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Lecturer(s)
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Svobodová Abigail, Mgr.
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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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Course content
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- Curriculum, its possible understanding and transformation in education. - CR - the concept of education in relation to scientific topics. - Experience as a prerequisite for research. Research strategies of education. - Determining activation methods that facilitate students' learning activities. - Determination of adequate teaching forms stimulating pupils' learning activities and their social learning. - Choice of adequate teaching aids for the management of individual learning of pupils (related to ICT). - Non-traditional methodical presentation of topics in the field of chemistry. - Use of cooperative and project teaching. - Working with a portfolio in chemistry class. - Preparation of laboratory exercises. - Experiment and experiment in chemistry class.
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Learning activities and teaching methods
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Monologic (Exposition, lecture, briefing), Dialogic (Discussion, conversation, brainstorming), Demonstration
- Participation in classes
- 15 hours per semester
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| prerequisite |
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| Knowledge |
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| not specified |
| not specified |
| learning outcomes |
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| characterize possible concepts of teaching the field |
| characterize possible concepts of teaching the field |
| characterize the goals of teaching chemistry |
| characterize the goals of teaching chemistry |
| describe the framework goals of the field according to the curriculum documents |
| describe the framework goals of the field according to the curriculum documents |
| characterize the content of the chemistry curriculum for primary and secondary school |
| characterize the content of the chemistry curriculum for primary and secondary school |
| define traditional and constructivist approaches to teaching chemistry |
| define traditional and constructivist approaches to teaching chemistry |
| Skills |
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| implement the didactic transformation of the curriculum |
| implement the didactic transformation of the curriculum |
| design teaching according to the level of pupils and the requirements of the school |
| design teaching according to the level of pupils and the requirements of the school |
| set goals and create learning tasks for the development of pupils |
| set goals and create learning tasks for the development of pupils |
| lead pupils to effective cooperation in the conditions of English language teaching and the whole school |
| lead pupils to effective cooperation in the conditions of English language teaching and the whole school |
| prepare a lesson |
| prepare a lesson |
| teaching methods |
|---|
| Knowledge |
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| Demonstration |
| Demonstration |
| Monologic (Exposition, lecture, briefing) |
| Monologic (Exposition, lecture, briefing) |
| Dialogic (Discussion, conversation, brainstorming) |
| Dialogic (Discussion, conversation, brainstorming) |
| assessment methods |
|---|
| Analysis of the student's portfolio |
| Analysis of educational material |
| Analysis of educational material |
| Analysis of the student's portfolio |
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Recommended literature
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Horká, H. Ekologická dimenze výchovy a vzdělávání ve škole 21. století. Brno: MSD, 2005.
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Slavík, J. et al. Transdisciplinární didaktika. Brno: MU, 2017.
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Szimethová, M., Wiegerová, A., & Horká, H. Edukační rámce přírodovědného vzdělávání 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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