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Lecturer(s)
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Tallová Barbora, Mgr. Ph.D.
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Course content
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- Clarification of basic concepts - social science education, social studies in primary school. - Clarification of related concepts - social realities, learning about the social environment. - Socialization, enculturation, acculturation in connection with primary social science education. - The relationship between socialization, upbringing and education in primary school. - Culture and development of cultural literacy of young school pupils. - Social science education in basic curricular documents for primary education. - Social science education and its place in the content of primary education. - Historical, geographical and civic-educational dimension of primary social science education. - Historical development of learning about society in the Czech Republic. - Historical dimension of social science education in primary school. - Geographical dimension of social science education in primary school. - Civic-educational dimension of social science education in primary school. - Didactic transformation in primary social science education. - Didactic strategies and their application in primary social science education - foreign inspiration
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Methods for working with texts (Textbook, book), Educational trip
- Participation in classes
- 42 hours per semester
- Educational trip
- 4 hours per semester
- Term paper
- 20 hours per semester
- Preparation for course credit
- 24 hours per semester
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| prerequisite |
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| Knowledge |
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| unspecified |
| unspecified |
| learning outcomes |
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| social science education, social studies in elementary school, social realities, social environment |
| social science education, social studies in elementary school, social realities, social environment |
| socialization, enculturation, acculturation in relation to primary social science education |
| socialization, enculturation, acculturation in relation to primary social science education |
| social science education and its place in the content of primary education |
| social science education and its place in the content of primary education |
| historical, geographical and civic-science dimension of primary social science education |
| historical, geographical and civic-science dimension of primary social science education |
| didactic transformation and didactic strategies in primary social science education |
| didactic transformation and didactic strategies in primary social science education |
| Skills |
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| clarify concepts social science education, social studies in elementary school, social realities, recognizing the social environment |
| clarify concepts social science education, social studies in elementary school, social realities, recognizing the social environment |
| clarify the relationship between socialization, upbringing and education in primary school |
| clarify the relationship between socialization, upbringing and education in primary school |
| clarify the importance of developing the cultural literacy of a pupil of younger school age |
| clarify the importance of developing the cultural literacy of a pupil of younger school age |
| look for social science education in basic curriculum documents for primary education |
| look for social science education in basic curriculum documents for primary education |
| use the historical, geographical and civic-science dimension of social science education in primary school |
| use the historical, geographical and civic-science dimension of social science education in primary school |
| teaching methods |
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| Knowledge |
|---|
| Dialogic (Discussion, conversation, brainstorming) |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Educational trip |
| Educational trip |
| Dialogic (Discussion, conversation, brainstorming) |
| Methods for working with texts (Textbook, book) |
| Methods for working with texts (Textbook, book) |
| assessment methods |
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| Written examination |
| Analysis of seminar paper |
| Written examination |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of seminar paper |
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Recommended literature
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Klusák, M. Poznávání sociálního prostředí. In Kolláriková, Z., & Pupala, B. Predškolská a elementárna pedagogika. Praha: Portál, 2001.
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Kožuchová, M., Gavora, P., Wiegerová, A., Majerčíková, J., & Hirschnerová, Z. Pedagogická diagnostika v primárnom vzdelávaní. Bratislava: Mladé letá, 2011.
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Machalová, M. Co znamená, má-li se dítě naučit chápat historický čas? In Maňák, J., & Janík, T. (eds.) Problémy kurikula základní školy. Brno: MU PdF Brno, 2006.
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Pupala, B., & Zápotočná, O. Vzdelávanie ako formovanie kultúrnej gramotnosti. In Kolláriková, Z., & Pupala, B. Predškolská a elementárna pedagogika. Praha: Portál, 2001.
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Rašková, M. Elementární učení o přírodě a společnosti od minulosti k současnosti. Olomouc: VUP, 2006.
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Skalková, J. Obecná didaktika.. Praha: Grada, 2007.
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Skalková, J. Význam kategorie cíle a kompetence pro vzdělávací koncepce. Pedagogická orientace, 4(28), 11-24.. 2006.
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Spilková, V. et al. Proměny primárního vzdělávání v ČR. Praha: Portál, 2005.
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Stará, J., & Starý, K. Studie výuky dějepisného učiva na 1. stupni ZŠ. Pedagogická orientace. 27(1), 6-29.. 2016.
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Wiegerová, A., Majerčíková, J. & Česlová, G. Vlastiveda pre 3. ročník ZŠ. Bratislava: SPN, 2018.
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