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Lecturer(s)
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Holubová Renata, RNDr. CSc.
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Course content
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Thematically oriented teaching, learning in context, inter-subject relations <li> Requirements on the creation of competences of pupils in the society dependent on the technological conveniences in scientific and technical disciplines <li> Higher linkage of physics with other subjects (mathematics, biology, technique, informatics) <li> Connection of specialized physics, didactics, psychology and teacher practice <li> Emphasis on understanding, interest, establishment of internal and inter-subject integration <li> Methodological monoculture, project teaching, open teaching <li> Design of the topics accepting integrated conception of teaching </ul>
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Learning activities and teaching methods
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Lecture
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Learning outcomes
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<ul> <li> Thematically oriented teaching, learning in context, inter-subject relations. Methodological monoculture, project teaching, open teaching.
Evaluation Evaluate the particular methods and principles, explain the aspects and results concerning the given issue, integrate the knowledge, predict the solutions, evaluate the results and outcomes.
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Prerequisites
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unspecified
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Assessment methods and criteria
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Mark
<ul> <li> Knowledge within the scope of the course topics (examination) </ul>
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Recommended literature
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(2004). Rámcový vzdělávací program pro základní a střední školy. MŠMT.
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Vzdělávací programy v zemích EU.
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Časopisecká literatura. Matematika-fyzika-informatika, Praxis der Naturwissenschaften, Physics Teacher, Školská fyzika.
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Deboer,G. (1991). A History of Ideas in Science Education. Implications for Practice. New York: Teachers College, Columbia University.
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EURYDICE. (2006). Science Teaching in Schools in Europe, Policie and Research. Brussels: Eurydice.
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Gil-Pérez, D. (1996). New trends in science education. International Journal of Science Education, 18, s. 889 - 901.
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Rhem, J. (1998). Probelm - Based Learning. The National Teaching and Learning Forum, Vol. 8, No.1.
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