Biology Teaching - OENBB1715Z

• Anglický název: Biology Teaching
• Zajišťuje: Katedra biologie a environmentálních studií (41-KBES)
• Fakulta: Pedagogická fakulta
• Platnost: od 2021
• Semestr: oba
• E-Kredity: 4
• Rozsah, examinace: 0/2, Zk [HT]
• Počet míst: zimní:neurčen / neurčen (5); letní:neurčen / neurčen (5)
• Minimální obsazenost: neomezen
• 4EU+: ne
• Virtuální mobilita / počet míst pro virtuální mobilitu: ne
• Stav předmětu: nevyučován
• Jazyk výuky: angličtina
• Způsob výuky: prezenční
• Způsob výuky: prezenční
• Poznámka: předmět lze zapsat v ZS i LS
• Garant: RNDr. Lenka Pavlasová, Ph.D.

Anotace

Poslední úprava: 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.).

Deskriptory

Poslední úprava: RNDr. Lenka Pavlasová, Ph.D. (06.02.2021)

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

Literatura

Poslední úprava: 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

Požadavky ke zkoušce

Poslední úprava: RNDr. Lenka Pavlasová, Ph.D. (19.01.2021)

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

Sylabus

Poslední úprava: 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)

Podmínky zakončení předmětu

Poslední úprava: 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.