Course: Psychodidactics and neurodidactics

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Course title Psychodidactics and neurodidactics
Course code KPG/A318
Organizational form of instruction Lecture
Level of course Master
Year of study not specified
Semester Summer
Number of ECTS credits 3
Language of instruction English
Status of course Compulsory
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Říčan Jaroslav, doc. Mgr. Ph.D.
  • Škoda Jiří, prof. PhDr. Ph.D., MBA
Course content
- Neurophysical nature of memory and learning - memory mechanisms, types of memory, physiological factors influencing the memorizing process, relation between memory and learning. - Functional visualization of a human brain, principals of functional methods - fMRI, PET, SPECT, MEG, the significance of the functional visualization for memory and learning study matter. -Learning styles - cognitive styles, student learning styles, learning style classification, teaching styles of the educator, possible influencing of the learning style, and effective use of learning styles in the educational process. - Individual child's interpretations and understandings and their application in the educational process, diagnostics of various children's understandings. - Didactic reconstructions - didactic curriculum transformation, approximating to the inner terminology systems of learner towards the actual knowledge status, effective learning and teaching methods, didactic reconstruction tools. How to choose optimal learning and teaching styles. - Practical knowledge use in the relation to the memory and learning knowledge gained during the course, unconventional methods of education - critical analysis of modern trends in education.

Learning activities and teaching methods
unspecified
Learning outcomes
The aim of the course is to familiarize students with the additional knowledge following the educational content of subjects of general didactics and pedagogical psychology. Learning is in the subject clarified as a complex of neurophysiologic processes in different parts of the brain. Discussed are the mechanisms of memory and learning and pedagogical possibilities of affecting them. Knowledge of neurophysiologic processes in the brain are further applied to the teaching area in relation to the individual characteristics of students. Student o describes the basic anatomical structure of the central nervous system and explains the basic physiological processes in the brain (the formation and transmission of nerve impulse) and the principles of methods of studying these processes, o characterizes the various types of memory and indicate the factors that affect the quality of the mind, for selected factors suggests the possibility of pedagogical influence o indicates the different classifications of learning styles and characterizes each style, including their symptoms in real educational environment,, o explains what are the strategies and tactics of learning and how it relates to learning and cognitive styles, o describes in detail the concept of children and their genesis, o indicates the theoretical concepts of educational reconstruction and describes how to work with educational reconstruction in real educational practice
Student o describes the basic anatomical structure of the central nervous system and explains the basic physiological processes in the brain (the formation and transmission of nerve impulse) and the principles of methods of studying these processes, o characterizes the various types of memory and indicate the factors that affect the quality of the mind, for selected factors suggests the possibility of pedagogical influence o indicates the different classifications of learning styles and characterizes each style, including their symptoms in real educational environment,, o explains what are the strategies and tactics of learning and how it relates to learning and cognitive styles, o describes in detail the concept of children and their genesis, o indicates the theoretical concepts of educational reconstruction and describes how to work with educational reconstruction in real educational practice
Prerequisites
Condition for passing the course Psychodidaktika and neurodidaktika is fulfilling control study General didactics. The subject requires basic knowledge of anatomy and physiology of the human central nervous system

Assessment methods and criteria
unspecified
Requirements by the tutor
Recommended literature
  • CANGELOSI, J., S. Strategie řízení třídy. Praha: Portál, 1994. ISBN 80-7178-014-6.
  • DOULÍK, P., ŠKODA, J. Diagnostika dětských pojetí a její využití v pedagogické praxi. Ústí nad Labem: UJEP, 2008. ISBN 978-80-7414-059-4.. Ústí nad Labem: UJEP, 2008. ISBN 978-80-7414-059-4.
  • FISCHER, R. Učíme děti myslet a učit se: praktický průvodce strategiemi vyučování. Praha: Portál, 2004. ISBN 80-7178-966-6.
  • Ganong, W. F. Přehled lékařské fyziologie. 20. vydání. Praha: Galén, 2005, ISBN: 80-7262-311-7 .. Praha: Galén, 2005.
  • Held, L., Pupala, B. Psychogenéza žiakovho poznania vo vyučovaní. Bratislava: Edičné stredisko Amos PedF UK,. 1995.
  • Janíková, M., Vlčková, K. et al. Výzkum výuky: tematické oblasti, výzkumné přístupy a metody. Brno: Paido, 2009, ISBN 978-80-7315-180-5.. Brno: Paido, 2009.
  • KOUKOLÍK, F. Mozek a jeho duše. 3. přepracované a rozšířené vydání. Praha: Galén 2005.
  • Kulišťák, P. Neuropsychologie. 2., aktualiz. a přeprac. vyd. Praha: Portál, 2011. ISBN 978-80-7367-891-3.. 2003. ISBN 80-7178-554-7.
  • KUSÁK, P., DAŘÍLEK, P. Pedagogická psychologie - A. 2. vyd. Olomouc: Univerzita Palackého, 2001. 2001. ISBN 80-244-0294-7.. 2001. ISBN 80-244-0294-7.
  • MAREŠ, J. Styly učení žáků a studentů. Praha: Portál, 1998. ISBN 80-7178-246-7.
  • Nakonečný, M. Motivace lidského chování. Praha. 1996, ISBN 80-200-0592-7.. 1996.
  • PREISS, M., KŘIVOHLAVÝ, J. Trénování paměti a poznávacích schopností. Praha: Grada Publishing, 2009, ISBN: 978-80-247-2738-7.. Praha: Grada Publishing, 2009.
  • ŠKODA, J. Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
  • Vester, F. Myslet, učit se? a zapomínat?. Plzeň: Fraus, 1997.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester