson for a science/biology lesson |
| prepare a lesson for a science/biology lesson |
| argue for the use of selected teaching methods and organisational forms in teaching science/biology |
| argue for the use of selected teaching methods and organisational forms in teaching science/biology |
| reflect on their own didactic strategy for teaching science/biology |
| reflect on their own didactic strategy for teaching science/biology |
| teaching methods |
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| Knowledge |
|---|
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Text analysis |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Text analysis |
| assessment methods |
|---|
| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
| Analysis of the student's performance |
| Analysis of the student's performance |
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Recommended literature
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Altmann, A. Metody a zásady ve výuce biologie. Vyd 1.. Praha: Státní pedagogické nakladatelství, 1975.
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Janík, T., Maňák, J., & Knecht, P. Cíle a obsahy školního vzdělávání a metodologie jejich utváření. Brno: Paido, 2009.
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Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdisplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
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Stuchlíková, I., Janík, T. et al. Oborové didaktiky: vývoj - stav - perspektivy. Brno: Masarykova univerzita, 2015.
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