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Lecturer(s)
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Rychtera Jiří, Doc. PaedDr. Ph.D.
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Course content
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1. Didactics of organic chemistry and biochemistry, general principles of curriculum transformation. 2. Hydrocarbons, characteristics of types of hydrocarbons, saturated, unsaturated and aromatic hydrocarbons. 3. Oil, natural gas, coal - not only sources of hydrocarbons. 4. Nomenclature of organic compounds, branched chain hydrocarbons. 5. Hydrocarbon derivatives, overview of derivatives, oxygen, nitrogen and sulphur derivatives. 6. Alcohols, composition, structure, properties, overview, formation and effects on the human body. 7. Macromolecular substances. 8. Natural substances. Carbohydrates. 9. Lipids. 10. Proteins. 11. Other natural substances, fermentation process, enzymes, vitamins, hormones. 12. Subject specific learning. 13. Characteristics and composition of living systems. The content largely analyzes the basic structural components of the organic chemistry and biochemistry curriculum. These components, which correspond in terms of nomenclature to the structure of specialised chemistry, should be considered primarily from a didactic perspective, i.e. possible systems for their effective delivery are analysed in lectures and seminars, including the prerequisites for reflecting on teaching and subsequent evaluation of its quality.
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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 an examination (30-60)
- 30 hours per semester
- Contact hours
- 26 hours per semester
- Individual project (40)
- 10 hours per semester
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| prerequisite |
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| Knowledge |
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| name the stages of teaching, means of teaching and educational methods |
| apply knowledge of pedagogy, psychology, human biology and chemistry articles to the chemistry didactic issue |
| the issue of the relationship to student learning and set and the chemical aspect and on the lower level of secondary school |
| 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 practise learning, repetition, etc.) |
| to use the skills acquired during the study of Propedeutics of Chemistry Didactics to prepare and implement a chemistry lesson |
| learning outcomes |
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| Knowledge |
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| to differentiate between the concepts of RVP and SPP and use the acquired knowledge in planning chemistry teaching at secondary school |
| to demonstrate an aptitude for the analysis of specific organic chemistry and biochemistry material and use the results of the analysis to prepare a teaching unit |
| to be proficient in organic chemistry and biochemistry at secondary school level |
| Skills |
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| to apply an effective methodology for the preparation and implementation of chemistry lessons with a focus on organic chemistry and biochemistry |
| to support teaching by including two-dimensional and three-dimensional aids specific for teaching organic chemistry and biochemistry in the classroom |
| 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, independent and group methods, work, etc.) for the didactic transformation of the organic chemistry and biochemistry curriculum |
| to implement specific approaches in the presentation of organic chemistry and biochemistry 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 |
| the ability to reflect on teaching, analyse it and, if necessary, look for ways to make positive changes |
| 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 |
| student micro-outcomes with follow-up self-reflection and reflection in seminar teaching |
| assessment methods |
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| Knowledge |
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| Oral exam |
| Test |
| Individual presentation at a seminar |
| Continuous assessment |
| Skills |
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| Skills demonstration during practicum |
| Seminar work |
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Recommended literature
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Časopisy: Naturwissenschaften im Unterricht Chemie, Journal of Chemical Education.
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Učebnice chemie pro gymnázia.
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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 na každém kroku + laboratorní cvičení. MOBY DICK, Praha. 2000.
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BÍLEK M. Výuka chemie s počítačem. VŠP HK, Gaudeamus. 1997.
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ČIPERA, J. Rozpravy o didaktice chemie II.. Karolinum, Praha, 2001.
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ČIPERA, J. Rozpravy o didaktice chemie I. Karolinum, Praha. 2000.
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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.
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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. 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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HONZA, J., MAREČEK, A. Chemie pro čtyřletá gymnázia. Brno: OLOMOUC. 2005.
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KAŠPAR a kol. Didaktika fyziky ? obec. otázky. SPN. 1975.
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KNECHT, P. Didaktická transformace aneb od ?didaktického zjednodušení? k ?didaktické rekonstrukci?. ORBIS SCHOLAE. 2007.
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KOLÁŘ, K. Chemie pro gymnázia II. SPN. 1997.
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KOLÁŘOVÁ, R., 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.
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KYRIACOU, CH. Klíčové dovednosti učitele. Praha: Portál. 2004.
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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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PACHMAN, E., HOFMANN, V. Obecná didaktika chemie. SPN Praha. 1986.
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PACHMAN, E. Speciální didaktika chemie. SPN. 1986.
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PAUKOVÁ a kol. Didaktika chemie. SPN. 1971.
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PIAGET, J. Psychologie inteligence. SPN, Praha. 1966.
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PROKŠA, M., TOTHOVÁ, A. Školské chemické pokusy na ZŠ vo svetle 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., a kol. Kritická místa kurikula chemie na 2. stupni základní školy I.. ZČU v Plzni, 2019.
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SLAVÍK, J., HAJEROVÁ MŰLLEROVÁ, L. Modelování kurikula. ZČU, Plzeň. 2020.
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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: MU. 2017.
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TRTÍLEK, J. a kol. Školní chemické pokusy. SPN Praha. 1973.
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