The subject Chemistry with Didactics includes a set of specialized sub-disciplines focused on individual subdisciplines of chemistry didactics, which are general didactics of chemistry as a transformation of knowledge from general didactics and other related pedagogical-psychological disciplines for realization of chemical education. chemistry. The student chooses one of the above mentioned subdisciplines according to the focus of his / her dissertation project or his / her professional interest. The content of the selected course is focused on the latest trends in didactics of chemistry and the results of discipline-didactic research in the subdisciplines and their application in educational practice at all levels of school systems with special attention to the chemical content of primary science. Special attention is paid to the comparison of the concept and structure of the above-mentioned chemistry didactics subdisciplines abroad, both in neighboring countries (Germany, Poland, Slovakia and Austria) and in countries with rich chemical-didactic tradition (USA, UK, France, Slovenia, Russia, etc.). Current trends in didactics of chemistry, which are reflected in the above-mentioned subdisciplines of didactics of chemistry, consist mainly of the following areas (formulated with support in the latest edition of the Handbook of Research on Science Education) (Routledge Taylor & Francis Group, 2007) and in isconceptions in Chemistry. in Chemical Education "(Springer 2009): Inquiry Based Science / Chemistry Education (IBSE) preconceptions and misconceptions of pupils in chemistry teaching, social aspects of chemical education (eg gender issues, socio-economic aspects of chemical education, cultural-linguistic aspects of chemical education, communication in chemical education, etc.), pupils with special needs and talented pupils in chemical education, Philosophy of Science (Nature of Science) in Chemical Education, environmental aspects of chemical education (eg green chemistry, sustainable development), Orientation of chemistry teachers training on pedagogical content knowledge (PCK) e-learning in chemical education (eg LMS, modeling of chemical structure and reactivity, computer in chemical learning experiment, remote and virtual laboratories), methods of chemical research and their application in the field of education (research of creation and innovation of teaching experiments, chemistry of materials, bioorganic models), the links of chemical education to everyday life and the world of work.
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