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Course, academic year 2024/2025
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General aspects of chemistry education - MC280P74
Title: Obecné otázky chemického vzdělávání
Czech title: Obecné otázky chemického vzdělávání
Guaranteed by: Department of Chemistry Education (31-280)
Faculty: Faculty of Science
Actual: from 2024
Semester: summer
E-Credits: 1
Examination process: summer s.:
Hours per week, examination: summer s.:1/1, C [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. Svatava Janoušková, Ph.D.
RNDr. Eva Stratilová Urválková, Ph.D.
Incompatibility : MC280P66
Is incompatible with: MC280P66
Annotation -
3rd year, summer chemistry,
The subject education is realized as a three-hour block of lecture and exercise. Every theme is generally characterised during the lecture, and then concretized using tables, graphs, schemes and samples of generally used materials - educational standards and programmes, curricula and chemistry teaching plans, both local and foreign textbooks, various materials and tools for teaching general chemistry. During the exercise, the students have the possibility to work with given materials and tools and to solve set tasks accordingly.
The course takes place in person, in case of impossibility to attend the faculty or the impossibility of full-time teaching, the course will take place in the online environment ZOOM.
It is necessary to log in to the ZOOM platform with a faculty/university e-mail and a faculty/university login!
Last update: Šmejkal Petr, doc. RNDr., Ph.D. (11.10.2020)
Literature -

Čtrnáctová, H.: Problem Tasks in Chemistry. Karolinum, Praha 1998.
Čipera, J.: Discussions about Didactics of Chemistry I. Karolinum, Praha 2000.
Čipera, J.: Discussions about Didactics of Chemistry II. Karolinum, Praha 2001.
Catalog of Requirements for the Common Part of the Chemistry Graduation Exam. MŠMT ČR, Praha 2000.
Collection of Problems for the Common Part of the Chemistry Graduation Exam. Tauris, Praha 2001.
Frame Educational Programmes for Grammar Schools and Secondary Vocational Schools. MŠMT ČR, Praha 2006-2010.
Textbooks, workbooks and Collection of Chemistry Problems for Grammar Schools and Secondary Vocational Schools.

Last update: Čtrnáctová Hana, prof. RNDr., CSc. (27.10.2019)
Requirements to the exam -

General Questions of Chemical Education ends with credit. To gain the credit, the student has to be present at 80% of lessons,to be active at the seminars, and to have a micro-scene on a specific theme.

Last update: Čtrnáctová Hana, prof. RNDr., CSc. (27.10.2019)
Syllabus -

3rd year, summer chemistry, lec. 30 hours, sem. 30 hours

ECTS credits

Acquirement of the didactics knowledges, how to manage and supervise the process of the general chemistry education during the high school attendance. Is based on the on the aims of the general chemistry education, written in the educational directions and other paedagogical skills, i.e. in the standarts, evaluation criteria of the education, textbooks, school educational experiments, tutorial computer programs. Part of the educational plan is the acquirement of the simplified metodology of the chemistry didactics - the selection and the structuralization of the subject, relationship of the theoretical and empirical cognitive processes, the choice of the problem complexity, the basic of the autoregulation of the subject acquirement and so on.

References:

Raymond Chang : Chemistry,Mc Graw - Hill, New York.fourth Edition, 1991

Čipera Jan : Didaktika obecné chemie, UK, Praha 1990

Last update: Rubešová Jana, RNDr., Ph.D. (21.04.2017)
Learning outcomes -

In the General Aspects of Chemical Education course, students are expected to achieve the following learning outcomes:

  1. Understand the basic principles of chemical education
  • Students should gain an understanding of the basic principles and theories of chemical education, including the history, goals, and direction of modern chemistry education

        2. Ability to identify and develop key competencies for teaching chemistry

  • Students distinguish what key competencies (e.g., professional, pedagogical, didactic, and personal) are needed for effective chemistry teaching at different levels of education.
  • They understand the need to develop competences in their future students.

       3. Knowledge of didactic methods and practices in teaching chemistry

  • Students are familiar with a variety of teaching methods and techniques specific to chemistry, including demonstrations, laboratory exercises, project-based learning, problem-based learning, and other innovative approaches.
  • Students select the appropriate method for the specific learning objective and learning situation in their microteaching.

       4. Working with didactic tools and technologies

  • Students become familiar with a variety of tools for teaching chemistry, including traditional and modern tools such as simulations and digital learning resources.

       5. Awareness of curriculum documents

  • Students apply their knowledge of the structure of curriculum documents such as the Framework Curriculum (FCP) and the School Curriculum (SCP) to practical situations

       6. Development of evaluation and feedback skills

  • Students demonstrate knowledge of assessing student performance in chemistry.
Last update: Janoušková Svatava, doc. RNDr., Ph.D. (24.09.2024)
 
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