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Lecturer(s)
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Rychtera Jiří, doc. PaedDr. Ph.D.
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Kričfaluši Dana, doc. PaedDr. CSc.
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Course content
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1. Special Methods in Chemistry Education. Teaching Methods in General Chemistry. Differences in the concept of teaching in primary and secondary schools. 2. Substances, chemical substances mixxtures. 3. Structure of the atom. 4. Periodic system, periodic law. 5. Chemical bonding. 6. Chemical reaction. 7. Acids and bases. 8. Oxidation-reduction processes. 9. Teaching Methods in Inorganic Chemistry. Hydrogen, oxygen, water. 10. Salts. 11. Chemical symbolism. Computational problems in chemistry. 12. Solutions, composition of solutions. 13. S-element, p-element, d and f-element, general model of didactic transformation. The course focuses primarily on the analysis of the fundamental structural components of the general and inorganic chemistry curriculum. These components, which correspond to the structure of specialized chemistry, must be assessed primarily from a didactic perspective; thus, both lectures and seminars analyze possible systems for their effective teaching, including the prerequisites for reflecting on instruction and subsequently evaluating its quality. An important part of the course is the reflection on teaching tasks related to specific topics, which supports the development of students' evaluation and self-evaluation skills for their future teaching practice. .
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Learning activities and teaching methods
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Lecture supplemented with a discussion, Students' portfolio, Individual study, Lecture with visual aids, Seminar
- Contact hours
- 26 hours per semester
- Preparation for comprehensive test (10-40)
- 6 hours per semester
- Graduate study programme term essay (40-50)
- 28 hours per semester
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| prerequisite |
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| Knowledge |
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| apply basic knowledge of human biology, in particular nervous system - conditional and unconditional reflexes and higher neural activity - on chemistry didactics |
| do the source articles - pedagogy, psychology |
| transform knowledge of professional articles, in particular general chemistry, inorganic chemistry, organic chemistry, physical chemistry, biochemistry, into chemistry didactics issues |
| handle basic knowledge of computing and the Internet |
| Skills |
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| control actively the pedagogy and psychology and use this knowledge in practice |
| apply knowledge of human biology |
| knowledge of vocational subjects bring to chemistry didactics |
| the use of the Internet to find information |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| describe and explane the relationship pupil and learning and set on a theme |
| to understand the principle of the functioning of the short, medium and long-term memory |
| do the source articles - education, training, psychology and apply them to the chemistry didactics issue |
| choosing the right procedures for implementing the various stages of the class |
| apply individual access to the handicapped, gifted students choose the right approach and respecting the basic educational principles |
| Skills |
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| apply knowledge of pedagogy, psychology and the chemistry to didactics |
| apply knowledge to practice and a repetition of the class |
| create and present the type of training |
| respect educational principles and knowledge in education, psychology and chemistry didactics in various stages of preparation and practice class |
| Competences |
|---|
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Seminar |
| Individual study |
| Students' portfolio |
| Skills |
|---|
| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Individual study |
| Students' portfolio |
| Competences |
|---|
| Lecture |
| Lecture supplemented with a discussion |
| Seminar |
| Individual study |
| Students' portfolio |
| assessment methods |
|---|
| Knowledge |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Test |
| Skills |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Competences |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Test |
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Recommended literature
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Učebnice chemie pro základní školy. .
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BÍLEK M. Výuka chemie s počítačem. VŠP Hradec Králové: Gaudeamus, 1997.
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DUŠEK, B. Kapitoly z didaktiky chemie. 2012.
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MAREŠ, S., ADAMCOVÁ, R., PACHLOVÁ, J. Pokusy a experimenty. 2014.
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PACHMANN, Eduard. Speciální didaktika chemie. Praha: SPN, 1986.
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PROKŠA, M. a kol. Didaktika a technika školských pokusov z chémie. UK v Bratislave. 2015.
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PROKŠA, M., DROZDÍKOVÁ, A.,HALÁKOVÁ, Z., NAGY, T. Didaktika chémie. UK v Bratislave. 2022.
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RUSEK, M., SLAVÍK, J., BAJVAR, P. Obsahová konstrukce a didaktické uplatnění přírodovědného edukačního experimentu ve výuce na příkladu chemie. Praha. 2016.
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STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno: MU, 2015. ISBN 978-80-210-7769-0.
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VALIŠOVÁ, A., KASÍKOVÁ, H. Pedagogika pro učitele. Praha: Grada, 2008.
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ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
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