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. Petr Distler, Ph.D.
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 reveals the problematic areas of biochemistry teaching and introduces a wide range of didactic materials, models, and selected experiments.

The course is closely connected with the subject "Didactics of Organic Chemistry."
Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
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 (including in the form of an online seminar).

Ongoing completion of assigned tasks.

Student's presentation in the seminar according to given requirements (presentation of the overall teaching concept of the selected topic + demonstration of activating methods).

Final test.

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

Methods and Forms of Work:

The subject is taught using the tandem teaching method. Discussion methods and creating models of situations from the school environment predominate.

Curriculum / Topics:

(The methods listed below are always demonstrated on a selected segment of the biochemistry curriculum.)

  • Pedagogical Documents (Framework Education Program, School Education Program, Thematic Plan)
  • Biochemistry Textbooks
  • Learning Theory (forgetting curve, attention curve, memory theory, phases of a lesson, the importance of motivation, educational objectives and their significance in teaching, Bloom's taxonomy of objectives)
  • Philosophy of the "Lazy Teacher"
  • Activating Methods (+ didactic cycle C.M.I.A.R.E.)
  • Critical Thinking
  • RWCT Methods (+ didactic cycle E-U-R)
  • Just in Time Teaching Methods
  • Flipped Classroom Concept
  • Peer Learning
  • Working with Educational Videos / Texts / Mobile Applications
  • Inquiry-Based Learning
  • Formative and Summative Assessment
  • Classroom Communication – Developing Speech Skills
  • Virtual Teaching Lesson
  • Problematic Sections in Biochemistry Teaching (respiratory chain, photosynthesis) – the importance of visualization in chemistry teaching
Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Learning outcomes -

The student...

… analyzes the Framework Education Program (FEP) (and selected School Education Programs, SEPs) with respect to key competencies, goals of the entire educational area "Man and Nature," expected outcomes, and curriculum content with a focus on biochemistry.

… comments on the strengths and weaknesses of the presented thematic plan/SEP with a focus on biochemistry in secondary schools.

… analyzes and compares available biochemistry textbooks for secondary schools.

… applies significant elements of learning theory to biochemistry teaching.

… analyzes, evaluates, and compares selected didactic methods.

… lists the advantages and disadvantages of selected didactic methods in biochemistry teaching.

… compares the philosophy of the "Lazy Teacher" with the philosophy of other teachers.

… proposes a teaching concept for an entire biochemistry topic (What? – content; Why? – goals/expected outcomes; How? – selection of appropriate didactic methods; Whom? – student characteristics).

… within the teaching concept (designing several lessons), sets goals/expected outcomes for all lessons, using Bloom's taxonomy of objectives, and suggests a timeline for all lessons.

… within the teaching concept, appropriately links the presented curriculum to everyday life, emphasizes cross-curricular relationships, and complements the teaching plan with suitable laboratory activities.

… integrates activating methods (or RWCT methods) into the teaching concept using the C-M-I-A-R-E cycle (or adhering to the three-phase E-U-R cycle).

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