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Subject crowning the professional preparation of chemistry teacher in vocational schools, focused primarily on specific activities of a chemistry teacher and his pupils: experimentation, modeling, visualization, symbolization, elementarization, educational games (activity pedagogy of chemistry).
Last update: TAJ832 (28.08.2013)
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R: HOLADA,K.: Tendence přírodovědného vzdělávání a přípravy učitelů na něj, in Hledání učitele, Praha UK, 1996, p. 158-173, ISBN 80-96039-99-9 R: HOLADA,K.: Pedagogika chemie, reprintované články, Praha UK PedF, 2000, 111 pages R: HOLADA,K.: Pedagogika chemie. Specifické činnosti učitele chemie a jeho žáků, Praha UK PedF, 2000 vč. 5 příloh, 160 pages R: HOLADA, K.: Edukační experiment v chemii, skriptum a e-kniha Praha KCHDCH, 2011, 154 pages, ISBN 978-80-260-0043 R: HOLADA, K.: Agogika chemie, skriptum a e-kniha, Moodle Praha UK PedF, 2013, 50 pages A: Electronic or hard copies of current publications will be available during lectures. Last update: TAJ832 (28.08.2013)
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1. The concept and the development of Chemical Education. Křepelka´s seminar on lecture experiments with a lecture on the methodology of teaching chemistry. Chemistry methodology, didactics of chemistry, chemistry teaching theory, didactics, pedagogy of chemistry. 2. Departmental and pedagogical component of the qualification of chemistry teacher at vocational schools. Bipolarity of chemistry teacher preparation: chemistry teacher - a teacher or a chemist? Professional competence of chemistry teacher and his pupils. 3. Didactic games with chemical issues. Purpose of games, their sorting, games in the teaching of chemistry and leisure activities, micro-seminar on chemically oriented didactic games. 4. Experimentation in chemistry and its teaching at vocational schools. School and chemical experiment - their divergence and convergence, the dichotomous classification of educational experiments, specific of pupils and teachers experiments. 5. Laboratory and demonstration experiments. Scale and precision of school experiments, their instrumentation, methods and techniques of presentation. 6. Modeling in chemistry and its teaching at vocational schools. Model as a means of learning and as a result of knowledge, model - a representative of reality, pyramidal model of modeling, general function of models, functional classification of models, chemistry subject as a model of chemistry, post-war models of teaching chemistry. 7. Visualization in chemistry and its teaching at vocational schools. The concept of visualization in the broad and narrow sense, sorting the methods and techniques of visualization, visualization of experiments vs. visualization by experiments, visualization of models vs. visualization by modeling. 8. Elementarization of the methods for the study of chemical substances and reactions. A procedure that usually uses experimentation, modeling and visualization in three stages: (i)construction of a functional model of a device, (ii)model experiments explaining the principle of a method, (iii)model identification and determination and - if possible - working with real instruments. 9. Symbolization in chemistry and its teaching at vocational schools. Symbols, formulas, equations, expressions, pictograms, mathematical models and the specifics of their use. 10. Professiogram, specific competencies and behaviour of chemistry teacher. Professiogram of a teacher in general and "a chemist" specifically, the descriptors describing competencies of chemistry teacher at vocational school and of his pupils. 11. Pedagogical aspects of chemical production. Different concepts of the curriculum of chemical processes and their selection, specific forms, methods and means of presentation of chemical production, the role of the curriculum in general, pre-professional and professional education. 12. Pedagogical aspects of chemistry methodology. Methodology of chemistry vs methodology of chemistry teaching, chemistry methodology as a tool for and as a subject of teaching chemistry, classification of chemistry methods vs. teaching chemistry methods. 13. Hygiene, safety and environmental aspects of teaching chemistry. Legislation - an accelerator or disincentive of chemistry teaching (especially of the forms and methods of practice). Ways out of restrictive laws, decrees, regulations and interpretations misusing these documents for not doing experiments. 14. Permanent lifelong education of chemistry teachers. Pedagogical and chemical component of further education of chemistry teachers, postgraduate, master's and doctoral studies, management and supplementary pedagogical study.
Last update: TAJ832 (28.08.2013)
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The e-books cited in literature are available to the ICT Prague students on the Moodle of the Faculty of Education of Charles University. The teacher provides copies of current publications, as well as dozens of videos at the lectures.
Last update: TAJ832 (28.08.2013)
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Students will be able, with chemical erudition and teaching creativity, to design, develop and implement teaching of general subjects - Chemistry and related subjects of pre-professional and professional training of chemists in secondary vocational schools (analytical chemistry, laboratory technology, chemical production, etc.). Last update: TAJ832 (28.08.2013)
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Bc degree in chemistry. Exam in basis of pedagogy including its history. Last update: TAJ832 (28.08.2013)
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| Teaching methods | ||||
| Activity | Credits | Hours | ||
| Konzultace s vyučujícími | 0.1 | 3 | ||
| Účast na přednáškách | 1 | 28 | ||
| Příprava na přednášky, semináře, laboratoře, exkurzi nebo praxi | 1 | 28 | ||
| Příprava na zkoušku a její absolvování | 0.9 | 25 | ||
| 3 / 3 | 84 / 84 | |||
| Coursework assessment | |
| Form | Significance |
| Regular attendance | 30 |
| Examination test | 50 |
| Oral examination | 20 |