|
Lecturer(s)
|
-
Nodzyńska-Moroń Małgorzata Krystyna, Doc.
-
Šrámová Alena, Mgr.
-
Rychtera Jiří, Doc. PaedDr. Ph.D.
|
|
Course content
|
1. The subject of chemistry didactics, general and special didactics, the system of the concept of teaching chemistry, didactics as a scientific discipline and its application in practice through reflection and research on teaching. 2. The chemistry teacher, expert or educator? Analytical reflection and research on teaching as a support for combining professional and pedagogical components in teaching practice. Teacher authority, issues of psychodidactic transformation. 3. Goals of teaching chemistry, formulation and concretization of goals and reflection on their achievement in teaching, educational content, principles of selection of curriculum, scientific and didactic system of curriculum. 4. Framework educational program. Educational area Human and Nature, curriculum and syllabus, thematic plan, teacher preparation for teaching chemistry, strategy 2030+. 5. Organisational forms of teaching, basic lesson type, instructional and constructive approaches to teaching chemistry. 6. Other forms of teaching (laboratory work, field trips, optional and non-compulsory forms of teaching chemistry), children's museums. 7. Methods of teaching chemistry, verbal, pictorial and practical methods, activation principles of teaching chemistry, chemistry textbooks. 8. Experimental support for teaching, demonstration and pupil experiment, methodology of experimental activities. 9. Safety regulations for handling chemicals, hazardous substances and preparations, emergencies. 10. Material means of demonstrative teaching, methodology of handling material didactic means, specialized chemistry classrooms, laboratory teaching, teaching aids and copyright law. 11. Feedback processes in chemistry teaching, testing and evaluation of students' knowledge. Application of general knowledge of feedback processes in reflection and evaluation of teaching. 12. Learning tasks in chemistry teaching, classification, typology and taxonomy of tasks. 13. Basic principles of motivation in chemistry teaching.
|
|
Learning activities and teaching methods
|
Discussion, Task-based study method, Seminar classes, Self-study of literature, Seminar
- Practical training (number of hours)
- 26 hours per semester
- Presentation preparation (report) (1-10)
- 8 hours per semester
- Undergraduate study programme term essay (20-40)
- 20 hours per semester
- Preparation for comprehensive test (10-40)
- 25 hours per semester
|
| prerequisite |
|---|
| Knowledge |
|---|
| describe their experience with teaching chemistry at secondary schools |
| to apply basic knowledge of pedagogy, psychology (the starting point is also the knowledge acquired during the study of KPG/ZRHV and KPG/RHV) |
| to understand the basic principles of general chemistry, inorganic chemistry, organic chemistry and biochemistry |
| Skills |
|---|
| to use knowledge of science subjects at secondary school level for successful structuring |
| use on a PC-level user and search for information on the Internet |
| to apply knowledge from pedagogy, psychology and professional subjects for educational purposes |
| Competences |
|---|
| N/A |
| N/A |
| N/A |
| learning outcomes |
|---|
| Knowledge |
|---|
| to orient oneself smoothly in the basic general issues of chemistry didactics |
| to respect the differences between alternative educational approaches |
| to apply the acquired knowledge with regard to the specific character of chemistry as a natural science |
| to orientate oneself in the issues of pupil-learning relationships and concretise them to chemistry topics at lower and upper secondary school, or at secondary vocational school |
| Skills |
|---|
| describe the specifics of teaching chemistry at the secondary school |
| to show the preparation for the basic type lesson |
| to choose the right procedures for the implementation of each phase of the lesson |
| to formulate and specify learning objectives focusing on selected chemistry material |
| to concretise the chemistry curriculum from the general form of the RVP into a thematic plan |
| to implement the selection of an appropriate chemical experiment to support teaching |
| to apply feedback processes with respect to the specifics of the chemistry curriculum |
| ability to handle chemicals and utensils according to safety principles |
| Competences |
|---|
| N/A |
| N/A |
| teaching methods |
|---|
| Knowledge |
|---|
| Seminar |
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Individual study |
| Students' portfolio |
| Skills |
|---|
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Students' portfolio |
| Individual study |
| Competences |
|---|
| Lecture with visual aids |
| Lecture supplemented with a discussion |
| Students' portfolio |
| Individual study |
| assessment methods |
|---|
| Knowledge |
|---|
| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Continuous assessment |
| Test |
| Skills |
|---|
| Test |
| Skills demonstration during practicum |
| Continuous assessment |
| Individual presentation at a seminar |
| Competences |
|---|
| Skills demonstration during practicum |
| Continuous assessment |
| Individual presentation at a seminar |
| Test |
|
Recommended literature
|
-
Učebnice chemie pro ZŠ, SŠ a gymnázia.
-
BÍLEK M. Výuka chemie s počítačem. VŠP Hradec Králové: Gaudeamus, 1997.
-
DUŠEK, B. Kapitoly z didaktiky chemie. Praha, VŠCHT, 2012. ISBN 978-80-7080-736-1.
-
Kašpar E., a kol. Didaktika fyziky - obec. otázky. SPN, 1978.
-
Pachmann, Eduard. Obecná didaktika chemie. Praha: Státní pedagogické nakladatelství, 1981.
-
PACHMANN, Eduard. Speciální didaktika chemie. SPN Praha, 1986.
-
ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
|