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Lecturer(s)
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Tallová Barbora, Mgr. Ph.D.
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Janiš Kamil, Mgr. Ph.D.
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Course content
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- Didactic goals in primary social science education. - Competences and key competencies of the pupil as a target category in primary social sciences education. - Didactic methods. - Use of didactic methods in primary social science education. - Work with plan and map in primary social science education. - Organizational forms and their use in primary social science education. - Excursion in primary social science education. - Project teaching in primary social science education. - Didactic aids, didactic means and their use in primary social science education. - Development of time orientation in a pupil of younger school age. - Development of spatial orientation in pupils of younger school age. - Analysis of recommended teaching texts used in social science education. - Analysis of available teaching texts used in social science education. - Use of information and communication technologies in primary social science education.
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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
- 10 hours per semester
- Preparation for examination
- 25 hours per semester
- Home preparation for classes
- 19 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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| didactic objectives in primary social studies education |
| didactic objectives in primary social studies education |
| competences and key competences of the pupil |
| competences and key competences of the pupil |
| didactic methods and their use in primary social studies education |
| didactic methods and their use in primary social studies education |
| organisational forms and their use in primary social studies education |
| organisational forms and their use in primary social studies education |
| didactic aids, didactic resources and their use in primary social science education |
| didactic aids, didactic resources and their use in primary social science education |
| Skills |
|---|
| work with a plan and map in primary social studies education |
| work with a plan and map in primary social studies education |
| propose possibilities for excursions and possibilities for project-based learning in primary social studies education |
| propose possibilities for excursions and possibilities for project-based learning in primary social studies education |
| develop the orientation in time and space of the younger school age pupil |
| develop the orientation in time and space of the younger school age pupil |
| analyse recommended and available teaching texts used in social studies education |
| analyse recommended and available teaching texts used in social studies education |
| use information and communication technologies in primary social studies education |
| use information and communication technologies in primary social studies education |
| 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 a presentation given by the student |
| Written examination |
| Analysis of seminar paper |
| Analysis of seminar paper |
| Analysis of a presentation given by the student |
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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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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. ISBN 978-80-247-1821-7.
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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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Stará, J., & Starý, K. Studie výuky dějepisného učiva na 1. stupni ZŠ. Pedagogická orientace. 27(1), 6-29.. 2016.
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