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Didactics of biochemistry - MC280P08

Title:	Didaktika biochemie
Czech title:	Didaktika biochemie
Guaranteed by:	Department of Chemistry Education (31-280)
Faculty:	Faculty of Science
Actual:	from 2024
Semester:	winter
E-Credits:	2
Examination process:	winter s.:
Hours per week, examination:	winter s.:2/1, C+Ex [HT]
Capacity:	unlimited
Min. number of students:	unlimited
4EU+:	no
Virtual mobility / capacity:	no
State of the course:	taught
Language:	Czech
Note:	enabled for web enrollment priority enrollment if the course is part of the study plan

Guarantor:	doc. RNDr. Milada Teplá, Ph.D.
Teacher(s):	doc. RNDr. Milada Teplá, Ph.D.
Pre-requisite :	{At least one of the following subjects: MC280P10, MC280P06.}

Opinion survey results Examination dates WS schedule

Annotation -

The course focuses on teaching high school biochemistry from the perspective of a student – a future chemistry teacher. It highlights problematic areas in the teaching of biochemistry. The course presents a wide range of didactic materials, models, and selected experiments. It integrates elements of AI into teaching and works with the Competency Framework for Graduates of Teacher Education.
The course is closely linked to the course Didactics of Organic Chemistry.

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)

Literature -

Voet - Biochemistry

www.studiumbiochemie.cz

didaktikabiochemie.natur.cuni.cz

didaktikaorganickechemie.natur.cuni.cz

Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)

Requirements to the exam -

Active participation in the seminar. Continuous completion of assigned tasks. Student performance in the seminar according to the specified requirements (presentation of the overall teaching concept for a selected topic + demonstrations of active learning methods).

Attendance: 80%.

Final test.

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)

Syllabus -

Methods and Forms of Work: The course is based primarily on discussion methods and the creation of model situations from the school environment.

Content / Topics:
(The methods listed below are always demonstrated on selected parts of the biochemistry curriculum.)

Learning theories (forgetting curve, attention curve, memory theories, stages of the learning process, the role of motivation, the importance of educational objectives in teaching, Bloom’s taxonomy of objectives)
The philosophy of the Lazy Teacher
Active learning methods (+ didactic cycle C.M.I.A.R.E.), the flipped classroom concept, peer learning
Critical thinking, RWCT methods (+ didactic cycle E-U-R)
Working with educational videos / texts / mobile applications
Inquiry-based science education
Classroom communication – development of speech skills
Virtual teaching lesson
Problematic areas in teaching biochemistry (respiratory chain, photosynthesis) – the importance of visualization in teaching chemistry
Competency framework for graduates of teacher education – general and subject-specific
Integration of AI into chemistry teaching (advantages, disadvantages, examples of good practice, inspiration)

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)

Learning outcomes -

The student:

applies key elements of learning theory (forgetting curve, attention curve, memory theories, motivation, educational objectives, Bloom’s taxonomy) to the teaching of biochemistry.
analyzes, evaluates, and compares selected didactic methods and their use in biochemistry.
identifies the advantages and disadvantages of selected didactic methods in biochemistry teaching.
compares the philosophy of the Lazy Teacher with other approaches to teaching.
designs a teaching concept for an entire biochemistry topic (What? – content; Why? – aims/expected outcomes; How? – choice of methods; For whom? – characteristics of students).
formulates aims and expected outcomes of individual lessons using Bloom’s taxonomy and proposes their time allocation.
connects biochemistry content with everyday life, emphasizes interdisciplinary relationships, and supplements the teaching design with appropriate laboratory activities.
integrates active learning methods (including RWCT methods) using the C-M-I-A-R-E cycle or the three-phase E-U-R cycle.
uses modern teaching tools (educational video, text, mobile applications, virtual lessons) while considering their benefits and limitations.
applies the principles of inquiry-based learning to foster students’ competences.
develops students’ communication skills through structured classroom interactions.
identifies problematic areas in the biochemistry curriculum (e.g., respiratory chain, photosynthesis) and employs visualization to make them accessible to students.
interprets and applies the Competency Framework for Graduates of Teacher Education (general and subject-specific) when preparing lessons.
assesses and evaluates the possibilities of integrating AI into chemistry teaching, discusses its advantages and disadvantages, and provides examples of good practice.

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)