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Lecturer(s)
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Jurášová Petra, Doc.
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Vávra Zdeněk, Doc. PaedDr. Ph.D.
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Course content
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1. Selected concepts of didactics (application, integration, communication, information-communication, methodological). 2. Scientific research in chemistry didactics (methods and focus). 3. Psychogenetic laws of pupil's cognition in chemistry teaching. 4. Concept maps limits and possibilities of application in chemistry teaching, structuring and feedback functions. 5. History of the development of the chemistry textbook, the concept of textbooks, working with the textbook as part of the contribution to literacy. 6. Pupil learning styles and the teaching of chemistry. 7. Pupil-centred teaching (pupil activation through objectives, curriculum, tasks, methods, assessment). 8. Pupil motivation in chemistry lessons I principles and implementation. 9. Pupil motivation in chemistry II and history of chemistry. Motivation by experiment. 10. Modelling in chemistry teaching. 11. Selected aspects of visualization of chemistry curriculum. 12. Reflection of chemistry teaching and self-reflection of the chemistry teacher. 13. Hospitalization in teaching chemistry as a special type of professional reflection on teaching. The content of this discipline is designed as a programmatic superstructure to the course Propedeutics of Chemistry Teaching. It is an extension of the curriculum, thematically linked to the introductory parts of didactics of chemistry of general orientation. The intention is to use student support in its presentation in the form of experience gained 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
- Preparation for comprehensive test (10-40)
- 15 hours per semester
- Graduate study programme term essay (40-50)
- 20 hours per semester
- Contact hours
- 26 hours per semester
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| prerequisite |
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| Knowledge |
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| to be oriented in the issue of student-learning relations and to concretise them to the topic of chemistry at the lower and upper secondary school level, or at the vocational secondary school |
| to build on the knowledge acquired in the study of directly related disciplines (RHV, PVCH, DI1SŠ, DI2SŠ, TD2SŠ, etc.) in the study of this subject |
| to apply knowledge from pedagogy, psychology, human biology and professional chemistry disciplines to the didactic transformation of the chemistry curriculum and use it in the framework of post-secondary studies of chemistry didactics |
| Skills |
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| to apply the acquired knowledge and skills in the preparation of a lesson |
| to demonstrate the ability to incorporate two- and three-dimensional aids into class preparation, didactic techniques to increase the effectiveness of the teaching process |
| to master the basic methods of work (verbal, demonstration, practice, repetition, independent and group work, ...) |
| to acquire the methodology of preparation and implementation of chemistry lessons using the knowledge of pedagogy, psychology, human biology, didactics and specialized subjects |
| to apply the conclusions from the diagnosis of the practical concept of teaching in the preparation and implementation of the lesson |
| Competences |
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| N/A |
| learning outcomes |
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| Knowledge |
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| to orient themselves in the structure of didactic disciplines and use the theoretical knowledge acquired in their study |
| to be familiar with the principles of activation and motivation of students in chemistry teaching |
| theoretical orientation in practical teaching practices |
| Skills |
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| to prepare chemistry lessons and implement instruction at the novice teacher level |
| to incorporate two-dimensional and three-dimensional aids into chemistry teaching, use data projector, visualizer and other didactic means |
| to implement experimental support of chemistry teaching with the application of known, theoretically justifiable procedures in the form of demonstration and in the form of independent experimental activities of pupils |
| to justify and defend the teaching methods used based on the 3A methodology and look for possible more suitable alternatives to increase the effectiveness of teaching |
| 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 |
| Individual study |
| Skills |
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| Seminar |
| Individual study |
| Students' portfolio |
| student micro-outcomes with follow-up self-reflection and reflection in seminar teaching |
| Competences |
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| Seminar |
| Individual study |
| Students' portfolio |
| assessment methods |
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| Knowledge |
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| Test |
| Continuous assessment |
| Project |
| Skills |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
| Competences |
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| Skills demonstration during practicum |
| Individual presentation at a seminar |
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Recommended literature
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Časopisy: Naturwissenschaften im Unterricht Chemie, Journal of Chemical Education.
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Bílek, M. a kol. Vybrané aspekty vizualizace učiva přírodovědných předmětů. Hradec Králové, nakl. M&V, 2007.
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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. Praha, VŠCHT, 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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MAREŠ, S., ADAMCOVÁ, R., PACHLOVÁ, J. Pokusy a experimenty. 2014. ISBN 978-80-7496-101-4.
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MUŽÍK, J. Řízení vzdělávacího procesu: andragogická didaktika. Praha: Wolters Kluwer. 2011.
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Strathern, P. Mendělejevův sen. Praha, nakl.BB/art, 2005.
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STUCHLÍKOVÁ, I. JANÍK, T. et al. Oborové didaktiky: vývoj-stav-perspektivy. Brno, MU, 2015. ISBN 978-80-210-7769-0.
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ŠKODA, J., DOULÍK, P. Aktuální problémy vybraných oborových didaktik. UJEP Ústí nad Labem. 2009.
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VALIŠOVÁ, A., KASÍKOVÁ, H. Pedagogika pro učitele. Praha: Grada, 2008.
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ZORMANOVÁ, L. Obecná didaktika. Praha: Grada Publishing, 2014. ISBN 978-80-247-4590-9.
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