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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
- Preparation for comprehensive test (10-40)
- 6 hours per semester
- Contact hours
- 26 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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| 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. Základy chemie (učebnice pro ZŠ). Fortuna, 1993.
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Bílek, M., Rychtera, J. Chemie krok za krokem (+ laboratorní cvičení). Praha: MOBY DICK, 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. Praha: SPN, 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). Brno: MU, 2015. ISBN 978-80-210-7769-0.
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DUŠEK, B. Kapitoly z didaktiky chemie. Praha: VŠCHT, 2012. ISBN 978-80-7080-736-1.
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Flemr, V., Dušek, B. Chemie (obecná a anorganická) I pro gymnázia. Praha: SPN, 2007.
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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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Knecht, P. Didaktická transformace aneb od didaktického zjednodušení k didaktické rekonstrukci.. Orbis scholae. Praha: Karolinum, 2007.
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Langová, M. Učitel v pedagogických situacích. Praha: UK, 1992.
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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. Praha: SPN, 1986.
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PAUKOVÁ M. a kol. Didaktika chemie. Praha: SPN, 1971.
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Piaget, J. Psychologie inteligence. Praha: SPN, 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. Praha: Fragment, 2016.
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Rychtera, J., Bílek, M. Kritická místa kurikula chemie na 2. stupni základní školy I. Plzeň: ZČU, 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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