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Course, academic year 2024/2025
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Didactics of Organic Chemistry - MC280P10
Title: Didaktika organické chemie
Czech title: Didaktika organické chemie
Guaranteed by: Department of Chemistry Education (31-280)
Faculty: Faculty of Science
Actual: from 2024
Semester: summer
E-Credits: 2
Examination process: summer s.:
Hours per week, examination: summer 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: priority enrollment if the course is part of the study plan
Guarantor: doc. RNDr. Milada Teplá, Ph.D.
Incompatibility : MC280P06
Is incompatible with: MC280P06
In complex pre-requisite: MC280P08
Annotation -
The purpose of the course Didactics of Organic Chemistry is to prepare future chemistry teachers for secondary schools for their teaching practice, where they will utilize their specialized knowledge of organic chemistry in their pedagogical work at the secondary school level.

In the seminar, we will explore selected activating methods both theoretically and, more importantly, practically. Emphasis is placed on the students' active involvement.

In demonstration outputs (microteaching), students individually present the preparation of selected topics in organic chemistry using model examples and selected activating methods.
Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Literature -
  • didaktikabiochemie.natur.cuni.cz
  • Robert Čapek - Modern Didactics
  • Robert Čapek - The Lazy Teacher
  • Carl Hendrick, Robin Macpherson - What Works in the Classroom?
  • Dylan Wiliam, Siobhán Leahy - Embedding Formative Assessment
  • Paul Ginnis - The Teacher’s Toolkit
  • Piaget - The Child's Psychology



Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Requirements to the exam -

80% attendance at seminars

Active participation in seminars.

Completion of assigned tasks.

Student presentations (selected activities).

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 organic chemistry curriculum.)

  • Pedagogical Documents (Framework Education Program, School Education Program, Thematic Plan)
  • Organic Chemistry 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)
  • Models of Organic Substances
  • Structure of Organic Compounds
  • Lesson Preparation (INTRO)
  • Activating Methods (selected by students)
  • Didactic Cycle C.M.I.A.R.E.
  • Working with Educational Videos / Texts
  • Mobile Applications in Chemistry Teaching (ChemTube, KingDraw, iMolview, Kahoot!, and others)
  • Online Web Tools (Padlet, Jamboard, Whiteboard.fi, Collboard, MFforms/Google Forms, Kahoot!, Wizer.me, Mentimeter.com, etc.)
Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Entry requirements - Czech

Je vhodné, aby studenti již měli předem absolvovány související předměty didaktiky chemie:

Didaktika obecné chemie (MC280P01),

Didaktika anorganické chemie (MC280P02),

Počítače a internet v chemii I. (MC280P64),

pokud možno též Experimenty ve výuce chemie I. (MC280C04).

Last update: Rubešová Jana, RNDr., Ph.D. (24.02.2020)
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 organic chemistry.

… comments on the strengths and weaknesses of the presented thematic plan/SEP with a focus on organic chemistry.

… analyzes and compares available organic chemistry textbooks for secondary schools.

… applies significant elements of learning theory to the teaching of organic chemistry.

… constructs various organic compounds, including natural substances (e.g., cyclic and non-cyclic forms of monosaccharides) using models of organic substances.

… uses models of organic compounds to determine and describe the configuration and conformation of the respective organic molecules.

… analyzes, evaluates, and compares selected didactic methods.

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

… creates materials to support organic chemistry teaching by incorporating a mobile application/web tool (Padlet, Jamboard, etc.)/video.

… creates quizzes using the Kahoot! application (or similar applications, e.g., Wizer.me).

… familiarizes themselves with the philosophy of the "Lazy Teacher" and compares it with the philosophy of the "traditional" teacher. They critically assess this philosophy and state the advantages and disadvantages of incorporating it into chemistry teaching.

… designs one lesson for organic chemistry teaching, incorporating an activating method (for the purpose of introducing the content) and using the C-M-I-A-R-E cycle (sets the activity goal, selects appropriate methods, provides instructions to students, implements the action, and conducts final reflection and evaluation).

… within the design of one lesson, sets its goals/expected outcomes using Bloom's taxonomy of objectives.

… appropriately phases the designed lesson (states the phases of the lesson) and processes it didactically (presents not only the content but also the complete didactic design of the lesson).

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