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Lecturer(s)
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Lebloch Břetislav, Mgr.
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Macková Andrea, PaedDr.
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Navrátilová Hana, PhDr. Ph.D.
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Jelénková Libuše, Mgr. Ph.D.
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Vašíková Jana, Mgr. PhD.
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Fenyková Petra, PhDr. Ph.D.
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Course content
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- Science literacy - its components. - Science education - the content of the Czech Republic, functions, competencies, dilemmas. Curriculum, its possible understanding and educational transformations. - Czech Republic - the concept of education in relation to science topics. Science education at home and abroad - conception. - Content of science education in the conditions of primary and secondary schools. - Experience as a prerequisite for research. - Determination of activation methods that facilitate pupils' learning activities. - Determination of adequate teaching forms stimulating pupils' learning activities and their social learning. - Non-traditional methodical representation of scientific topics. - Working with comics. - Use of cooperative and project teaching in the conditions of science education. - Portfolio in science and biology classes.
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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), Demonstration
- 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) |
| Methods for working with texts (Textbook, book) |
| Demonstration |
| Methods for working with texts (Textbook, book) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| Demonstration |
| assessment methods |
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| Analysis of the student's portfolio |
| Analysis of the student's portfolio |
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Recommended literature
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Horák, H. Ekologická dimenze výchovy a vzdělávání ve škole 21. století. Brno: MSD, 2005.
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Slavík, J. et al. Trandsdisciplinární didaktika. Brno: MU, 2017.
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Szhimethová, M., Wiegerová, A., & Horká, H. Edukační rámce přírodovědného poznávání v kurikulu školy. Zlín: Academia centrum, 2012.
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Škoda, J., & Doulík, P. Psychodidaktika. Metody efektivního a smysluplného učení. Praha: Grada, 2011.
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