1. Summarization of basic general-didactic topics: definition of the educational content, conceptualization of the educational content, operationalization of the educational content 2. Work with the goals in education, taxonomy of goals, organisational forms of a teaching process, teaching methods, evaluation, intrinsic and extrinsic motivation 3. Neurophysiological foundation of memory and learning process - mechanisms, types of memory, physiological factors influencing the process of memorization, relations of memory and learning process 4. Functional brain visualisation, principles of functional visualisation methods - fMRI, PET, SPECT, MEG, importance of functional brain visualisation for study of memory and learning processes 5. Learning styles - cognitive styles, styles of teaching, classification of teaching styles, teaching styles of a teacher, possibilities of influencing the teaching styles, effective use of teaching styles in an educational process, diagnostic of a teaching styles 6. Basic didactic topics - taxonomy of goals in education, organisational forms, teaching methods 7. Communication in education and its specifications 8. Didactic testing, subjective sources during evaluation 9. The individual characteristics of a learning individual - internal knowledge systems, their creation, genesis and influencing, preconcepts and work with naive theories in the teaching process. Possibilities of preconcept diagnostic. Strategies for overcoming misconceptions. 10. Didactic reconstruction - didactic transformation of a curriculum, helping others to close the gap between their current internal knowledge systems and the optimal state. Methods of effective learning and teaching, means of didactic reconstruction. The choice of an optimal learning and teaching strategy. 11. The relation of self-regulated learning and metacognition, components of metacognition, ontogenesis - Developmental Psychology and metacognitive development 12. Diagnostics of the metacognitive potential of a learning individual - approaches to figuring out the metacognitive level of an individual.
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The goal of this subject is to familiarize students with an extensive knowledge of the educational content of andragogy and adult educational psychology. The content of this subject is presented as a complex of neurophysiological processes in various parts of the brain. These processes are presented in biological phenomenology as an autopoietic system. Furthermore, memory and learning mechanisms are discussed regarding the possibilities of their positive influence on education. Knowledge about the neurophysiological processes in the brain is further applied in the area of education regarding the individual characteristics of studying individuals. For this very reason, it is necessary to connect this subject with the general didactic focus (taxonomy of goals, organisational forms, teaching methods, communication in the educational process etc.). During this course, students will be familiarized with the self-regulated process of learning and the necessary part of metacognition. The teaching process in this course is focused on the support of self-regulated learning and metacognition, leading individuals to development of their basic competences connected with learning, problem solving and autonomous creative thinking. Another part of this course will be dedicated to discussion about the possibilities of diagnostics and methodology of possible ways of determination of the metacognitive development level and practical ways leading to the development and use of the metacognitive potential of learning individuals. Topics related to the psychology of the learning process will be covered too (behavioural model of learning, paradigm of J. Piaget etc.).
The student is familiar with the issue.
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