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Lecturer(s)
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Rychtera Jiří, Doc. PaedDr. Ph.D.
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Klečka Milan, Mgr. Ph.D.
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Course content
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1st Scholar and learning 2nd Teaching is a two-way process 3rd How could we make an interest for students 4th Gifted, handicapped scholar, scholar of another ethnic 5th Didactic principles 6th Educational goals 7th Phases and activities in the lesson - interpretation 8th Practical exercises 9th Dialogical method 10th Group and individual work 11th Forms of teaching chemistry 12th Elective courses, optional and leisure activity
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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
- Presentation preparation (report) (1-10)
- 10 hours per semester
- Graduate study programme term essay (40-50)
- 40 hours per semester
- Contact hours
- 36 hours per semester
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| prerequisite |
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| Knowledge |
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| control basic knowledge of human biology, in particular nervous system - conditional and unconditional reflexes and higher neural activity |
| demonstrate knowledge of professional articles, in particular general chemistry, inorganic chemistry, organic chemistry, physical chemistry, biochemistry |
| do the source articles - pedagogy, psychology |
| control computer and the Internet |
| Skills |
|---|
| using the information on the Internet to find information |
| the active knowledge transfer to chemistry didactics |
| using content pedagogy and psychology and apply such knowledge in practice |
| apply knowledge of human biology to didactics |
| learning outcomes |
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| Knowledge |
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| to understand the functioning of the short, medium and long-term memory and use such knowledge for the specific issue of study and training in chemistry |
| apply knowledge of pedagogy, psychology and professional articles on chemistry didactics |
| the issue of the relationship to student learning and set and the chemical aspect and on the lower level of secondary school |
| gifted pupils to apply individual access to the handicapped, choosing the right approach and to respect the basic principles of teaching |
| identify talented students and direct them to the chemical, the chemical and other options, their involvement |
| Skills |
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| to assess whether more effective use for the topic, or group work |
| to apply the knowledge and recurrent training of teaching hours, respecting the knowledge in education, psychology and vocational subjects |
| to show the type of training |
| choose the correct procedures for the implementation of the various stages of the class |
| teaching methods |
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| Knowledge |
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| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Seminar |
| Individual study |
| Students' portfolio |
| assessment methods |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
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Recommended literature
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Učebnice chemie pro gymnázia a SŠ.
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Beneš, Pavel; Banýr, Jiří,; Pumpr, Václav; Lexová, Naděžda. Základy chemie pro 2. stupeň základní školy, nižší ročníky víceletých gymnázií a střední školy. Díl 1. 1. vyd. Praha : Fortuna, 1993. ISBN 80-7168-043-5.
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Beneš, Pavel; Banýr, Jiří,; Pumpr, Václav. Základy chemie pro 2. stupeň základní školu, nižší ročníky víceletých gymnázií a střední školy. [Díl] 2. 1. vyd. Praha : Fortuna, 1995. ISBN 80-7168-205-5.
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Los, Petr. Obecná didaktika chemie. Olomouc : Přírodovědecká fakulta Univerzity Palackého, 1981.
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Pachmann, Eduard. Obecná didaktika chemie. Praha : Státní pedagogické nakladatelství, 1981.
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Vacík, Jiří. Přehled středoškolské chemie. 4. vyd., V SPN 2. vyd. Praha : SPN - pedagogické nakladatelství, 1999. ISBN 80-7235-108-7.
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