Biology Teaching - OENBB1715Z

• Title: Biology Teaching
• Guaranteed by: Katedra biologie a environmentálních studií (41-KBES)
• Faculty: Faculty of Education
• Actual: from 2021
• Semester: both
• E-Credits: 4
• Hours per week, examination: 0/2, Ex [HT]
• Capacity: winter:unknown / unknown (5); summer:unknown / unknown (5)
• Min. number of students: unlimited
• 4EU+: no
• Virtual mobility / capacity: no
• State of the course: not taught
• Language: English
• Teaching methods: full-time
• Teaching methods: full-time
• Note: you can enroll for the course in winter and in summer semester
• Guarantor: RNDr. Lenka Pavlasová, Ph.D.

Annotation

Last update: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

The course introduces students to the concept of teaching biology in the Czech Republic, Framework educational programs, school educational programs and selected approaches to teaching biology. The aim of the course is to introduce students to both the theoretical aspects of biological education and the possibilities of implementing practical activities. Attention will be paid to the theory and practice of inquiry-based education, project-based education, field trip and classroom observation of lessons. Implemented practical activities can be used not only at school but also out-of-school education (science clubs, camps etc.).

Descriptors

Last update: RNDr. Lenka Pavlasová, Ph.D. (06.02.2021)

online teaching: the link will be sent to registered students by e-mail

Literature

Last update: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

Braund, M., & Reiss, M. J. (Eds.). (2004). Learning science outside the classroom. Psychology Press.

Framework Educational Programme for Basic Education, https://www.msmt.cz/areas-of-work/basic-education-1

Framework Education Programme for Secondary General Education (Grammar School), http://www.nuv.cz/file/161

Barker, S., Slingsby, D., & Tilling, S. (2002). Teaching biology outside the classroom. Is it heading for extinction, 14-19. https://www.univie.ac.at/freilanddidaktik/fieldwork_report.pdf

Pedaste, M., Mäeots, M., Leijen, Ä., & Sarapuu, S. (2012). Improving students’ inquiry skills through reflection and self-regulation scaffolds. Technology, Instruction, Cognition and Learning, 9, 81–95.

Pedaste, M., Maeots, M., Siiman, L. A., de Jong, T., van Riesen, S. A. N., Kamp, E. T., . . . Tsourlidaki, E. (2015). Phases of inquiry-based learning: Definitions and the inquiry cycle. Educational Research Review, 14, 47-61. doi: 10.1016/j.edurev.2015.02.003

Helle, L., Tynjala, P., & Olkinuora, E. (2006). Project-based learning in post-secondary education - theory, practice and rubber sling shots. Higher Education, 51(2), 287-314. doi: 10.1007/s10734-004-6386-5

Rusek, M., & Becker, N. (2011). "Projectivity" of Projects and Ways of its Achievement. In M. Rusek (Ed.) Project-Based Education in Chemistry and Related Fields Ix (s. 12-23), Praha: Charles University in Prague, Faculty of Education. WOS:000343674000001.

Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of research in science teaching, 31(10), 1097-1119. https://www.researchgate.net/profile/Nir_Orion/publication/234629134_Factors_Which_Influence_Learning_Ability_during_a_Scientific_Field_Trip_in_a_Natural_Environment/links/55a169aa08ae1c0e04640aa8.pdf

Preusch, P. L. (2009). A case study of Urban student and teacher Experiences surrounding an outdoor environmental Science Field Trip (Doctoral dissertation).

https://drum.lib.umd.edu/bitstream/handle/1903/9513/Preusch_umd_0117E_10531.pdf?sequence=1&isAllowed=y

Prague ZOO: https://www.zoopraha.cz/en

Calanda, B., & Rich, P. J. (Eds.). (2014). Digital video for teacher education: Research and practice. New York, United States: Routledge.

Sherin, M. G., & van Es, E. A. (2008, listopad). Effects of video club participation on teachers' professional vision. Journal of teacher education, 60(1), 20-37. doi: 10.1177/0022487108328155

Requirements to the exam

Last update: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

Final assessment will be based on quality of submitted portfolio and on active approach during course.

Syllabus

Last update: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

The concept of teaching biology in the Czech Republic, Framework educational programs, School educational programs (90 minutes)

Selected approaches to teaching biology: inductive vs deductive teaching, ISBE, CLIL, critical thinking, teaching with natural products and models (90 minutes)

Laboratory tasks and inquiry-based education (90 minutes)

Project-based education (180 minutes)

Field trip (180 minutes)

Classroom observation (lessons on videos, 180 minutes)

Course completion requirements

Last update: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

Submitting of portfolio containing protocols of laboratory exercises, school project preparation, worksheet and didactics reflection of field trip to ZOO, reflection of the lesson on video.