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Lecturer(s)
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Brtnová-Čepičková Ivana, doc. PaedDr. Ph.D.
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Course content
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1. Trends in science education 2. Development of science literacy of students. 3. Research-oriented science teaching 4. How to understand research-oriented teaching (BOV)? Research as an effective way of teaching. 5. Application of the constructivist conception of science education, through research teaching methods and strategies. 6. The role of the teacher in research-oriented teaching. 7. Planning and implementation of research-oriented teaching. 8. Examples of practical implementation of research-oriented teaching. 9. To help BOV - an organization focused on supporting science. These are, for example, museums, science centers and scientific associations for the promotion of sciences. 10. Project teaching in the current school, project method and project 11. The role of the teacher in project teaching 12. Development of key competencies in project teaching 13. Project planning and implementation 14. Presentation of the course of study of the subject - presentation of the student's portfolio.
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Learning activities and teaching methods
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unspecified, unspecified, unspecified, unspecified, unspecified, unspecified, unspecified, unspecified
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Learning outcomes
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During the preparation, the student should acquire competencies that will enable him to implement selected teaching methods. specifically the research method and the project method. Methodologically, the seminars are designed so that the student gains experience through the methods and can apply them appropriately. The course is also based on interactive methods and teamwork of students.
The student knows and applies the teaching methods and appropriate organizational forms with respect to the objectives of teaching, is able to project them into practical activities (when planning the curriculum, preparation for lessons, in projects, etc.); uses adequately various didactic tools for teaching science. He applies constructivism in science education, through research teaching methods and strategies. Explains the difference between project and thematic integrated teaching. Assess the strengths and potential pitfalls of projects. Prepares and implements the project.
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Prerequisites
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Completion of courses: Didactics of integrated scientific basis I Didactics of social science basis II.
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Assessment methods and criteria
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unspecified
The condition of the credit is also attendance in a predetermined amount (minimum 80%). Completion of the subject portfolio and its defense. Oral exam.
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Recommended literature
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Brtnová Čepičková, I. Didaktika přírodovědného základu..
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COUFALOVÁ, J. Projektové vyučování pro první stupeň základní školy. Náměty pro učitele. Praha, Fortuna, 2006. ISBN 80-7168-958-0.
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Jančaříková, K. Didaktické přístupy k přírodovědnému vzdělávání předškolních dětí a mladších žáků.. Praha: PedF UK, 2019.
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KAŠOVÁ, J., DVOŘÁKOVÁ, M., TOMKOVÁ, A. Učíme v projektech. Praha: Portál, 2013. ISBN 978-80-7367-527-1.
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NEZVALOVÁ, D, BÍLEK, M., HRBÁČKOVÁ, K. Inovace v přírodovědném vzdělávání.
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