|
Lecturer(s)
|
-
Máková Veronika, doc. Mgr. Ph.D.
-
Slavík Martin, Mgr. Ph.D.
-
Jodas Bořivoj, PhDr. Ph.D.
-
Hejsková Pavlína, Mgr. Ph.D.
|
|
Course content
|
BLOCK 1: Fundamentals of active learning and the digital age 1. What is active learning: Constructivism in science education (E-U-R model). Internal vs. external student motivation. Formative assessment as part of activation. 2. Digital tools and interaction: Tools for immediate feedback and formative assessment (Blooket, Wordwall, Mentimeter). Interactive simulations (PhET). Using AI to create activation exercises. BLOCK 2: Cognitive, discussion, and problem-solving methods 3. Working with text and critical thinking: RWCT methods (Reading and Writing for Critical Thinking: I.N.S.E.R.T., five-line poem, mind maps). Analysis of technical texts, deconstruction of hoaxes and pseudoscience in chemistry. 4. Problem solving and discussion: Problem-based learning (PBL). Discussion methods suitable for natural sciences (snowballing, World Café, brainstorming, guided discussion). 5. Situational and staging methods: Role-playing in a science context (e.g., simulation of an environmental summit, ethical debates on plastics/medicines). BLOCK 3: Research, projects, and gamification 6. Inquiry-based learning (IBL): Levels of inquiry (confirmatory, structured, guided, open). Steps in the inquiry cycle and the role of the teacher. 7. Project-based learning: Project phases, choosing a meaningful topic, interdisciplinary relationships. How to evaluate projects (creating evaluation rubrics). 8. Didactic and escape games: Principles of game design in teaching. Educational escape rooms and gamification of chemistry/biology. 9. Visualization and modeling: Abstract concepts actively. Creation of 3D models, molecular building blocks, basics of virtual/augmented reality (AR) in the study of substance structures. BLOCK 4: The real world and experimentation as a tool 10. School experiments in a new role: Motivational vs. exploratory experiments. How to turn a static demonstration experiment into an activity for students. Incorporating experiments into lesson phases. 11. Chemistry from the kitchen and garage: Safe and inexpensive experiments with commonly available raw materials. Sensory perception, food, home chemistry. 12. Learning outside the classroom and field teaching: Excursions to industry, field exercises, museum pedagogy, and their didactic value (how to make an excursion more than just a "trip"). 13. Citizen science and DIY devices: Students as real researchers. Use of microcomputers (micro:bit, Arduino) for inexpensive pH, temperature, and conductivity measurements. 14. Microteaching and sharing of practices: Presentation and defense of prepared lessons, joint discussion, and sharing of practical experiences.
|
|
Learning activities and teaching methods
|
|
Dialogue metods(conversation,discussion,brainstorming), Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Problematic methods (research and exploration), Demonstration of student skills, Lecture, Practicum
|
|
Learning outcomes
|
The aim of the lectures is to familiarize students with the characteristics of activation methods and their use in science teaching. In the exercises, to practically deal with the methodology of preparation and selection of topics of the curriculum. To carry out the methodological preparation of the lessons, to discuss it in the group and to guide the students in the practical verification of the preparation in the students' practice in cooperation with the trainee teacher.
After completing the course, students will be able to: Design, implement, and defend a methodological preparation for a lesson using a selected activation method (e.g., BOV, RWCT, project-based learning) so that it fulfils the set educational goals and respects the developmental needs of students (KRAAU 1.2, 1.3). Apply various levels of inquiry-based learning (IBL) to specific topics in science subjects and transform classic demonstration experiments into student inquiry activities (KRAAU 1.1). Use modern digital technologies, interactive simulations, and tools for immediate feedback and formative assessment to effectively engage the entire class (KRAAU 2.3, 4.1). Select and didactically adapt real-life problems (e.g., food chemistry, ecology) or controversial texts/hoaxes to develop students' critical thinking and reading literacy through discussion methods (KRAAU 1.2). Reflect on the effectiveness of the activation method used after its practical verification (in teaching practice or micro-teaching), identify the strengths and weaknesses of your performance, and propose specific steps for your own pedagogical improvement (KRAAU 5.1, 6.3). Evaluate specific safety risks (OHS) when implementing activation methods and student experiments and set rules for a safe and cooperative learning environment (KRAAU 3.1, 3.2).
|
|
Prerequisites
|
unspecified
|
|
Assessment methods and criteria
|
Practical demonstration of acquired skills, Written assignment
1. Active participation in activity-based learning within seminars. 2. Creation and defense of lesson plans: Preparation of one complete lesson plan using a selected activation method (e.g., E-U-R phase). 3. Practical verification and reflection: Implementation of the proposed lesson (during teaching practice or as a micro-lesson in a seminar) and subsequent submission of self-reflection and feedback from the training teacher/classmates.
|
|
Recommended literature
|
-
ČAPEK, Robert. Moderní didaktika: Lexikon výukových a hodnotících metod. Praha, 2015. ISBN 978-80-247-3450-7.
-
GINNIS, P. Efektivní výukové nástroje pro učitele. Praha: Edukační laboratoř, 2017. ISBN 978-80-906082-6-9.
-
KOTRBA, T., LACINA, L. Aktivizační metody ve výuce: příručka moderního pedagoga. Brno: Barrister & Principal, 2015. ISBN 978-80-7485-043-1.
-
OURODA, Stanislav. Oborová didaktika. Brno: Mendelova zemědělská a lesnická univerzita, 2000. ISBN 978-80-7157-477-4.
|