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Course info
KCH / DI1SŠ
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Course description
Department/Unit / Abbreviation
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KCH
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DI1SŠ
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Academic Year
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2023/2024
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Academic Year
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2023/2024
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Title
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Methodology of Teaching Chemistry 1
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Form of course completion
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Pre-Exam Credit
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Form of course completion
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Pre-Exam Credit
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Long Title
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Methodology of Teaching Chemistry for SS Teachers 1
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Accredited / Credits
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Yes,
2
Cred.
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Type of completion
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-
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Type of completion
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-
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Time requirements
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Lecture
1
[Hours/Week]
Seminar
1
[Hours/Week]
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Course credit prior to examination
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No
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Course credit prior to examination
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No
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Included in study average
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NO
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Language of instruction
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Czech
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Occ/max
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|
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Automatic acceptance of credit before examination
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Yes in the case of a previous evaluation 4 nebo nic.
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Summer semester
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0 / -
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0 / -
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0 / -
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Included in study average
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NO
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Winter semester
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8 / -
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0 / -
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0 / -
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Repeated registration
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NO
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Repeated registration
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NO
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Timetable
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Yes
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Semester taught
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Winter semester
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Semester taught
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Winter semester
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Minimum (B + C) students
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10
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Optional course |
Yes
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Optional course
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Yes
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Language of instruction
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Czech
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Internship duration
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0
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No. of hours of on-premise lessons |
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Evaluation scale |
S|N |
Periodicity |
každý rok
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Periodicita upřesnění |
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Fundamental theoretical course |
Yes
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Fundamental course |
No
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Fundamental theoretical course |
Yes
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Evaluation scale |
S|N |
Substituted course
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KCH/D1SŠ
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Preclusive courses
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N/A
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Prerequisite courses
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N/A
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Informally recommended courses
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N/A
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Courses depending on this Course
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KCH/PPS, KCH/9PPS
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Histogram of students' grades over the years:
Graphic PNG
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XLS
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Course objectives:
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A prerequisite for completing is a set of knowledge, motives and intellectual and manual skills, especially in general and inorganic chemistry at the primary and secondary school level. This set must be considered as a starting point for the implementation of effective psychodidactic transformation. However, before the teacher can apply the procedures leading to the didactic transformation of the curriculum, it is essential that he is clear about the issues of its definition. In the most general sense of the word, the guide is provided by the "Framework Educational Program", which, however, must be specified by the teacher in a form that is in line with the goals of education. Concretization of the curriculum into school curricular documents requires a comprehensively prepared teacher who will gain the opportunity to take into account the whole set of requirements consisting in identifying and using basic concepts, fulfilling them with appropriate content, explaining the principles and causal context of science, providing experimental support, qualitative mutual coordination with the necessary quantification and then connect all this with the meaningfulness and practical application of what is known. Obtaining this assumption can be considered a higher level of the proclaimed goal of this discipline.
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Requirements on student
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- the student applies the general and inorganic chemistry learned in primary and secondary school,
- active participation in seminars (min. 60%),
- elaboration of a complex analysis of one assigned topic in general and inorganic chemistry, preparation for one lesson thematically related to the analyzed problem (the selection of topics is coordinated by the teacher),
- passing a credit test - the student demonstrates basic knowledge of the subject of chemistry at the level of secondary school and the prerequisites for the content transformation of the general and inorganic chemistry curriculum.
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Content
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1. Differences in the concept of teaching in primary and secondary schools, general principles of curriculum analysis.
2. Substances, mixtures, chemical substances, heterogeneous and homogeneous mixtures, solutions.
3. Structure of the atom, concept of learning, structure of the electron shell.
4. Periodic system, periodic law, history of the development of the periodic system.
5. Chemical bonding, types of bonding, bond polarity, weak bonding interactions.
6. Chemical symbolism, binary compounds, nomenclature of oxides.
7. Hydrogen, oxygen, water, water as a solvent.
8. Solutions, composition of solutions, mass and volume fraction, molar concentration.
9. Acids and bases, ionic product of water, pH value.
10. Salts, formation of salts, hydrogensols, salt hydrates.
11. Computational problems in chemistry, calculations from formulae and equations.
12. Oxidation-reduction processes, calculation of coefficients, electrolysis, galvanic cells and batteries, fuel cells.
13. S-element, p-element, d and f-element, general model of didactic transformation.
The content of the course largely analyzes the basic structural components of the general and inorganic chemistry curriculum. These components, which correspond nomenclaturally to the structure of professional chemistry, should be considered primarily from a didactic perspective; possible systems for their effective transmission are analyzed in lectures and seminars, including prerequisites for reflecting on teaching and subsequent evaluation of their quality. An important part of the course is a detailed reflection on tests on given topics (or appropriately chosen teaching tasks included in them) written by students in seminars towards the development of their evaluation and self-evaluation skills in teaching practice.
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Activities
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Fields of study
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Teze přednášek v podobě Power Pointové prezentace v rámci výukového systému Moodle, opatřené evaluačními materiály s klíčem. Každá z třinácti součástí tohoto studijního materiálu koresponduje s definovaným tématem v rámci vyučovaného obsahu a skládá se ze základních tezí vyjádřených v podobě Power Pointové prezentace, jež se shoduje s tezemi přednášek. Na tyto teze navazuje. Hlavním cílem tvorby odpovídající efektivní strukturace studované problematiky je reflektivní a evaluační složka, která má studentovi napomoci k nezbytné účelové orientaci v hierarchii učiva. Tato složka má podobu didaktických testů, textů s hledáním chyb, aktivní tvorby pojmových map apod. Pro úplnost evaluačního procesu je studijní materiál vybaven regulační složkou v podobě výsledků, které mají přispět k pozitivnímu využití chyby jako kognitivního nástroje.
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Guarantors and lecturers
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Guarantors:
Doc. PaedDr. Jiří Rychtera, Ph.D. (100%),
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Lecturer:
Mgr. Milan Klečka, Ph.D. (50%),
Doc. Małgorzata Krystyna Nodzyńska-Moroń (100%),
Doc. PaedDr. Jiří Rychtera, Ph.D. (50%),
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Seminar lecturer:
Mgr. Milan Klečka, Ph.D. (50%),
Doc. Małgorzata Krystyna Nodzyńska-Moroń (100%),
Doc. PaedDr. Jiří Rychtera, Ph.D. (50%),
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Literature
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Basic:
DOULÍK, P., ŠKODA, J. Aktuální problémy vybraných oborových didaktik. UJEP Ústí n. Labem, 2009.
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Basic:
Kolářová, I. a kol. Co by měl žák základní školy umět z fyziky, chemie a přírodopisu (návrh evaluačních kritérií přírodovědného vzdělávání na základní škole). Prometheus Praha, 1998. ISBN 80-7196-110-8.
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Basic:
Knecht, P. Didaktická transformace aneb od didaktického zjednodušení k didaktické rekonstrukci.. Orbis scholae. Praha, Karolinum, 2007.
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Basic:
ČTRNÁCTOVÁ, H., BÍLEK, M. Didaktika chemie: vývoj, současný stav a perspektivy (In: Stuchlíková, I., & Janík, T., et al.: OBOROVÉ DIDAKTIKY: Vývoj-stav-perspektivy). MU Brno, 2015. ISBN 978-80-210-7769-0.
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Basic:
Greb, E., a kol. Chémia pre základné školy. Slov. PN, 1995.
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Basic:
Růžičková, K., Kotlík, B. Chemické názvosloví v kostce. Fragment Praha, 2016.
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Basic:
Bílek, M., Rychtera, J. Chemie krok za krokem (+ laboratorní cvičení). MOBY DICK, Praha, 1999.
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Basic:
Flemr, V., Dušek, B. Chemie (obecná a anorganická) I pro gymnázia. SPN Praha, 2007.
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Basic:
Mareček, A., Honza, J. Chemie pro čtyřletá gymnázia. Brno: Olomouc, 2005.
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Basic:
Mareček, A., Honza, J. Chemie pro čtyřletá gymnázia. Brno: Proton, 2014.
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Basic:
Kolář, K. Chemie pro gymnázia II. SPN, 1997.
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Basic:
Banýr, J., Beneš, P. Chemie pro střední školy. SPN Praha, 2001.
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Basic:
DUŠEK, B. Kapitoly z didaktiky chemie. VŠCHT, Praha, 2012. ISBN 978-80-7080-736-1.
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Basic:
Kyriacou, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Praha : Portál, 2004. ISBN 80-7178-965-8.
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Basic:
Rychtera, J., Bílek, M. Kritická místa kurikula chemie na 2. stupni základní školy I. ZČU Plzeň, 2019. ISBN 978-80-261-0925-9.
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Basic:
STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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Basic:
Čipera, Jan. Rozpravy o didaktice chemie I.. 1. vyd. Praha : Karolinum, 2000. ISBN 80-246-0134-6.
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Basic:
Čipera, Jan. Rozpravy o didaktice chemie II.. 1. vyd. Praha : Karolinum, 2001. ISBN 80-246-0309-8.
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Basic:
PROKŠA, M., TOTHOVÁ, A. Školské chemické pokusy na ZŠ vo svetla aktuálných požiadaviek didaktickej teórie a praxe. UK Bratislava, 2005.
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Basic:
SLAVÍK, J., JANÍK, T., NAJVAR, P., KNECHT, P. Transdisciplinární didaktika. O učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017. ISBN 978-80-210-8568-8.
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Basic:
Janík, Tomáš; Miková, Marcela. Videostudie: výzkum výuky založený na analýze videozáznamu. Brno : Paido, 2006. ISBN 80-7315-127-8.
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Basic:
Banýr, J. Základy chemie (učebnice pro ZŠ). Fortuna, 1993.
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Recommended:
Kašpar E., a kol. Didaktika fyziky - obec. otázky. SPN, 1978.
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Recommended:
PAUKOVÁ M. a kol. Didaktika chemie. SPN Praha, 1971.
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Recommended:
Pachmann, Eduard. Obecná didaktika chemie. Praha : Státní pedagogické nakladatelství, 1981.
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Recommended:
Piaget, J. Psychologie inteligence. SPN Praha, 1966.
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Recommended:
PACHMANN, Eduard. Speciální didaktika chemie. SPN Praha, 1986.
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Recommended:
Trtílek, Josef. Školní chemické pokusy. Praha : Státní pedagogické nakladatelství, 1973.
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Recommended:
Langová, M. Učitel v pedagogických situacích. UK Praha, 1992.
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Recommended:
Čížek, F., a kol. Úvod do speciálních didaktik přírodovědných předmětů. SPN Praha, 1978.
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Recommended:
BÍLEK M. Výuka chemie s počítačem. VŠP Hradec Králové: Gaudeamus, 1997.
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On-line library catalogues
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Time requirements
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All forms of study
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Activities
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Time requirements for activity [h]
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Graduate study programme term essay (40-50)
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40
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Contact hours
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26
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Total
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66
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Prerequisites
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Knowledge - students are expected to possess the following knowledge before the course commences to finish it successfully: |
to be well known in the subject of his/her specialisation, in particular general and inorganic chemistry |
to master the issues of pedagogical-psychological disciplines |
to cover the basic knowledge of human biology |
to have computer and internet skills |
Skills - students are expected to possess the following skills before the course commences to finish it successfully: |
to apply the skills acquired in the study of educational psychology disciplines in the preparation of a lesson |
to demonstrate the ability to effectively interpret two- and three-dimensional aids in the classroom and to use didactic technology for this purpose |
to use the basic methods of work acquired during the study to design a lesson (verbal, demonstration, practical, basic methods to practice the material, repetition, etc.) |
to use the skills acquired during the study of Propedeutics of Chemistry Didactics to prepare and implement a chemistry lesson |
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Learning outcomes
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Knowledge - knowledge resulting from the course: |
to differentiate between the concepts of RVP and ŠVP and use the acquired knowledge in planning chemistry teaching at secondary school |
to demonstrate the prerequisites for the analysis of specific general and inorganic chemistry material and use the results of the analysis to prepare a teaching unit |
to be proficient in general and inorganic chemistry at secondary school level |
Skills - skills resulting from the course: |
to apply an effective methodology for the preparation and implementation of chemistry lessons focusing on general and inorganic chemistry |
to support teaching by including two-dimensional and three-dimensional teaching aids specific for teaching general and inorganic chemistry |
to use a data projector or other didactic technology to increase the effectiveness of the chemistry teaching process |
to demonstrate mastery of basic methods and procedures (verbal, demonstration, practice, repetition, methods of independent and group work, etc.) in the didactic transformation of the general and inorganic chemistry curriculum |
to implement specific approaches in the presentation of general and inorganic chemistry in class, group and individual work in lessons and laboratory exercises |
to apply strategies in chemistry instruction that contribute to formative assessment of students in order to respond to necessary adjustments in instruction to meet students' needs |
reflect on teaching, analyse it and, where necessary, look for ways to make positive changes |
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Assessment methods
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Knowledge - knowledge achieved by taking this course are verified by the following means: |
Test |
Individual presentation at a seminar |
Continuous assessment |
Skills - skills achieved by taking this course are verified by the following means: |
Skills demonstration during practicum |
Seminar work |
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Teaching methods
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Knowledge - the following training methods are used to achieve the required knowledge: |
Lecture with visual aids |
Lecture supplemented with a discussion |
Skills - the following training methods are used to achieve the required skills: |
Seminar |
Individual study |
Students' portfolio |
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