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Lecturer(s)
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Rychtera Jiří, Doc. PaedDr. Ph.D.
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Nodzyńska-Moroń Małgorzata Krystyna, Doc.
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Course content
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1. Selected concepts of field didactics (application, integration, communication, information-communication, methodological) 2. Scientific Research in Didactics of Chemistry (methods and scope) 3. Psychogenetic patterns of pupil learning methodology in chemistry teaching 4. Conceptual maps and teaching of chemistry, textbooks of chemistry 5. History of textbook development, concepts of textbooks, work with the textbook as part of a contribution to reading literacy 6. Styles of pupils learning and teaching chemistry 7. Student-oriented teaching (pupil activation through goals, subjects, tasks, methods, evaluation) 8. Motivation of the pupil in the class of chemistry I - principles and realization 9. Motivation of the student in the class of chemistry II and the history of chemistry 10. Chemical experiment as motivation factor, natural science paradox 11. Selected aspects of visualization of chemistry 12. Hospitals and chemistry teaching 13. Self-reflection of a chemistry teacher This subject follows the courses of KPG and KPS and is also connected with the special subjects KPG Special Pedagogy for Teachers and KPS Pedagogical Psychology for Elementary Schools, whose general knowledge is applied to didactics of chemistry. In the seminar there is preparation for KCH / PP Output Practice (patterns of preparation of written preparations, outline of possible variants of output hours on given topics, training of individual phases of lesson, students' outcomes). After graduation, the analysis and reflection of the experiences of the individual students takes place.
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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
- 33 hours per semester
- Individual project (40)
- 20 hours per semester
- Preparation for comprehensive test (10-40)
- 20 hours per semester
- Preparation for an examination (30-60)
- 30 hours per semester
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| prerequisite |
|---|
| Knowledge |
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| the basic organisational forms of teaching at primary school |
| the basic principles of separate control, group work, project work, the basic teaching methods |
| the various forms of work, evaluation and grading students |
| the issue of the relationship to student and learning and set on chemical themes at primary school |
| Skills |
|---|
| the structure and the incorporation of FEP and SEP to thematic plan |
| apply knowledge of education and skills training to specific classes |
| learn the lessons of chemistry and using knowledge pedagogy, psychology, human biology, didactics and professional subjects |
| to prove mastery of methods (verbal, demonstration, the practice, refresher, separate and group work methods...) |
| Competences |
|---|
| N/A |
| learning outcomes |
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| Knowledge |
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| explane the Framework Educational Program for secondary school and Scholl Educational Program for chemistry teaching at secondary school |
| to characterize the basic methods of chemistry teaching at secondary school |
| to explain the peculiarity of work with talented pupils, pupils with lagging behind, pupils from ethnic and national minorities, pupils with problematic |
| Skills |
|---|
| plan teaching, work with SEP, create a thematic plan |
| to prepare and implement the chemistry lesson at secondary school |
| to include two-dimensional and three-dimensional aids in the chemistry teaching, to use a data projector, visualizer and other didactic means |
| to use basic methods of work (verbal, demonstration, practice, repetition, individual and group work, ...) |
| Competences |
|---|
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Seminar |
| Individual study |
| Students' portfolio |
| Skills |
|---|
| Seminar |
| Individual study |
| Students' portfolio |
| Competences |
|---|
| Seminar |
| Individual study |
| Students' portfolio |
| assessment methods |
|---|
| Knowledge |
|---|
| Oral exam |
| Test |
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Project |
| Skills |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Project |
| Continuous assessment |
| Competences |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Project |
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Recommended literature
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Journal of Chemical Education. .
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Bílek, M. Didaktika chemie - výzkum a vysokoškolská výuka. Hradec Králové, nakl. M&V, 2003.
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Bílek, M., Rychtera, J. Psychogenetické aspekty didaktiky chemie. Gaudeamus Hradec Králové, 2001.
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DUŠEK, B. Kapitoly z didaktiky chemie. VŠCHT, Praha, 2012. ISBN 978-80-7080-736-1.
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JANÍK, T. Videostudie. Brno, Paido, 2006.
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KOLÁŘ, Z., VALIŠOVÁ, A. Analýza vyučování. Praha: Grada, 2009.
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KYRIACOU, CH. Klíčové dovednosti učitele. Praha: Portál, 2004.
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STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015.
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ŠKODA, J., DOULÍK, P. Aktuální problémy vybraných oborových didaktik. UJEP Ústí n. Labem. 2009.
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ŠVEC, V. Monitorování a rozvoj pedagogických dovedností. Brno, Paido, 2000.
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VALIŠOVÁ, A., KASÍKOVÁ, H. Pedagogika pro učitele. Praha: Grada. 2008.
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ZORMANOVÁ, L. Obecná didaktika. Obecná didaktika. 2014.
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