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Lecturer(s)
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Hejsková Pavlína, Mgr. Ph.D.
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Knobloch Roman, RNDr. Ph.D.
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Slavík Martin, Mgr. Ph.D.
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Kocum Jan, RNDr. Ph.D.
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Pražáková Martina, Mgr. Ph.D.
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Course content
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Lectures: 1.-2. International System of Units (SI), physical laws in natural phenomena, inquiry-oriented teaching and experiments in science 3. Elements as a cross-curricular topic. 4. Selected chapters of science and technology from the perspective of intersubject relations. 5. How does science work: Hypotheses, verification and falsification. Estimating the unimaginable. 6. Energy intersubjects. 7.-8. The position of geography within the geoscience disciplines. The role of water in the landscape - geographical, biological and physical contexts. 9. Numbers in society: prime numbers, self-correcting codes, coding, magic squares, Platonic solids, various tricks to help in calculations. Mathematical and physical foundations of music, string excitation, pitch, harmony, hearing. 10.-11. Relationship of math, physics, chemistry, what is science, history, work, force, equilibrium, definition of mole, thermodynamics, ideal gas theory, atomic models, basic ideas of quantum mechanics. 12. Sharing didactic aids with cross-curricular content as an activity for science teachers. Creation of educational cards and lapbooks. 13.-14. Cross-curricular relations of science education. Exercises: Students' own presentations on individual topics from the lectures, focusing on a complex interdisciplinary perspective and reflecting also the historical development of the issue.
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Learning activities and teaching methods
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Self-study (text study, reading, problematic tasks, practical tasks, experiments, research, written assignments), Project teaching, Active metods (simulation, situational contingency methods, drama,acting, namagerial acting ), Problematic methods (research and exploration), Lecture, Seminár, Task-based study method
- Class attendance
- 28 hours per semester
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Learning outcomes
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Overview of connections between various natural sciences
After completing the course, students will be able to: Explain the basic principles of science (Nature of Science), the process of hypothesis formation and falsification, and distinguish between the scientific approach and pseudoscience (KRAAU 1.1). Analyse and interpret selected natural phenomena (e.g., the water cycle, energy flow, climate change) from a comprehensive perspective, actively linking knowledge from biology, chemistry, physics, geography, and mathematics. Apply unifying concepts (e.g., conservation of energy, particle composition of matter, evolution, systems and models) in solving complex scientific problems and Fermi estimates. Design, create, and defend your own teaching material (e.g., a lapbook, a worksheet) or research activity (BOV) that integrates the content of at least two STEM fields and is appropriate for the age of elementary/high school students (KRAAU 1.2 and 1.3). Implement a short teaching output (micro-teaching) focused on an interdisciplinary topic and reflect on your teaching performance based on feedback from the teacher and peers (KRAAU 5.1). Argue for the necessity of interdisciplinary relationships for understanding the real world and motivate students to perceive nature holistically, without the artificial barriers of individual school subjects (KRAAU 6.1).
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Prerequisites
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To successfully complete the course, students are expected to have: Subject-specific and didactic orientation: Knowledge of the basics of the didactics of at least one natural science subject and orientation in curricular documents (RVP ZV/GV). Basics of academic writing: Ability to search for professional literature (research) and work with citation standards (e.g., ISO 690).
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Assessment methods and criteria
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Student's performance analysis, Systematické pozorování studenta, Oral presentation of self-study, Written assignment
To successfully complete the course, students must meet the following conditions: 1. Active participation in classes (min. 80%) or online meetings. Involvement in activity-based learning and discussions, ongoing completion of partial tasks in the e-learning environment. 2. Creation of a multimodal artefact (interdisciplinary aid): Independent design and physical creation of a functional teaching aid (e.g., lapbook, interactive model, educational board game) that demonstrably connects at least two natural science disciplines. The aid must contain modern didactic elements (visualisation, comics, concept maps, or integration of IT elements). 3. Mini-output practice (data collection): Practical verification of the functionality of the aid in the form of a short output (micro-teaching) in front of colleagues at a seminar. The feedback and reflections obtained will serve as the basis for writing the article's results section. 4. Methodological article in IMRaD structure. Submission of the final text reflecting the created tool, prepared at the level of a manuscript ready for publication (e.g., in a faculty anthology or journal). Required structure: Introduction (theoretical basis of the interdisciplinary topic), Methodology (description of the target group and the creation process), Results (evaluation of the mini-output practice), Discussion (reflection and comparison with the literature). The submitted article must include high-quality photographic documentation of the created artefact and a template/methodological sheet that allow the aid to be replicated by other teachers.
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Recommended literature
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B. JANSKÝ. Poznáváme svět, díl: Svět, Část: Hydrosféra. Kartografie, a. s., Praha, 1993.
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D. HALLIDAY, R. RESNICK, J. WALKER. Fyzika. Brno: Vutium, 2014.
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J. FAUVEL, R. FLOOD, R. WILSON (EDS.). Music and Mathematics: From Pythagoras to Fractals. Oxford: Oxford University Press, 2006.
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J. HLADNÝ, J. NĚMEC (EDS.) A KOL. Voda v České republice. Praha: Consult, 2006.
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M. KŘÍŽEK, L. SOMER, A. ŠOLCOVÁ. Kouzlo čísel, od velkých objevů k aplikacím. Academia, 2009.
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M. MAŠEK. Nalezneme u nás tmavou oblohu? Česká astronomická společnost - Informační astronomický server.
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R. J. RUSSELL. Geological geomorphology. Bulletin of the Geological Society of America, Volume 69, Issue 1, (1958), pp. 1-22.
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R. NETOPIL. Fyzická geografie I. Praha: SPN, 1984.
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S. E. WHITE. Geomorphology linking time and space. Geotimes, Volume 27 (1982), p. 18.
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T. JUST A KOL. Revitalizace vodního prostředí. Praha: AOPK ČR, 2003.
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T. LOUČKA. Chemie životního prostředí. Univerzita J. E. Purkyně v Ústí nad Labem: Fakulta životního prostředí, 2014.
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T. UNWIN. The Place of Geography. Longman Scientific & Technical: New York, 1992.
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V. CÍLEK, J. KENDER (EDS.). Voda v krajině: kniha o krajinotvorných programech. Praha: Consult, 2004.
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V. GRULICH, K. CHOBOT. Červený seznam ohrožených druhů České republiky. Cévnaté rostliny - Příroda, Volume 35, (2017),pp 1-178.
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V. T. CHOW, D. R. MAIDMENT, L. W. MAYS. Applied hydrology. McGraw-Hill: New York, 1988.
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W. J. MOORE. Fyzikální chemie. Praha: SNTL, 1979.
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W. M. DAVIS. Relation of geography to geology. Bulletin of the Geological Society of America, Volume 23, Issue 1 (1912), pp. 93?124.
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