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Lecturer(s)
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Nodzyńska-Moroń Małgorzata Krystyna, Doc.
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Rychtera Jiří, Doc. PaedDr. Ph.D.
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Course 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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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
- Graduate study programme term essay (40-50)
- 40 hours per semester
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| prerequisite |
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| Knowledge |
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| 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 |
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| 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 |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| 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 |
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| 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 |
| Competences |
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| N/A |
| teaching methods |
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| Knowledge |
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| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Skills |
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| Seminar |
| Individual study |
| Students' portfolio |
| Competences |
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| Seminar |
| Individual study |
| Students' portfolio |
| assessment methods |
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| Knowledge |
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| Test |
| Individual presentation at a seminar |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Seminar work |
| Competences |
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| Seminar work |
| Skills demonstration during practicum |
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Recommended literature
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Banýr, J., Beneš, P. Chemie pro střední školy. SPN Praha, 2001.
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Banýr, J. Základy chemie (učebnice pro ZŠ). Fortuna, 1993.
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Bílek, M., Rychtera, J. Chemie krok za krokem (+ laboratorní cvičení). MOBY DICK, Praha, 1999.
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BÍLEK M. Výuka chemie s počítačem. VŠP Hradec Králové: Gaudeamus, 1997.
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Čipera, Jan. Rozpravy o didaktice chemie II.. 1. vyd. Praha : Karolinum, 2001. ISBN 80-246-0309-8.
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Čipera, Jan. Rozpravy o didaktice chemie I.. 1. vyd. Praha : Karolinum, 2000. ISBN 80-246-0134-6.
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Čížek, F., a kol. Úvod do speciálních didaktik přírodovědných předmětů. SPN Praha, 1978.
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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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DOULÍK, P., ŠKODA, J. Aktuální problémy vybraných oborových didaktik. UJEP Ústí n. Labem, 2009.
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DUŠEK, B. Kapitoly z didaktiky chemie. VŠCHT, Praha, 2012. ISBN 978-80-7080-736-1.
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Flemr, V., Dušek, B. Chemie (obecná a anorganická) I pro gymnázia. SPN Praha, 2007.
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Greb, E., a kol. Chémia pre základné školy. Slov. PN, 1995.
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Janík, Tomáš; Miková, Marcela. Videostudie: výzkum výuky založený na analýze videozáznamu. Brno : Paido, 2006. ISBN 80-7315-127-8.
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Kašpar E., a kol. Didaktika fyziky - obec. otázky. SPN, 1978.
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Knecht, P. Didaktická transformace aneb od didaktického zjednodušení k didaktické rekonstrukci.. Orbis scholae. Praha, Karolinum, 2007.
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Kolář, K. Chemie pro gymnázia II. SPN, 1997.
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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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Kyriacou, Chris. Klíčové dovednosti učitele : cesty k lepšímu vyučování. Praha : Portál, 2004. ISBN 80-7178-965-8.
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Langová, M. Učitel v pedagogických situacích. UK Praha, 1992.
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Mareček, A., Honza, J. Chemie pro čtyřletá gymnázia. Brno: Olomouc, 2005.
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Mareček, A., Honza, J. Chemie pro čtyřletá gymnázia. Brno: Proton, 2014.
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Pachmann, Eduard. Obecná didaktika chemie. Praha : Státní pedagogické nakladatelství, 1981.
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PACHMANN, Eduard. Speciální didaktika chemie. SPN Praha, 1986.
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PAUKOVÁ M. a kol. Didaktika chemie. SPN Praha, 1971.
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Piaget, J. Psychologie inteligence. SPN Praha, 1966.
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PROKŠA, M., DROZDÍKOVÁ, A., HALÁKOVÁ, Z., NAGY, T. Didaktika chémie 1, Interpretácia učiva zo všeobecnej chémie vo vyučovaní. Univerzita Komenského Bratislava, 2022. ISBN 9788022354936.
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PROKŠA, M., TOTHOVÁ, A. Školské chemické pokusy na ZŠ vo svetla aktuálných požiadaviek didaktickej teórie a praxe. UK Bratislava, 2005.
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Růžičková, K., Kotlík, B. Chemické názvosloví v kostce. Fragment Praha, 2016.
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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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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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STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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Trtílek, Josef. Školní chemické pokusy. Praha : Státní pedagogické nakladatelství, 1973.
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