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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. To develop scientific literacy of students. Third inquiry-based teaching 4. How to understand the inquiry-based teaching (BOV)? Research as an effective way of teaching. 5. Application constructivist conception of science education through research teaching methods and strategies. 6. The role of teachers in inquiry-based teaching. 7. Planning and implementation of Inquiry-based learning. 8. Examples of practical implementation of Inquiry-based learning. 9. Assistance BOV - focused organization no support for science. They are eg. Museums, science centers (science center) and scientific associations for the promotion of sciences, Association for the Promotion of Science. 10th Project teaching in the current school project method and project 11th The teacher's role in the project teaching 12th Developing key competencies in project teaching 13. Planning is a project 14. Presentation of the course of study of nature and society - presentation of the student's portfolio.
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Learning activities and teaching methods
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unspecified, unspecified
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Learning outcomes
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Student has in the course of preparing gain skills which will enable him to implement the selected teaching methods? specifically scholarly methods and design methods. Methodically seminars are designed so that the student gained experience above methods and is able to appropriately apply. The course is based on interactive methods and team work of students.
The student knows and applies the specified teaching methods and appropriate organizational forms in relation to the objectives of teaching and is able to translate into practical activities (in planning curriculum, preparing for lessons, projects etc.); adequately utilizes various teaching methods and resources for teaching science. Applies constructivism in science education through research teaching methods and strategies. Explains the difference between the project and integrated thematic teaching. Assess the advantages and potential pitfalls of projects. Prepares and implements the project.
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Prerequisites
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The subject requires no specific prerequisites.
KPR/4732
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Assessment methods and criteria
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unspecified
Successful defense seminar work. Credit. Comprehensive Examination. Submitting the tasks indicated in the study support. Educational support available at: https://moodle.pf.ujep.cz/course/view.php?id=428 Password: host
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Recommended literature
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Brtnová Čepičková, I. Didaktika přírodovědného základu..
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KRATOCHVÍLOVÁ, J. Teorie a praxe projektové výuky. PF MU Brno, 2006. ISBN 80-210-4142-0.
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ŠKODA, J. Psychodidaktika. Metody efektivního a smysluplného učení a vyučování. Praha: Grada, 2011. ISBN 978-80-247-3341-8.
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