Kimáková, K.: Úvod do štúdia didaktiky biológie, elektronický študijný text, 2008
Kireš, M. [et al.] .Bádateľské aktivity v prírodovednom vzdelávaní [Inquiry activities in science education] časť A . - 1. vyd. - Bratislava : Štátny pedagogický ústav, 2016. - 128 s. - Projekt: Establish 244749 ; Sails 2890085. - ISBN 9788081181559
Standards and biology textbooks for Slovak lower and upper secondary schools (ISCED 2, ISCED 3)
Study materials of the internal course published in Moodle https://lms.upjs.sk/login/index.php
Colloquium - presentation of seminar work.
Current trends in educational biology. Inquiry based science education, selected examples of activities. Promoting reading comprehension in the subject of biology. Project learning - organization and support of student projects.
Teacher and student - partners in learning. The development of science skills through IBSE (Inquiry based science education). New approaches to formative and summative assessment in IBSE. New educational technologies supporting IBSE. Different ways of working with text when learning biology. Project management and cooperative methods for biology lessons. Presentation of seminar work.
During the course based on active involvement and on solutions of students tasks.
Extension of pedagogical skills with new teaching methods resulting from educational and scientific projects solved at the Department of Biology Didactics. Involvement in projects and practical training of innovative activities.
1. GANAJOVÁ, M. KALAFUTOVÁ, J. a kol.: Projektové vyučovanie v chémii. Didaktická príručka pre učiteľov základných škôl. Bratislava: Štátny pedagogický ústav, 2010. 144 s. ISBN 978-80-8118-058-3.
2. Digitálna knižnica pre projektové vyučovanie v chémii. http://kekule.science.upjs.sk/chemia/digitalna_kniznica/Index.htm
3. KIREŠ, M., JEŠKOVÁ, Z., GANAJOVÁ, M., KIMÁKOVÁ, K.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť A. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/01cast_a_web.pdf
4. GANAJOVÁ, M., KRISTOFOVÁ, M.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť B. Ukážky vytvorených metodických a pracovných materiálov z predmetu Chémia. Bratislava: ŠPÚ, 2016.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/04cast_b_chemia_web.pdf
5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-007-9.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf
6. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. Doplnené vydanie. Bratislava: CVTI Bratislava: CVTI SR, 2021. ISBN 978-80-8240-008-6.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf
7. GANAJOVÁ, M.: Metodika tvorby učebných úloh a didaktických testov pre chémiu. Košice: UPJŠ, 2015. ISBN 978-80-8152-237-6. https://unibook.upjs.sk/sk/prirodovedecka-fakulta/445-metodika-tvorby-ucebnych-uloh-a-didaktickych-testov-pre-chemiu
8. GANAJOVÁ a kol.: Rozvíjanie kompetencií žiakov prostredníctvom učebných úloh z chémie. Bratislava: ŠPÚ, 2018. ISBN 978-80-8118-215-0. https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/spu-chemia-2018-web.pdf
9. GANAJOVÁ, M., BRESTENSKÁ, B., GUNIŠ, J., JEŠKOVÁ, Z., KIREŠ, M., LEŠKOVÁ, A., LUKÁČ, S., OROSOVÁ, R., SOTÁKOVÁ, I., SZARKA, K., ŠNAJDER, Ľ.: Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. 1. vyd. UPJŠ v Košiciach, 2021, 450 s. ISBN 978-80-8152-973-3.
10. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf
11. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia.
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf
12. Školský informačný systém. Chémia. http://kekule.science.upjs.sk/chemia/index.htm
13. E – learning kurz: Aktivizujúce metódy výučby chémie, https://lms.upjs.sk/
1. Participations in seminars (also applies to the online form of teaching). Students are required to participate in seminars. The students can excuse themself (incapacity for work, family reasons, etc.) for a maximum of two seminars during the semester without the need for replacement. In the case of a longer-term justified absence (for example due to incapacity for work), the student will be assigned an alternative form of completing the missed curriculum.
2. Active participation in class. Seminars are conducted in a form in which students are active - students present assignments, which include worksheets. The student is obliged to prepare 5 written assignments. The assignments will be available through the e-learning portal LMS Moodle (direct link to the website: https://lms.upjs.sk/) in the course Activating teaching methods in chemistry.
3. The content of the seminars also includes assignment in a form of seminar work, which the student submits to the course. The seminar paper will focus on: Suggestion of an activity on a selected topic for active inquiry (inquiry-based learning, project-based learning, use of digital technologies) with a focus on the development of specific scientific and digital skills and skills related to learning. The design of the activity will also include the design of summative and formative assessment tools to verify understanding and skills in the topic.
4. The final presentation of the seminar work. Assessment of the presentation skills. (0 - 20 points). The final presentation will form a comprehensive output of acquired knowledge and skills.
The final evaluation in the course consists of the sum of points obtained for:
1. Assignments during the semester 5x (0 - 50 points)
2. Seminar work (0 - 25 points)
3. Final presentation of the seminar work (0 - 25 points)
Conditions for successful completion of the course: In order to obtain an A rating, it is necessary to obtain at least 85 points in total, to obtain an B rating at least 75 points, to obtain a C rating at least 65 points, to obtain a D rating at least 55 points and to obtain an E rating at least 45 points.
1. Characteristics of activating methods in chemistry teaching.
2. Project-based method in chemistry teaching, characteristics and examples of project work.
3. Inquiry-based methods in chemistry teaching, examples of inquiry-based activities.
4. Computer-based chemical experiments.
5. Requirements for assessment in the 21st century. Assessment in chemistry teaching I - Summative assessment. Bloom's taxonomy. Creation of tasks and didactic tests using digital tools for summative assessment (Google Forms, Socrative, Kahoot) - practical examples.
6. Assessment in chemistry teaching - Formative assessment. Applications usable for online assessment purposes (Google Forms, Socrative, Kahoot, etc.). Tasks of international PISA measurements - examples of tasks, their characteristics. Complex tasks in teaching chemistry.
7. Concept maps in chemistry.
Student will acquire an overview of selected activating methods in teaching chemistry from a theoretical and practical point of view. Can design project work, include it in teaching and evaluate its outcomes. Will be able to design inquiry-based activities, include them in teaching and verify their effectiveness based on formative assessment tools. Will gain knowledge about the requirements of assessment in the 21st century with a focus on the development and validation of conceptual understanding and skills through the tools of summative and formative assessment. Will learn how to create tasks at different levels of Bloom's taxonomy. Will get acquainted with selected cognitive and metacognitive tools of formative assessment as well as with specific examples. Will know and practically use applications usable for online assessment purposes (Google Forms, Socrative, Kahoot, etc.). Will acquire skills for the implementation of teaching with computer-based experiments in terms of work procedures, working with technology and organization of work.
Current school documents in the Slovak Republic.
Other sources are listed in the recommended literature of profile subjects, which are followed by a state exam.
1. Environment of organisms and basic ecological factors and conditions. Laws of minimum and tolerance. Habitat, ecological niche. Examples.
Secondary school: Strategy for problem teaching of biology. Create a problematic task to monitor and evaluate the interaction of abiotic and biotic components of the environment.
2. Abiotic environmental factors and their effects on organisms and ecosystems. Biological significance of light and heat. Examples.
Elementary school: Analysis of advantages and disadvantages of individual forms of student recording (table, drawing, photo, video recording). Design a student observation or experiment and a way to record the effects of light and temperature on organisms.
3. Composition and properties of the air environment, impact on organisms. Atmospheric pollution. Examples.
Elementary school: Characteristics of project teaching of biology. Design a specific topic and motivation for the student project in order to monitor the air pollution around the school / residence and to draw consequences for the organisms living in the given place.
4. Composition and properties of the aquatic environment, eutrophication and saprobite. Classification of aquatic organisms and their morphological and physiological adaptations. Examples.
Elementary school: Modeling of phenomena in biology. Characterize the content of the curriculum "Water community" and design educational procedures and tools so that students at the end of the lesson can justify the food relationships of organisms living in the model water community.
5. Composition and properties of the soil environment. Classification of soil organisms and their morphological and physiological adaptations. Examples.
Elementary school: Research cycle in biology teaching. Design a research activity with the observation of soil organisms.
6. Classification of organisms according to nutrition. Participation of organisms in the flow of energy and the cycle of substances, types of food chains. Examples.
Elementary school: Hierarchy and scope and content of biological concepts. Design a procedure for making the terms producer, consumer, reducer available using specific examples.
7. Intraspecific and interspecies relationships and interactions. Neutral, positive and negative relationships. Territory, "home range". Examples.
Elementary school: Concept maps - importance for teaching biology and examples of software for their creation. Concretize the task for students in order to create a concept map of the interrelationships of organisms.
8. Population. Population types, their external and internal parameters, life strategies, population dynamics (population growth, gradology) and population structure.
Elementary school: Discussion and its importance for the practice of argumentation. Suggest a methodological procedure for initiating a discussion on the topic "Causes of overgrowth of certain species of organisms and consequences for forest and field communities".
9. Ecosystem. Food chains. Primary and secondary production of ecosystems and its measurement. Successive development of ecosystems. Examples.
Secondary school: Errors in the formation process in biology. Examples of misconceptions. Design tasks to promote understanding of the concepts of neutralization, symbiosis, competition, predation, parasitism.
10. Communities (cenoses). Quantitative features and structure of communities, methods of studying communities.
Elementary school: Worksheets and formative assessment tools. Suggest at least two exercises for community curriculum and one formative assessment tool.
11. Biocenosis, types, characteristics. Regularities of formation and spatio-temporal dynamics of biocenoses. Properties of biocenoses. Examples.
Secondary school: Preparation of teachers and students for the excursion. Design the content, educational goals and organization of an excursion to study biocenosis near your home.
12. Biomes of the world. Classification of terrestrial, marine and limnic biodes, characteristics, distribution, anthropogenic influences. Examples.
Secondary school: Educational functions of botanical and zoological gardens, educational activities offered by various organizations to learn about the defining species of various biomes.
13. Hydrological cycle, circulation of substances in the environment, biogenic elements in the biosphere.
Elementary school: Compare school biological experiment and observation. Design a task to understand and evaluate the circulation of substances and the presence of biogenic elements in the environment.
14. Biodiversity. Alpha, beta, gamma and global diversity. Number of species-area size and distance effect, cryptic diversity. Classification of species from the point of view of nature protection.
Elementary school: Characteristics of controlled research. Concretize the assignment where students have to analyze and compare the artificial and natural ecosystem in terms of species diversity.
15. Biosphere. Biosphere cycles. Global biosphere change. Gaia theory.
Secondary school: Characteristics of reflection as the final phase of the EUR framework. Suggest three different ways to lead the discussion to three different issues applicable in the reflection of the biosphere curriculum.
16. Microbiology as a biological science. History of microbiology, discovery of the microscope, refutation of the theory of self-reproduction, Koch's postulates. Molecular microbiology.
Secondary school: Evocation functions within EUR. Design two different ways of evocation before teaching the subject of microscopic organisms and explain how they fulfill all these functions.
17. Comparison of prokaryotic and eukaryotic cell organization, external and internal cell structures.
Secondary school: Training of basic skills in the preparation and observation of the native preparation. Design didactically suitable objects for observing a prokaryotic and eukaryotic cell with an optical microscope.
18. Methods of study of microbial cells, microscopy, staining techniques, Gram staining, culture methods, molecular techniques
Secondary school: Principles of work safety with biological material in school. School laboratory regulations. Cultivation and observation of microorganisms - examples of suitable organisms and goal, which observation demonstrates to students.
19. Physiology, genetics and metabolism of microorganisms, trophic modes - phototrophy, chemotrophy, autotrophy, heterotrophy.
Secondary school: Biological databases and possibilities of their use in teaching biology.
20. Morphology and multiplication of bacteria. Influencing the growth of microorganisms, antibiotics, antibiotic resistance.
Elementary school: Developing students' health literacy in the field of communicable disease prevention. Introduce a procedure for initiating a discussion on the effectiveness of antibiotics in the treatment of infectious diseases and the development of resistance.
21. Archeons, their physiology and metabolism, classification, the most important representatives, ecological, biological and economic importance.
Secondary school: Development of biological sciences and implementation of new elements of content into teaching. Explain the archaeological curriculum.
22. Gram-positive bacteria with low content of GC pairs - streptococci, staphylococci, bacilli and clostridia, sporulation, the most important representatives, ecological, biological and economic importance.
Secondary school: School educational program. Microorganisms in practice. Define the content of the school curriculum topic into two lessons.
23. Gram-positive bacteria with a high content of GC pairs, actinobacteria, mycobacteria, streptomycetes, the most important representatives, ecological, biological and economic importance.
Secondary school: Formative assessment tools. Design two tools to assess the understanding of the difference between the ecological, biological and economic importance of bacteria.
24. Proteobacteria, classification, most important representatives, ecological, biological and economic importance.
Secondary school: Types of concept maps. Design two concept maps that classify proteobacteria according to different criteria and justify their choice of form.
25. Eukaryotic microorganisms, classification, the most important representatives, ecological significance, micromycetes.
Secondary school: Forms of student documentation of practical observation of eukaryotic organisms (including macroscopic). Design suitable objects for didactic observation of single-cell eukaryotic microorganisms, including material preparation.
26. Microorganisms in the environment, microbiology of water, air, soil.
Elementary school: Field work, principles and safety. Sampling of organisms from water and soil. Water quality assessment - an example of the procedure.
27. Symbiotic relationships between micro- and macro-organisms, biofilms, lichenism, symbiosis with plants, nitrifying bacteria, mycorrhiza, symbiosis with animals, interactions in the digestive tract.
Elementary school: Material means of teaching biology - division. Demonstrate nature as an object of observation on the example of lichens. Suggest two different tasks for students.
28. Microbiology of the human body, normal microflora, important causes of microbial diseases, mechanisms of virulence and pathogenicity, probiotics.
Elementary school: Directional research - characteristics. Design a topic and a guided research aimed at realizing the importance of probiotics.
29. Applied microbiology, use of microorganisms in biotechnological processes, ethanol fermentation, lactic acid bacteria, biofuels, bioremediation.
Secondary school: The influence of technology development on the teaching of biology. Illustrate with examples how biotechnology and digital technologies are penetrating the content and teaching methods of biology today.
30. Basics of virology, properties, classification, nomenclature and architecture of viruses. Virus-host cell interactions. Methods of studying viruses. Virus life cycle. Bacteriophage. Subviral agents: viroids, prions.
Secondary school: Simulation and modeling. Introduce the SIR model as an example of the spread of a viral infection.
State exams in the subject of biology and didactics of biology are held in the form of an oral exam. The student has to demonstrate professional knowledge of the drawn topic and present it in a broader context. Each topic is assigned a didactic problem, which is to explain and apply to the teaching of the content at the secondary (secondary) or primary (primary) school level (marked).
SK
Wider context of general ecology and biology of multicellular organisms and microorganisms.
Didactic elements of teaching biology and their application to specific didactic problems and given content at the level of primary and secondary school.
Strategies and trends in teaching biology and examples of their application in school practice.
Same as stated in the prerequisites of the course.
Graduates will gain the ability to teach biology at lower and upper secondary education.
recommended literature:
Purvis: Lichens (2000)
Ahmadjian The lichens (1973)
Nash: Lichen Biology (2008)
Ranković: Lichen secondary metabolites (2019)
1. 100% participation of exercises.
2. learn how to work with the key for determining lichens, practical use
3. show and demonstrate the knowledge acquired during the exercises in TLC, HPLC, NMR
4. be able to assemble the equipment necessary for the isolation of substances (e.g. secondary metabolites)
5. demonstrate theoretical knowledge in the field of lichenology in the form of an oral exam
slovak, english
1. introduction to the study of lichenology and concepts
2. history from antiquity to the present
3. Symbiosis and lichenism
4. the role of photobiont and mycobiont in lichenism
5. Lichen thallus, types and subtypes
6. reproduction and reproduction
7. secondary metabolism of lichens and biosynthetic pathways
8. biological and ecological role of lichens and their secondary metabolites
9. extraction of secondary metabolites of lichens
10. Methods for identification and separation of secondary metabolites: TLC (thin layer chromatography), column chromatography
11. Methods for identification: HPLC (high-performance liquid chromatography)
12. Methods for identification: NMR (nuclear magnetic resonance)
13. presentation of results from the practical part
After successfully completing the subject, the student should be able to use the key for identification of lower plants - lichens, understand and better understand the meaning of symbioses and thus specifically lichenism, understand the meaning of photobiont and mycobiont, be able to distinguish lichen from other lower plants in nature. The student should understand the significance of the secondary metabolites of lichens, how they are formed and how they are used in practice. As part of the practical part, methods for the isolation and identification of secondary metabolites such as spot-test, TLC, HPLC should be mastered. These methods are connected with basic knowledge of chemistry such as calculations, dilutions, preparation of solutions.
Active participation in exercises. The preparation and presentation of a self-planned school experiment and its didactic commentary at the end of the course are evaluated.
Components of the environment in SEP - Specifics of didactics of geology - Environmental education in biology as part of a cross-cutting theme - Elaboration of thematic units focused on the inanimate
nature and ecology in biology textbooks - Motivation of students to protect nature - Research
topics for students' work - Modeling of phenomena and processes in the environment - Active involvement pupils in nature protection - Pupils' environmental projects - Educational walks and excursions
Graduates of the course will gain practical experience with the implementation of school experiments and modeling of geological processes and phenomena. At the same time, they will learn the procedures of student research focused on the issue of environmental components and the need for nature protection using digital technologies.
Graduates will be able to choose a suitable form for the interpretation of geological and ecological curriculum and
methods
1. GANAJOVÁ, M.: Vybrané kapitoly zo všeobecnej didaktiky chémie. UPJŠ v Košiciach, Prírodovedecká fakulta, 2009, 141 s. ISBN 978-80-7097-756-9.
2. KIREŠ, M., JEŠKOVÁ, Z., GANAJOVÁ, M., KIMÁKOVÁ, K.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť A. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/01cast_a_web.pdf
3. GANAJOVÁ, M., KRISTOFOVÁ, M.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť B. Ukážky vytvorených metodických a pracovných materiálov z predmetu Chémia. Bratislava: ŠPÚ, 2016. https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/04cast_b_chemia_web.pdf
4. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-007-9.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf
5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. Doplnené vydanie. Bratislava: CVTI Bratislava: CVTI SR, 2021. ISBN 978-80-8240-008-6.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf
6. GANAJOVÁ, M.: Metodika tvorby učebných úloh a didaktických testov pre chémiu. Košice: UPJŠ, 2015. ISBN 978-80-8152-237-6. https://unibook.upjs.sk/sk/prirodovedecka-fakulta/445-metodika-tvorby-ucebnych-uloh-a-didaktickych-testov-pre-chemiu
7. GANAJOVÁ a kol.: Rozvíjanie kompetencií žiakov prostredníctvom učebných úloh z chémie. Bratislava: ŠPÚ, 2018. ISBN 978-80-8118-215-0. https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/spu-chemia-2018-web.pdf
8. GANAJOVÁ, M., BRESTENSKÁ, B., GUNIŠ, J., JEŠKOVÁ, Z., KIREŠ, M., LEŠKOVÁ, A., LUKÁČ, S., OROSOVÁ, R., SOTÁKOVÁ, I., SZARKA, K., ŠNAJDER, Ľ.: Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. 1. vyd. UPJŠ v Košiciach, 2021, 450 s. ISBN 978-80-8152-973-3.
9. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf
10. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf
11. Učebnice chémie pre základné školy a gymnáziá.
12. E – learning kurz: Didaktika chémie I, https://lms.upjs.sk/
1. Participations in seminars (also applies to tohe online form of teaching). Students are required to participate in seminars. The students can excuse themself (incapacity for work, family reasons, etc.) for a maximum of two seminars during the semester without the need for replacement. In the case of a longer-term justified absence (for example due to incapacity for work), the student will be assigned an alternative form of mastering the missed curriculum.
2. Active participation in class. Seminars are conducted in a form in which students are active – students present assignments, which include worksheets. The student is obliged to prepare 2 written assignments and a micro-output, which will be one of the conditions for participation in the exam. Topics of micro-outputs as well as requirements will be available through the e-learning portal LMS Moodle (direct link to the website: https://lms.upjs.sk/) in the course Didactics of Chemistry I.
3. The content of the seminars also includes assignments of seminar papers, which the student submits to the course Didactics of Chemistry I.
4. The student must pass a continuous assessment in the form of a written exam twice a semester.
5. Passing the exam: the exam is conducted in person as an oral exam.
In times of a pandemic situation, the written form of the exam is conducted through the Google Form application. Students fill in the answers to the written test. Test questions are always randomly generated.
The final assessment in the course consists of the sum of points obtained for:
1. Seminar work (0-20 points)
2. Continuous assessment (0-30 points)
3. Oral exam (0-50 points)
Conditions for successful completion of the course:
In order to obtain an A rating, it is necessary to obtain at least 85 points in total, to obtain an B rating at least 75 points, to obtain a C rating at least 65 points, to obtain a D rating at least 55 points and to obtain an E rating at least 45 points.
1. Introduction to didactics of chemistry. History of chemistry didactics and its current state. Teacher preparation for teaching (basic curricular documents: State educational program, school educational program, curricula, thematic educational plan, teacher preparation for a lesson).
2. Teaching aids in chemistry. Information and communication technologies in chemistry teaching.
3. School chemical experiment in chemistry teaching, demonstration and projected experiments.
4. Nomenclature of inorganic chemistry. Use of didactic games.
5. Didactics of calculation tasks in chemistry. Chemical calculations with a focus on the chemistry of everyday life.
6. Didactics of the topic Matter, substance, mixture. Inquiry methods in teaching the topic Mixtures and separation of components of mixtures. Inquiry-based method in teaching chemistry.
7. Didactics of the topic Atom, its composition and structure.
8. Didactics of the topic Chemical bonding.
9. Didactics of the topic Periodic table of elements. Interactive periodic table of elements at the Institute of Chemistry Faculty of Science, P. J. Šafárik University in Košice.
10. Didactics of the topic Chemical process. Thermochemistry and Chemical Kinetics.
11. Didactics of the topic Chemical process. Types of chemical reactions. Practical use of redox events. Electrolysis. Galvanic cells. Inquiry activities, computer-based experiments and projected experiments using a digital visualizer on the topic of Chemical process.
12. Presentation of micro-outputs on assigned topics.
The student will acquire knowledge and necessary skills for the work of teachers in the field of didactics of general and inorganic chemistry. Can implement inquiry-based learning and digital tools in the teaching of topics from these fields of chemistry at primary school and grammar school with a focus on the use of videos, models, animations, simulations, interactive games and exercises (https://viki.iedu.sk/landing, https://phet.colorado.edu/sk/, https://www.olabs.edu.in/, https://studiumchemie.cz/). Expand your knowledge and skills on how to carry out demonstration experiments and projected experiments using a digital visualizer.
1. GANAJOVÁ, M. KALAFUTOVÁ, J. a kol.: Projektové vyučovanie v chémii. Didaktická príručka pre učiteľov základných škôl. Bratislava: Štátny pedagogický ústav, 2010. 144 s. ISBN 978-80-8118-058-3.
2. KIREŠ, M., JEŠKOVÁ, Z., GANAJOVÁ, M., KIMÁKOVÁ, K.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť A. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/01cast_a_web.pdf
3. GANAJOVÁ, M., KRISTOFOVÁ, M.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť B. Ukážky vytvorených metodických a pracovných materiálov z predmetu Chémia. Bratislava: ŠPÚ, 2016. https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/04cast_b_chemia_web.pdf
4. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-007-9. https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf
5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-008-6. https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf
6. GANAJOVÁ, M.: Metodika tvorby učebných úloh a didaktických testov pre chémiu. Košice: UPJŠ, 2015. ISBN 978-80-8152-237-6. https://unibook.upjs.sk/img/cms/2015/pf/didaktika-textyganajova.pdf
7. GANAJOVÁ a kol.: Rozvíjanie kompetencií žiakov prostredníctvom učebných úloh z chémie. Bratislava: ŠPÚ, 2018. ISBN 978-80-8118-215-0. https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/spu-chemia-2018-web.pdf
8. GANAJOVÁ, M., BRESTENSKÁ, B., GUNIŠ, J., JEŠKOVÁ, Z., KIREŠ, M., LEŠKOVÁ, A., LUKÁČ, S., OROSOVÁ, R., SOTÁKOVÁ, I., SZARKA, K., ŠNAJDER, Ľ.: Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. 1. vyd. UPJŠ v Košiciach, 2021, 450 s. ISBN 978-80-8152-973-3.
9. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf
10. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia.
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf
11. Školský informačný systém. Chémia. http://kekule.science.upjs.sk/chemia/index.htm
12. E – learning kurz: Didaktika chémie II, https://lms.upjs.sk/
1. Participations in seminars (also applies to tohe online form of teaching). Students are required to participate in seminars. The students can excuse themself (incapacity for work, family reasons, etc.) for a maximum of two seminars during the semester without the need for replacement. In the case of a longer-term justified absence (for example due to incapacity for work), the student will be assigned an alternative form of mastering the missed curriculum.
2. Active participation in class. Seminars are conducted in a form in which students are active – students present assignments, which include worksheets. The student is obliged to prepare 2 written assignments, which will be one of the conditions for participation in the exam. Topics of written assignments as well as requirements will be available through the e-learning portal LMS Moodle (direct link to the website: https://lms.upjs.sk/) in the course Didactics of Chemistry II.
3. The content of the seminars also includes assignments of seminar papers, which the student submits to the course Didactics of Chemistry II.
4. The student must pass a continuous assessment in the form of a written exam twice a semester.
5. Passing the exam: Passing the exam: the exam is conducted in person as an oral exam.
In times of a pandemic situation, the written form of the exam is conducted through the Google Form application. Students fill in the answers to the written test. Test questions are always randomly generated.
The final assessment in the course consists of the sum of points obtained for:
1. Written assignments (0-20 points)
2. Seminar work (0-10 points)
3. Written tests (0-20 points)
5. Oral exam (50 points)
Conditions for successful completion of the course: In order to obtain an A rating, it is necessary to obtain at least 85 points in total, to obtain an B rating at least 75 points, to obtain a C rating at least 65 points, to obtain a D rating at least 55 points and to obtain an E rating at least 45 points.
1. Didactics of inorganic chemistry – selected chemical elements and their inorganic compounds. Alkali metals, alkaline earth metals, selected transition elements. Use of SATL method in teaching chemistry, complex tasks focused on the development of transformation skills.
2. Didactics of the topic Air, Global environmental problems: Ozone and the ozone hole, Greenhouse effect.
3. Didactics of inorganic chemistry – selected chemical elements and their inorganic compounds. Alkali metals, alkaline earth metals, selected transition elements. Use of SATL method in teaching chemistry, complex tasks focused on the development of transformation skills.
4. Didactics of organic chemistry. Isomerism in the teaching of organic chemistry - Constitutional isomerism and stereoisomerism.
5. Didactics of the topic Hydrocarbons and hydrocarbon derivatives. SATL method. Energy sources - fossil fuels and renewable energy sources.
6. Plastics, chemistry of macromolecular substances. Use of inquiry-based method in teaching topics: Recognition of plastics, Properties of plastics.
7. Didactics of the topic Natural substances. Use of inquiry-based learning and project-based learning in topics: Proteins, Carbohydrates, Lipids. Home experiments on Proteins, Carbohydrates, Fats.
8. Didactics of the topic Washing and cleaning agents.
9. Didactics of the topic Additives in food. Didactics of the topic Vitamins. Didactics of selected topics from biochemistry Biosynthesis and metabolism, digestion and metabolism.
Student will acquire knowledge and necessary skills for the work of teachers in the field of didactics of inorganic and organic chemistry as well as in selected topics of didactics of biochemistry. Can implement inquiry-based learning and digital tools in the teaching of topics from these fields of chemistry at primary school and grammar school with a focus on the use of videos, models, animations, simulations, interactive games and exercises (https://viki.iedu.sk/landing, http://kekule.science.upjs.sk/chemia/index.htm, https://studiumchemie.cz/, http://www.studiumbiochemie.cz/aplikace2.html#10, http://didaktikabiochemie.natur.cuni.cz/db2020/db.html). He is able to included selected topics with an interdisciplinary focus (water quality, greenhouse effect, ozone hole, renewable energy sources) into teaching.
Meet specific subjects teaching biology in high school and an elementary school. Learn and apply didactic knowledges in the topics of the biology curriculum with respect of psychological principles of learning. Selected biology teaching methods and technologies.
Katarína Kimáková Sprievodca didaktikou biológie, 2022 Šafárik press UPJŠ v Košiciach https://unibook.upjs.sk/img/cms/2022/sprievodca-didaktikou-biologie.pdf
Ganajová, M. a kol. Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 2021. ISBN 9788081529733.
Ganajová a kol. Formatívne hodnotenie a jeho implementácia do výučby prírodných vied, matematiky a informatiky. Bratislava: Wolters Kluwer SR, 2022. Školstvo. ISBN 9788057104834.
Samuel Kai Wah Chu · Rebecca B. Reynolds, Nicole J. Tavares · Michele Notari, Celina Wing Yi Lee 21st Century Skills Development Through Inquiry Based Learning From Theory to Practice, Springer 2017 https://link.springer.com/content/pdf/10.1007/978-981-10-2481-8.pdf
Kimáková, K.: Úvod do štúdia didaktiky biológie, elektronický študijný text, 2008
Kireš, M., Ješková, Z., Ganajová, M, Kimáková K.. Bádateľské aktivity v prírodovednom vzdelávaní, ŠPÚ 2016
Periodical publications for teaching biology. Internal study materials in Moodle https://lms.upjs.sk/login/index.php
Existing curriculum standards and biology textbooks for elementary and secondary schools
Fišer, R.: Učíme deti myslet a učit se. Praha: Portál, 2011. 176 s. ISBN 978-80262-0043-7
Gavora, P.: Akí sú moji žiaci. (Pedagogická diagnostika žiaka). Nitra: ENIGMA, 2011. 216 s. ISBN 978-80-89132-91-1
Karnsová, M.: Jak budovat dobrý vztah mezi učitelem a žákem. Praha: Portál, 1995. 151 s. ISBN 80-7178-032-4
Kotrba, T., Lacina, L.: Praktické využití aktivizačných metod ve výuce. Brno: Společnost pro odbornou literaturu, 2007. 188 s. ISBN 978-80-87029-12-1
Kyriacou, Ch.: Klíčové dovednosti učitele. Praha: Portál, 1996. 153 s. ISBN 80-7178-022-7
Petty, G.: Moderní vyučování. Praha: Portál, 2013. 380 s. ISBN 80-7178-070-7
Silberman, M.: 101 Metod pre aktivní výcvik a vyučování. Praha: Portál, 1997. 312 s. ISBN: 80-7178-124-X
Continuous assessment of tasks, which students prepared and submitted, share in the evaluation of the result:
50%
It is a profiling subject with compulsory participation in exercises. The activity at the output of the lecture, the developed and continuously submitted solutions to assignments from the exercises and the final project according to the assignment at the beginning of the semester are evaluated. The final exam is oral. The share of the grade from the evaluated activities on the final grade:
1. 10% average of points for completed assignments.
2. 10% output from the lecture.
3. 20% grade for the Teaching Aid project.
4. 60% result of the final oral exam.
Overall assessment: 50% - 59% E, 60-69% D, 70-79% C, 80-89% B and 90-100% A
SK, EN
DIDACTICS OF BIOLOGY IN THE SYSTEM OF SCIENCES
1.1 Subject of didactics of biology
1.2 Peculiarities of the subject biology
1.3 Development of biological education in the region
1.4 The impact of European science on biology teaching
2 THREE DOMAINESS OF EDUCATION
2.1 Hierarchy of biological education goals
2.2 Objectives of the subject biology
3 BIOLOGY STANDARDS
3.1 Long-term teaching planning
3.2 Organizing the content of the biological curriculum
3.2. Standard Nuffield biology
3.2.Next generation science standards
4 CURRICULUM AND TEXTBOOKS IN SR
4.1 Content of biology in primary school
4.2 Content of biology in grammar schools
4.3 Biology at secondary vocational schools
5 BIOLOGICAL SCIENCES
5.1 Biology and its frontier disciplines
5.2 Biology and Earth and space sciences
5.3 Applied biological sciences
6 COMPLEX OF DIDACTIC TOOLS OF BIOLOGY
6.1 Biological terms and symbols
6.3 Demonstration
6.4 Practical activities 63
7 HAND-ON AS AN EDUCATIONAL CONCEPT
7.1 Security of biological education
8 ORGANIZATIONAL FORMS OF BIOLOGY EDUCATION
8.1 Relation of activities to organizational forms
8.2 Balance of didactic principles
9 TEACHING PREPARATION
9.1 Structure of the teaching unit
9.2 Objectives as a reference to a criterion (Mager)
9.3 Objectives of two-dimensional categorization
10 PRINCIPLE OF KNOWLEDGE
10.1 Perception
10.2 Consideration
10.3 Dimensions and knowledge transfer
11 FORMATIVE AND SUMATIVE EVALUATION
11.1 Formative assessment strategies
11.2 Summative evaluation strategies
11.2. Student portfolio in biology
11.3 Evaluation criteria
12 BIOLOGICAL EDUCATIONAL STRATEGIES
12.1 Project teaching of biology
12.2 Problem learning
12.3 Research-oriented learning
12.4 Technology implementation and biology
12.4. Teaching biology in the light of discoveries and technologies
12.5 Simulations and modeling
12.6 Experiential learning
13 BIOLOGICAL TEACHING MEANS
14 SCHOOL GARDEN AND ENVIRONMENT CORNER
14.1 Phenological observations
14.2 Support for environmental education
15 EXCURSION
16 WORKING WITH TALENTS AND BIOLOGICAL COMPETITIONS
1 Didactics of biology in the system of sciences
2 Domains of biology education
3 Biology standards
4 Curriculum and textbooks in SR
5 Biological sciences
6 Complex of didactic tools of biology
7 Hands-on education as an educational concept
8 Teaching organization forms
9 Lesson preparation
10 Principles of knowledge
11 Formative and summative evaluation in biology
12 Biological educational strategies
13 Teaching aids of biology
14 School garden and the environment corner at school
15 Biological excursion
16 Working with talents and biological competitions for students
Meet specific subjects teaching biology in high school and an elementary school. Learn and apply didactic knowledges in the topics of the biology curriculum with respect of psychological principles of learning. Selected biology teaching methods and technologies.
Exam and a project presented at the end of the semester: share 50 % of the final evaluation.
1. Attending lectures is optional, participation in exercises is mandatory. 2. During the exercises, it is necessary to master the recognition of selected trees and shrubs in their various phenological phases according to significant identifying features (buds, bark, shape of leaves and flowers, habitus) and some species-specific features (cork wings, thorns, prominent pubescence, distinctive color of shoots in winter, etc.). 3. Within the framework of forest tree seed production, it is necessary to master the identification of fruits and seeds of selected taxa of woody plants.
1. Summary of basic terms within the subject Dendrology. 2. Individual variability of woody plants (morphological, biochemical, biological, technical forms). 3. Geographic variability of woody plants (climate type, edaphotype). 4. Individual ecological requirements of woody plants with a basic overview of taxa (woody plants in shade and sunny conditions, oceanic and continental climate). 5. Special communities of woody plants, their characteristics and overview of the most important taxa. Pioneer woody plants, melioration woody plants, woody plants in ravines and scree, forest-steppe woody plants, floodplain woody plants, peatland woody plants and woody plants of upper forest border. 6. Saving the gene pool of forest trees (generative and clone seed orchards, selected trees and stands). 7. Selected chapters from the seed production of forest trees (external and internal factors of seed production, methods of collecting and technology of seed processing and its subsequent storage). 8. Selected chapters from forest tree seed production (seed lifespan, short-term and long-term seed storage, germination ability and germination process, methods of pre-sowing seed preparation). 9. Introduction of woody plants - definition of the term, phases of introduction. Benefits of introduction and possible environmental risks. 10. Invasive trees, overview and characteristics of the most important taxa. Ecological, economic and health consequences of invasions. 11. The most important dendrological objects in Slovakia (Mlyňany Arboretum, Borová hora Arboretum, Kysihýbel Arboretum, Topoľčianky Castle Park). 12. Introduction to arboriculture, protection and care of trees growing outside the forest. The exercises are aimed at practical recognizing the most important coniferous and deciduous both native and introduced trees. During the summer semester, dealing with woody plants in the winter (in a sterile state), the specific characteristics of woody plants (general habitus of the wood, buds, thorns, specific color of the surface of the branch, pubescence, cork lamellas, etc.). During the growing season, recognizing the shape of the leaves and flowers..
Recommended professional literature on a specific topic of the diploma thesis is a part of the diploma thesis assignment. Methodological guideline 14/2009-R of 27 August 2009 on the requisites of final theses, their bibliographic registration, control of originality, storage and access, including annexes; Decree of the Ministry of Education of the Slovak Republic of 15 March 2010 no. MŠSR-5 / 2010-071 on the model of the cover and title page of the final, rigorous and habilitation thesis and the format of the exchange of data on the final, rigorous and habilitation thesis; Directive no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their preservation and control of originality valid for Pavel Jozef Šafárik University in Košice and its components; Supplement no. 1 and no. 2 to Directive no. 1/2011 Template for the creation of ZP in dot and dotx format on the CRZP website (Central Register of Final Theses)
Creation of a theoretical overview of the issue, selection and acquisition of work methodologies.
Regular acquaintance of the supervisor with the progress on the agreed tasks. Submission of a research plan. Active participation in seminars organized for diploma projects implemented at departments, where the topic of the project and the assignment of the diploma thesis are listed.
SK, EN
Hypothesis formulation, study of literature, preparation of materials for hypothesis testing.
The student has mastered the theoretical preparation for the assigned topic, formulates research questions and has a research plan, or the first preliminary results. The student can also implement the diploma project at a workplace outside the UPJŠ under the guidance of an expert from practice, on a topic listed at APU ÚBEV PF UPJŠ in Košice. He also has a job consultant at ÚBEV, he is skilled in communication with experts in electronic and face-to-face form.
Recommended professional literature on a specific topic of the diploma thesis is a part of the diploma thesis assignment. Methodological guideline 14/2009-R of 27 August 2009 on the requisites of final theses, their bibliographic registration, control of originality, storage and access, including annexes; Decree of the Ministry of Education of the Slovak Republic of 15 March 2010 no. MŠSR-5 / 2010-071 on the model of the cover and title page of the final, rigorous and habilitation thesis and the format of the exchange of data on the final, rigorous and habilitation thesis; Directive no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their preservation and control of originality valid for Pavel Jozef Šafárik University in Košice and its components; Supplement no. 1 and no. 2 to Directive no. 1/2011 Template for the creation of ZP in dot and dotx format on the CRZP website (Central Register of Final Theses)
Regular acquaintance of the supervisor with the research process, regular consultations, study of the literature on the topic, first results and, if necessary, modification of the project.
Data collection to verify hypotheses, study of current literature.
The student practically manages the necessary methodology and obtained the first results. He reports on them at the seminar of the department, where the assignment of the diploma thesis is announced.
Recommended professional literature on a specific topic of the diploma thesis is a part of the diploma thesis assignment. Methodological guideline 14/2009-R of 27 August 2009 on the requisites of final theses, their bibliographic registration, control of originality, storage and access, including annexes; Decree of the Ministry of Education of the Slovak Republic of 15 March 2010 no. MŠSR-5 / 2010-071 on the model of the cover and title page of the final, rigorous and habilitation thesis and the format of the exchange of data on the final, rigorous and habilitation thesis; Directive no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their preservation and control of originality valid for Pavel Jozef Šafárik University in Košice and its components; Supplement no. 1 and no. 2 to Directive no. 1/2011 Template for the creation of ZP in dot and dotx format on the CRZP website (Central Register of Final Theses)
Regular consultations on the progress and results of the project with the thesis supervisor. Presentation at a seminar on a diploma project with preliminary results.
SK, EN
Processing and interpretation of results.
The student processed the obtained data and / or verified the created methodological materials or aids. He has the data to process the theoretical part of his thesis and to confirm / refute hypotheses and formulate conclusions. He begins to formulate the text of his diploma thesis and continues to monitor new relevant information.
Course type: Lecture/Practice
Recommended course-load (hours):
Per week: 2 Per study period: 28
Course method: present
Number of ECTS credits: 2
Kimáková, K. Mišianiková, A. Andrejková G.: Informatika v prírodných vedách a matematike, Zošit biológia, Centrum vedecko-technických informácií SR, Bratislava 2020, ISBN:
978-80-89965-72-4, EAN: 9788089965724
COSGROVE, J., CACHIA, R., DigComp 3.0: European Digital Competence Framework - Fifth Edition, Publications Office of the European Union, Luxembourg, 2025, ISBN: 978-92-68-32677-0, doi: 10.2760/0001149, JRC144121
Vuorikari, R., Kluzer, S., Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes, EUR 31006 EN, Publications Office of the European Union, Luxemburg, 2022, ISBN: 978-92-76-48882-8, doi:10.2760/115376, JRC128415
Redecker, C.: European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed) 28 775 EUR EN, Úrad pre vydávanie publikácií Európskej únie, Luxemburg, 2017, ISBN: 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Evaluation of the course graduate's outputs: Image analysis and processing using the Fiji application (10 %), analysis of preparations for lessons from the perspective of developing students' digital competencies (20 %), design and presentation of a project focused on the implementation of digital technologies and informatics on a selected topic of the biology curriculum in primary or secondary school (70 %).
Slovak, English
Brief outline of the course:
The course content is based on the main reference frameworks of the European Commission for digital competences for educators and citizens, namely DigCompEdu and DigComp 2.2/3.0. The course modules focus on the main areas according to the DigComp framework and are designed so that the graduate can develop all digital competences (21) included in the reference framework in students.
Modul 1: Information and data literacy
Modul 1A: Biological databases
(EurobirdPortal, BirdWeather, GlobalForestWatch, DataZone, NCBI, ResistanceMap, ...)
Modul 1B: Image analysis
(Fiji, MeshLab, 3D modeling, applications focused on analyzing species and their principle of operation – App Inventor, Flower pattern generator, ...)
Modul 1C: Analysis and creation of models and simulations
(Coach, PhetColorado, JustPhysiology, Python)
Modul 1D: Text analysis
(Perusall, ...)
Modul 2: Communication and collaboration
(Figma, ...)
Modul 3: Digital content creation
(Generative AI tools, BioRender, Curipod, Genially, Canva, ...
Modul 4: Safety
Modul 5: Problem solving
The graduate of the course will be prepared to implement informatics and digital technologies in the teaching of biology in primary and secondary schools, appropriate to the age and abilities of the students, in accordance with the educational standard and taking into account the development of digital competencies of the students. The graduate will also use the acquired knowledge and skills in teaching the optional subject Informatics in Natural Sciences and Mathematics in secondary schools.
.
Mayr, E.: Co je evoluce. Aktuální pohled na evoluční biologii. Academia Praha, 2009.
Flegr, J.: Evoluční biologie. Academia Praha 2005
Kejnovský, E., Hobza, R.: Evoluční genomika. (http://www.evolucnigenomika.cz/Skripta/Evolucni%20genomika%20skripta%202008.pdf) 2009
Futuyma, D.J.: Evolution. Sinauer Associates, Sunderland, 2005.
Briggs D., Walters S. M.: Proměnlivost a evoluce rostlin. Univerzita Palackého, Olomouc, 2001.
Dobzhansky T. et al.: Evolution. San Francisco 1977.
E.J.Larson : Evolúcia. Neobyčajná história jednej vedeckej teórie. Slovart, 2006.
.
In the written exam, the student must demonstrate, in addition to knowledge in the field of evolutionary biology, knowledge of analytical and synthetic thinking when solving the answers to problem-formulated questions, while using knowledge from the entire bachelor's and master's studies of his field.
1. Introduction to evolutionary biology. Historical development of ideas about the evolution of life. Evidence of the theory of evolution.
2. The origin and evolution of the first forms of life on Earth.
3. Theory of natural selection.
4. Molecular evolution I: Evolutionary processes at the gene level. Molecular evolution.
5. Molecular evolution II: Evolutionary processes at the level of species and populations.
6. Molecular evolution III: Evolution of genetic systems.
7. Reproductive strategies of plants, sexuality, asexuality and evolution.
8. Macroevolution and microevolution. Types of speciation. Evolutionary trends of green plants.
9. Extinction - a sad but natural part of evolution.
10. Overview of animal evolution.
11. Origin and development of man I.
12. Origin and development of man II.
Graduates of the course will gain an overview of evolutionary theories in the past and today, and based on the most modern scientific knowledge about macro- and microevolutionary processes in living nature at various levels of investigation and knowledge, they should be able to analytically solve scientific, but also philosophical questions in the field of evolutionary theory. He is able to argue and critically evaluate different views on evolution and apply his knowledge in different types of work tasks not only in an academic environment, but also in practice, e.g. in agriculture, ecology, environmental protection and the like.
.
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Franck, D.: Verhaltensbiologie. Einfuhrung in die Ethologie. Georg Thieme-Verlag, 1993
Manning, A., Dawkins, M. S.: An introduction to animal behaviour. Cambridge University Press, 1992
DRICKMER, L.C., VESSEY, S.H., MEIKLE, D. Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm. C. Brown Publishers, 1996.
Internet
UBEV/PMZ1
Thematical presentations
Fulfilled conditions for the exercises
Successfully completed oral exam
History and development of ethology. Ethological methods. The innate forms of behaviour. The simplest forms of learning – conditioning and instrumental learning. Higher form of learning. Social behaviour. Sexual behaviour. Play behaviour. Biological rhythms. Orientation in space and animal migrations. Communication systems of animals. Emotions. Aggression in animal and human behaviour. Abnormal forms of behaviour
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Oral examination.
.
Hendrych R.: Fytogeografie. - SPN, Praha 1984.
Prach K., Štech M., Říha P.: Ekologie a rozšíření biomů na Zemi. - Scientia, Praha 2009.
Krippel E.: Postglaciálny vývoj vegetácie Slovenska. – Veda, vyd. SAV, Bratislava, 1986.
Dahl, E.: The Phytogeography of Northern Europe, - Cambridge University Press, 2007.
Brown J. H., Lomolino M. V.: Biogeography. - Sinauer Associates, Sunderland, 1998.
Myers A. A., Giller P. S.: Analytical Biogeography. - Chapman & Hall, 1990.
Various literature devoted to the geography of vegetation (mainly nature and travel), articles in National Geographic, Živa, Vesmír and other magazines.
.
1. Lectures are optional, but highly recommended due to the presentation of otherwise difficult-to-access information and its synthesis.
2. In addition to the exam, the student must complete a mandatory 5-hour field trip focusing on the aspects that determine the spread of plants on Earth, solve practical tasks from the topic of the subject and prepare a semester presentation on the given topic, the presentation is defended at a scientific mini-conference.
1. History of the subject. Plants and environment. Dynamics of the earth's surface.
2. Abiotic and biotic factors of the plant environment.
3. Chorology, range, areal disjunctions, relics, endemism, vicarism.
4. Elements of flora - older and newer approaches.
5. Main features of florogenesis. Paleozoic, Mesozoic, Cenozoic.
6. Main features of florogenesis. Cenozoic - Pleistocene, Holocene.
7. Basics of GIS (geographic information systems) and their use in botanical research.
8. Postglacial development of vegetation in Slovakia.
9. Current changes in terrestrial vegetation and their study, plant invasions.
10. Geography of vegetation: from tropical rainforests to tundra I.
11. Geography of vegetation: from tropical rainforests to tundra II.
12. Geographical origin of cultivated plants.
Seminars and exercises consist of a 5-hour excursion focusing on the connections and conditionality of plant distribution and indoor exercises focusing on an overview of phytogeographical literature, atlases of plant distribution and their importance, types of mapping, types of areas, practical assessment of floristic elements and types of disjunctions , work with maps of specific taxa throughout Europe. Further: regional phytogeography of the Earth, historical overview of opinions on the phytogeographical (floristic) division of Slovakia. Plant phylogeography. Student presentations of final semester theses (phytogeographical mini-conference).
After completing the subject, the student is oriented in various aspects of phytogeographic issues and can apply the acquired knowledge both in basic research within chorology, historical and regional phytogeography, as well as in the evaluation of world biomes. The practical application of the subject is within the study of geographically and climatically conditioned changes in vegetation, in the assessment of the reduction of biodiversity and the extinction of the natural plant communities of the Earth, and the acquired knowledge can be used in work in environmental protection.
.
This course introduces the students to the basic concepts of immunology as well as highlights the role and importance of immunology in various human diseases. The aim of Immunology lessons is the presentation of the organization and function of the immune system, as well as the comprehension of complex molecular and cellular interactions during the induction of immune responses.
Janeway Ch. A., Travers P., Walport M., Schlomchik M.: Immunobiology. Garland Science, 2004
Murphy, K. (2012): Jeneway’s Immunobiology. 8th ed. Garland Science
Delves, P.J. et al. (2011): Roitt’s essential immunology 12th ed Wiley-Blackwell
UBEV/MB1a, UCHV/BCH1a
no
Recognition.
Oral examination.
Basic immunology: Lymphatic System Anatomy, The Innate Immune System, The Induced Responses of Innate Immunity, The Adaptive Immune Response, Antigens and Antibodies, Antigen Recognition by B-cell and T-cell Receptors, Antigen Presentation to T-lymphocytes, Complement, Clinical immunology: Allergy and other Hypersensitivities, Autoimmunity and Transplantation, Tumor Immunology, Disorders of The Immune System.
This course introduces the students to the basic concepts of immunology as well as highlights the role and importance of immunology in various human diseases. The aim of Immunology lessons is the presentation of the organization and function of the immune system, as well as the comprehension of complex molecular and cellular interactions during the induction of immune responses.
Oral examination.
Ráczová, B., & Babinčák, P. (2009). Základy psychológie morálky. Košice: Equilibria. ISBN 978-80-7097-786-6.
Gluchmanová, M. (2007). K niektorým terminologickým otázkam učiteľskej etiky. Pedagogická orientace, 17(2), 11–25. ISSN 1211-4669.
Malankievičová, S. (2008). Profesijná etika. Prešov: FF PU.
Miezgová, J., & Vargová, D. (2007). Etika. Bratislava: SPN Mladé letá.
Remišová, A. (2008). Dejiny etického myslenia v Európe a USA. Bratislava: Kalligram.
Zelina, M. (2010). Teória výchovy alebo hľadanie dobra. Bratislava: SPN.
Gluchmanová, M. (2009). Uplatnenie princípov a hodnôt etiky sociálnych dôsledkov v učiteľskej etike. Prešov: FF PU. ISBN 978-80-555-0042-3.
Campbell, E. (2003). The ethical teacher. Berkshire, England: Open University Press. ISBN 0-335-21219-0.
Miller, C. B. (2021). Moral psychology (Elements in Ethics). Cambridge University Press.
Tiberius, V. (2023). Moral psychology: A contemporary introduction (2nd ed.). Routledge.
1. Active participation in seminars (max. 1 absence) - 30p, 2. Preparation for the seminar - 40p, 3. Preparation (description and analysis) of the moral dilemma - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Moral emotions (theories of emotion, the center of emotions in the brain, types of emotions and their manifestations)
Development of moral reasoning, cognitive approaches to moral reasoning and their comparison (Piaget, Kohlberg, Gilligan, Eisenberg, Selman, Lind),
Moral behavior (from the point of view of learning theories) and moral (vs. social and emotional) intelligence in the work of a teacher
Possibilities of examining moral behavior and judgment (socio-psychological research of conformity, obedience, aggression and psychodiagnostic approaches to the determination of moral judgment)
Morality and professional ethics in general (ethical principles in helping professions) and codes of ethics
Professional ethics of the teacher and educational counselor (terminology, concepts, main principles of teacher ethics) and teacher ethics codes
Moral dilemmas and ways of solving them, MD of teaching practice
Possibilities of influencing and stimulating moral judgment, use of moral dilemma in education
Cheating and other unethical manifestations in the school environment, ethics and etiquette of final exams
Knowledge: Students will acquire basic knowledge of the principles of teacher ethics and the ethics of school counselors, understanding the theoretical foundations of moral issues and ethical codes related to these professions.
Skills: They will learn to analyze and solve moral problems in pedagogical practice, discuss ethical issues, and critically evaluate situations with a moral context.
Competencies: They will be able to apply ethical principles in practice, resolve moral dilemmas, and promote a value-oriented school culture.
1. Kireš, M. et al.: Modern didactical technics in teacher practice (in Slovak), Košice: Elfa, 2010
2 . Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
3. C. R. Tucker, T. Wycoff, J. T. Green, Blended Learning in Action: A Practical Guide Toward Sustainable Change. Thousand Oaks: Corwin Press, 2016.
4. D. Bannister, Guidelines on Exploring and Adapting: LEARNING SPACES IN SCHOOLS. Brussels: European Schoolnet, 2017.
5. current information from web sites related to didactical technologies,
catalogues of teaching tools,
current articles about modern trends in science and humanities education.
Summary evaluation based on ongoing assessment:
1. Active participation at the seminars (in the contact or online form) with minimum 80% participation.
2. Practical ongoing assignments (10) and their defense. At least 50% must be obtained from each assignment elaborated according to assessment criteria.
Slovak, English
00. Introduction - goals and didactic principles
01. Modern hybrid classroom in 21st century
02. Digital learning spaces in 21st century
03. Cloud repositories, services, modern web-browser
04. Cloud editors for notes, texts, spreadsheets and presentations
05. Digital text (scan, OCR, voice recognition, Kami pdf)
06. Digital image and audio (digital recording and editing)
07. Interactive E-voting and videoconference systems in education
08. Digital collaborative technologies (social e-reader, collaborative whiteboard)
09. Virtual and digitally based experiments, digital databases
10. Education video (digital recording and editing)
11. Smartphone and tablet in classic and blended education
12. Teaching tools and digital teacher's workspace
Student graduated from subject will be able:
- recognize current available digital tools and their parameters for educational activities,
- to use all types of actual digital tools in education of science or humanities,
- to design and realize educational activities by using the modern technologies.
Current biology textbooks for primary and secondary schools in Slovakia.
During the practice student observe 11 biology lessons and leads one own biology hour under the guidance of a teacher trainer.
Confirmation of classroom visits.
Written assessment from the teacher trainer.
Students observe the process of teaching biology at primary and secondary school and analyzed it with teacher trainer. Practice takes place continuously during the course of the semester. Practice is scheduled once a week at the time of first to third lesson in schools.
The first two hours observation/teaching, the third hour analysing process under the guidance of a teacher trainer.
Continuous - verbal evaluation when analyzing the educational process. Final - a written evaluation of the student's work.
Students acquire knowledge by observing the practical application of teaching skills for teaching the subject of biology and getting to know the organization of school work. Introduction into practical implementation of biology lesson.
Current chemistry textbooks for primary and secondary schools in the Slovak Republic.
1. Compulsory attendance during the organisational and informational seminar.
2. Compulsory attendance: sitting in on classes, analytical classes at training schools.
3. Sitting in on classes and analytical classes taught by supervising teachers – 11x.
4. Complete 1 independent teaching session and analytical class under supervision.
5. Submitted Scheduled practice teaching (SPT) documentation.
(Sitting-in records, Written class preparation, List of sitting-in sessions and trainee’s performance during SPT, SPT report, Assessment of the trainee’s pedagogical performance during SPT).
Students observe the process of teaching the subject of chemistry in primary school and secondary school and analyze it with supervising teacher. The internship takes place continuously during the semester. It is included in the timetable once a week at time 1-3. lessons at primary and secondary schools. The first two hours students observe/teach, the third lesson is an analysis.
Observation, perception, and analysis of subject-specific and psychodidactic phenomena in the way chemistry is taught at the training schools. Written evaluation and theoretical generalisation of the phenomena observed during the classes. Didactic Scheduled practice teaching analysis. Analysis of the perceived phenomena, theoretical generalisation, and comparison of the findings against theory. Written class preparation for teaching a lesson in chemistry. Trainee’s teaching performance.
The student can purposefully perceive and interpret phenomena observed during chemistry classes in terms of subject didactics and psychodidactics. Confront their own preconcepts pertaining to subject didactics and psychodidactics with the actual teachers’ concepts in practice. Gain motivation for further study of the respective disciplines in terms of their own specialisation and for purposeful development of professional competences. Apply didactic skills to teach chemistry by designing a lesson project and teaching it in practice.
Current chemistry textbooks for primary and secondary schools in the Slovak Republic.
1. Compulsory attendance during the organisational and informational seminar.
2. Compulsory attendance: sitting in on classes, analytical classes at training schools.
3. Sitting in on classes and analytical classes with supervising teachers – 6x.
4. Teaching classes and analytical classes under supervision – 18x.
5. Submitted Continued practice teaching (CPT) I documentation.
(Sitting-in records, Written class preparations, List of sitting-in sessions and trainee’s performance during CPT I, CPT I report, Assessment of the trainee’s pedagogical performance during CPT).
Observation and analysis of chemistry lessons and teaching under the supervision of the supervising teacher. Written class preparation and teaching, active participation in extracurricular activities. Didactic Continued practice teaching I analysis.
The student can plan lessons and teach them. Present their own psychodidactic and subject-specific didactic concepts of teaching in the environment of a real school classroom. Apply the didactic skills developed during the previous observation of teaching in practice to teach chemistry. Evaluate one’s own lesson project and professional competence level (areas: student, educational process, professional development) in terms of pedagogic theory and assessment provided by the supervising teacher.
Current chemistry textbooks for primary and secondary schools in the Slovak Republic.
1. Compulsory attendance during the organisational and informational seminar.
2. Compulsory attendance: sitting in on classes, analytical classes at training schools.
3. Complete 8 lessons: sitting in on classes and analytical classes with supervising teachers.
4. Teaching classes and analytical classes under supervision – 30x.
5. Submit Continued practice teaching (CPT) II documentation.
(Trainee’s sitting-in and teaching schedule, Sitting-in records, Written class preparations, List of sitting-in sessions and trainee’s performance during CPT II, CPT II report, Assessment of the trainee’s pedagogical performance during CPT).
Observation and analysis of chemistry lessons and teaching under supervision. Written class preparation and teaching, active participation in extracurricular activities. Didactic Continued practice teaching (CPT) II analysis.
The student can plan a series of lessons and other forms of instruction and teach them continually. Apply the pedagogic as well as subject-specific theory in practical teaching. Apply the didactic skills developed during the previous teaching practice completed in the actual educational environment. Evaluate one’s own lesson project and professional competence level (areas: student, educational process, professional development) in terms of pedagogic theory and evaluation provided by the supervising teacher.
Listed in the approved thesis assignment.
Presentation of work results and answers to opponents' questions.
Qualified discussion on the topic with the commission for master's state final exams.
The diploma thesis is the result of the student's own creative work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of job defense. Failure to do so is grounds for disciplinary action.
Preparation and submission of the diploma thesis to the CRZP.
Submission of the printed version to the opponent.
Presentation of work results and answers to opponents' questions.
Qualified discussion on the topic with the commission for master's state final exams.
With the diploma thesis the student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them in an original way. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details of the diploma thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and joint 1st and 2nd degree.
The main goal of the subject is to introduce term biodiversity, principal threats and conservation of species, populations, communities and ecosystems.
Primack R.B., 2010: Essentials of conservation biology. Sinauer Associates, 1-603
Mandatory participation in lectures, completion of two semestral written examinations, oral examination.
1/ Fundamental and origin of conservation biology.
2/ Species, genetic and ecosystem diversity
3/ Biodiversity value – ecological economy, direct use value, non-cosumption use value, option value, existence value, environmental ethics
4/ Threats to biological diversity, human population increase, destruction and fragmentation of habitats, degradation and pollution of environment, global climate change, resource overexploitation, invasive species
5/ Extinction of organisms. Extinction rate, vulnerability to extinction, problems of small populations
6/ Conservation at the population and species levels. Applied population biology, categories of vulnerability, conservation programs and strategies “in situ” and “ex situ”, protection of species by law
7/ Protected areas. Establishing protected areas, designing networks of protected areas, managing protected areas.
8/ Conservation outside protected areas.
9/ Restoration ecology.
Fundamental and origin of conservation biology. Different levels of biodiversity, biodiversity hotspots on Earth. Economic value of biodiversity as the principal argument of nature conservation. Factors leading to biodiversity threats. Extinctions and problems of small populations. Conservation of populations and species, conservation programs and strategies. Classification and management of protected areas, conservation outside the protected areas. Sustainable development, education to conservation of nature.
The main goal of the subject is to introduce term biodiversity, principal threats and conservation of species, populations, communities and ecosystems.
Oral examination.
General principles of mental development as a basis for recognizing mental disorders in children and adolescents. Etiology of mental disorders and developmental disorders in children and adolescents. Definition of aggressive behavior. Concepts of aggression vs. aggressiveness. Theoretical approaches to aggression. Causes and factors of aggressive behavior. Violence at school and in the family. Bullying. Psychology of problem students. Problems resulting from disturbed behavior. Problems arising from group relationships. Adolescent lifestyle issues. Problems resulting from impaired emotional experience. Solving problematic and aggressive behavior in the school environment. School classroom management, group preventive and intervention work with the classroom. Crisis intervention. Work with parents of problem students. Principles of interviewing a parent. Cooperation with other experts. Prevention of aggressive and problematic behavior at school. Classroom and school climate, school prevention programs.
Viac o tomto zdrojovom texteNa získanie ďalších informácií o preklade sa vyžaduje zdrojový text
Odoslať spätnú väzbu
Bočné panely
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
The areas of the state final examination are listed in the information sheet of the course in the section a brief syllabus of the subject.
Obtaining the required number of credits in the prescribed composition by the study plan.
1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines.
2. Education, pages and functions of education, educational process, self-education.
3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.
4. School education, family education.
5. Educational goals, taxonomy, requirements, classification of educational goals.
6. Methods of education.
7. Pedagogical principles.
8. School system of the Slovak Republic.
9. Didactics, basic questions of didactics, current starting points of didactics.
10. Objectives of the teaching process, the teacher's work with the objectives of teaching.
11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum.
12. Assessment in school education, types, functions and criteria of assessment.
13. Pedagogical control, methods and forms of pedagogical control.
14. Teacher's work planning, written preparation of the teacher for teaching.
15. Teaching process, stages of the teaching process and their didactic functions.
16. Organizational forms of teaching, lesson, stages, types of lessons.
17. Teaching methods, classification, functions, selection of teaching methods.
18. Didactic principles of the teaching process.
19. Basic pedagogical documents, textbook, functions and structural components of the textbook.
20. Current concepts of the teaching process.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Pedagogika:
Čapek, R.: Moderní didaktika. Praha: Grada, 2016.
Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.
Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.
Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.
Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.
Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.
Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.
Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.
Psychológia:
Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.
Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.
Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v
školskej praxi. Košice: UPJŠ 2012.
Bačíková, M., Janovská, A. (2019) . Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. Šafárik press, Košice.
Gavora, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, 2010. dostupné online na www. e-metodologia. fedu. uniba. sk.
Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost,
J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.
Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.
Strana: 2
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
The areas of the state final examination are listed in the information sheet of the course.
Obtaining the required number of credits in the prescribed composition by the study plan.
Pedagogy: 1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines. 2. Education, pages and functions of education, educational process, self-education.3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.4. School education, family education. 5. Educational goals, taxonomy, requirements, classification of educational goals.6. Methods of education. 7. Pedagogical principles. 8. School system of the Slovak Republic. 9. Didactics, basic questions of didactics, current starting points of didactics. 10. Objectives of the teaching process, the teacher's work with the objectives of teaching.11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum. 12. Assessment in school education, types, functions and criteria of assessment.13. Pedagogical control, methods and forms of pedagogical control.14. Teacher's work planning, written preparation of the teacher for teaching.15. Teaching process, stages of the teaching process and their didactic functions.16. Organizational forms of teaching, lesson, stages, types of lessons.17. Teaching methods, classification, functions, selection of teaching methods. 18. Didactic principles of the teaching process. 19. Basic pedagogical documents, textbook, functions and structural components of the textbook.20. Current concepts of the teaching process.
Psychology: 1.Psychology as a science, goals and subject of psychology in terms of influential psychological directions.2.Pedagogical psychology in teacher training, its subject, function.3.Psychology in school practice: professional forms of control and assistance, psychological examination, counseling process. Crisis intervention. Code of ethics.4.Psychology in school practice: approaches and models of prevention, prevention spectrum, protective and risk factors of risk behavior of schoolchildren in the context of the theory of triadic influence.5.Psychology in school practice: effective strategies for prevention of substance use.6.Psychology of education from from the point of view of psychodynamic approach (Psychoanalysis and Individual Psychology) .7.Psychology of education from the point of view of humanistic psychology.8.Psychology of education from the point of view of cognitive psychology.9.Psychology of learning and types of learning supplemented by examples from school practice. / success in the context of individual theories of cognitive development.11. Nutritional peculiarities, school non-success / intelligence in terms of intelligence.12. Memory and developmental peculiarities, school non-success 13. Attention and developmental peculiarities, school non / success peculiarities of individual types of family, educational styles.15.Social relations at school, me modes of cognition of interaction U and Ž. Psychosocial climate of school class and school, methods of cognition, sociometry.16.Social influence: presence of others, interpersonal influences and meaningful understanding of social influence in teacher's work.17.Teacher as a professional, his professional ability, teaching style, attitudes towards students, expectations towards students, coping with stress, burnout syndrome.18.Students: gifted and talented, school failure, non-thriving pupils and failing pupils, pupils' self-efficacy.19. Types of research plans and their creation (setting goals, hypotheses, variables, selection of research sample) in the context of pedagogical-psychological research.20. Selected methods of pedagogical-psychological research - questionnaire, interview, observation and possibilities of their use in school practice.
The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.
Compulsory:
Lectures (Literary sources in published lectures)
Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.
Recommended:
Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.
Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ 2012.
Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.
Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost, J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.
Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ)
Assessment: A maximum of 40 points can be earned during the semester (through two assignments and a written verification). Exam entry criteria: Active participation in exercises and a minimum of 30 points earned during the semester. Continuous assessment (40%) and written examination (60%). For more information and updates, refer to the electronic board of the course AIS2. Final evaluation: A 87 – 100 B 77 – 86 C 69 – 76 D 61 – 68 E 56 – 60 FX 55 and less Combined method. The information will be yearly specified on the electronic noticeboard of the course in AIS2, aleternatively in LMS UPJŠ or MS Teams environment.
slovak
Introduction: The content of the course is based on current knowledge of psychological disciplines, especially pedagogical and school psychology.
Teaching is realized by a combination of lectures with engaging narrative interpretation and seminars using interactive, experiential methods, discussion and open communication with mutual respect, support of independence, activity and motivation of students.
Syllabus: Goals and Subject of Psychology and Educational Psychology, the field and its transformations (Educational psychology and its changes over time, its mission, and possible personality transformations). School psychology, school psychologist. Professional forms of support in school practice. Psychological assessment. Counseling process. Crisis intervention. Effective strategies and programs for the prevention of risky behavior among schoolchildren. Risk/protective factors of risky behavior. Implementation of psychological concepts of personality into school practice. Psychological and educational-psychological characteristics of learning (psychology of learning, types of learning, learning styles). Developmental characteristics and school (un)success (Cognitive, social, emotional, and personality development in childhood and adolescence, Psychological characteristics of adolescence and adulthood. Intelligence, memory, attention, and developmental characteristics of schoolchildren, and school (un)success). Social psychology of the school (teacher-student relationships, methods of understanding teacher-student interaction, the psychosocial climate of the school) and family (factors of family functionality, functional/problematic/dysfunctional/non-functional family, parenting styles). Main actors: Teacher (the teacher as a professional, their professional competence, teaching style, attitudes toward students, expectations of students, coping with stress, burnout syndrome), students (gifted and talented, school failure, successful/unsuccessful students, and failing students, student self-efficacy), school class (as a small social group, internal and external differentiation, bullying, and prevention), psychosocial climate of the school class.
Students will be able to show understanding of the human behaviour in educational situations.
Students will be able to describe, explain and justify possible teachers‘ decisions by using psychological concepts, principles and theories.
Students will be able to apply the psychological findings in the field of education.
Students will be able to explain how adolescents learn and retain new information, to explain their behaviour in response to educational environment.
Students will be able to explain the desired data-based modification of adolescents‘ behaviour to bring an all-round development of his personality and school performance, to explain the desired data-based modification of the behaviour of adolescents with educational problems, with disadvantages.
Křivohlavý, J. (2001). Psychologie zdraví. Praha: Portál.
Kebza, V. (2005). Psychosociální determinanty zdraví. Praha: Academia.
Křivohlavý, J. (2002). Psychologie nemoci. Praha: Grada.
Sarafino, E. P. (2007). Health psychology: Biopsychosocial interactions. John Wiley & Sons.
Taylor, E. (2006). Health psychology. Singapore: McGraw-Hill.
Vollrath, M. E. (2006). Handbook of personality and health. Chichester: John Wiley & Sons.
Marks, D. F., Murray, M., Estacio, E. V., & others. (2024). Health psychology: Theory, research and practice (7th ed.). SAGE Publications Ltd
Mareš, J., & Kebza, V. (2024). Psychologie zdraví. Grada.
Assessment Conditions:
Active participation in seminars (25%) – a maximum of 2 absences is allowed.
Preparation and presentation of a seminar paper on a topic assigned during the seminar, within the agreed timeframe (25%).
Final paper and its ongoing presentation (50%).
Final Grading Scale:
A: 100 – 90%
B: 89 – 80%
C: 79 – 70%
D: 69 – 60%
E: 59 – 50%
FX: 49% or less – failed and the work must be revised.
1. Health psychology. Definition of health. Bio-psycho-social model of health.
2. Mental health and quality of life, well being.
3. Physiological aspects of mental health, lifestyle
4. Stress. Coping, resilience.
5. Psychosomatic diseases, placebo.
6. Social support and its importance for health.
7. Burnout syndrome.
8. The meaning of life, faith.
9. Health-related behavior and prevention. Risky behavior, excessive use of the Internet and screens.
10. Socio-economic inequalities in health. Unemployment and health.
Knowledge: Students will gain basic knowledge of health psychology, including factors that promote health and those contributing to the development of illnesses. They will learn to formulate the basic theses of health psychology, explain its concepts, and understand the principles of the bio-psycho-social model of health. They will expand their understanding of the applications of health psychology in working with individuals and groups, including in school settings.
Skills: Students will develop the ability to prepare a basic preventive program focused on promoting a healthy lifestyle and managing stress. They will learn to implement acquired knowledge in practice, including working with children and youth in school environments.
Competencies: Graduates will be able to effectively participate in the creation and implementation of preventive programs that support health and mental well-being. They will know how to apply psychological knowledge when working with students in school settings, contributing to the improvement of both mental and physical health of individuals and society.
DOČKAL, V. (2006): Inteligencia a tvorivosť, tvorivé nadanie od intelektovej schopnosti po štruktúru osobnosti. In: KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
HŘÍBKOVÁ, L. (2009): Nadání a nadaní. Pedagogicko- psychologické přístupy, modely, výzkumy a jejich vztah ke školské praxi. Praha: Grada Publishing
DACEY, J.S.- LENNON, K.H. (2000): Kreativita. Praha: Grada
GROSS, M.U.M. (2009): Highly Gifted Young People: Development from Childhood to Adulthood. In: SHAVININA, L. (2009): International Handbook on Giftedness. Part one. Springer
KUSÁ, D. a kol. EDS. (2006): Zjavná a skrytá tvorivosť. Bratislava: Slovak Academic Press
KOLKOVÁ, S. (2000): Tvorivosť a jej rozvoj vo voľnočasových aktivitách detí (v školskom klube). Bratislava: Metodické centrum v Bratislave
LOKŠOVÁ, I., - LOKŠA, J.: (2003): Tvořivé vyučování. Praha: Grada
LAZNIBATOVÁ, J. (2004): Špecifiká vývinu a vzdelávania nadaných detí. In: Psychológia a patopsychológia dieťaťa, roč.39, č. 2-3
LAZNIBATOVÁ, J. (2001): Nadané dieťa, jeho vývin, vzdelávanie a podporovanie. Bratislava: Iris
MESÁROŠOVÁ, M. (1998): Nadané deti. Poznávanie a rozvíjanie ich osobnosti. Prešov: Manacon
SZOBIOVÁ, E. (2004): Tvorivosť – Od záhady k poznaniu. Bratislava: Stimul - Centrum informatiky a vzdelávania FIF UK
National and international scientific journlas
1. active participation in lessons - 30p, 2. own output at the seminar - 40p, 3. seminar work - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the given scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Creativity
A brief history of creativity theories
Creativity, giftedness, and talent
Social, psychological, and biological factors of creativity
Cognitive processes in creativity
Creativity and cognitive style
Development of creativity
Specific aspects of working with gifted learners across developmental stages
Methods of identifying creativity and giftedness
Methods of fostering creativity and giftedness
Programs for the development of creativity and giftedness
Barriers and opportunities in working with gifted learners in school practice
The student understands the basic factors and process of creativity. The student is able to explain the specifics of working with the gifted. He knows the methods of identifying talent and also can apply methods to support creativity and the development of talent in the implementation of creative creativity in education.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Sloboda, Z., & Bukoski, J. (Eds.). (2006). Handbook of Drug Abuse Prevention: Theory, Science, and Practice. New York: Springer.
National and international scientific journals.
1st part of the semester evaluation: active participation in the training part (30p). 2nd part of the semester evaluation: active participation in workshops (20p) 3rd part of the semester evaluation - preparation (10p) and implementation (10p) of block activities (20p, minimum 11 points). 4th part of the evaluation - written knowledge exam (20p, minimum 11 points). In total, students can get 90p and the final grade is as follows: 90 - 82: A 81 - 73: B 72 - 66: C 65 - 59: D 58 - 54: E 53 and less: FX. Detailed information in the electronic bulletin board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Psychological, pedagogical-psychological, medical and legal-forensic aspects of substance use prevention
Prevention of substance use based on risk and resilience
Primary, secondary and tertiary prevention of substance use
Universal, selective and indicated prevention of substance use
Effective substance prevention strategies based on research data
Preparation and implementation of components of effective substance use prevention programs
The student understands principals of research data based prevention of risk behavior, can describe and explain the determinants of risk behavior as well as protective and risk factors for substance use. Understands and adequately interprets the theory explaining the background of substance and non-substance addictions.
The student is also able to state and classify the types and forms of prevention, strategies and approaches in prevention, can distinguish effective strategies from ineffective ones.
The student is able to apply the learned rules, procedures and competencies for the work of a teacher in the field of drug use prevention, as well as the acquired professional skills for the work of a teacher and prevention coordinator at school.
Introduction to history of science, especially biology
Magner, L.N. (2002) A history of the life sciences. Marcel Dekker, Inc.
Introduction to history of biology (and related scientific areas) from ancient times, through middle ages to present.
Introduction to history of science, especially biology
The workload of students is divided between:
- Direct teaching (face-to-face and distance learning via LMS), which accounts for 50% of the student's workload;
- Self-study, which accounts for 30% of the student's workload;
- Assessment, which accounts for 20% of the student's workload.
Summary of assessment: A: 40-38; B: 37,5-35,5; C: 35-33; D: 32,5-30,5; E: 30-28; FX: less than 28
Teaching takes place weekly in the form of interactive seminars.
Kolář, M.: Bolest šikanování. Cesta k zastavení epidemie šikanování ve školách. Portál, Praha, 2001
Jánošová a kol. Psychologie školní šikany. Grada, Praha, 2016
Říčan, P.: Agresivita a šikana mezi dětmi. Portál, Praha, 1995
Janošová, P., Kollerová, L., Cakirpaloglu, P., & Vorlíček, R. (2023). Empatie žáků vůči šikanovaným spolužákům. Československá psychologie, 67(1), 1-14.
Active participation in seminars. Detailed information will be given.
Active participation - 20%
Seminar work - 40%
Seminar work 2 - 40%
Aggressive behavior. Characteristics of actors of bullying (personality, characteristics of family environment). Manifestations and possible causes of bullying. Bullying as a group process. The role of teacher, school and parent in solving bullying. Possibilities of prevention of bullying at the level of school, class, individuals. Primary, secondary and tertiary prevention. Socio-psychological activities used in the prevention of bullying.
Knowledge: the graduate of the course can summarize the latest knowledge about bullying in schools and its consequences.
Skills. The student is able to analyse problem situations related to bullying and solve them. The student will develop professional skills through the implementation of prevention activities in seminars.
Competences. The graduate of the course is sensitive to the issue of bullying, knows how to identify bullying in the early stages and prevent it from developing into serious forms.
1. GANAJOVÁ, M., DZURILLOVÁ, M.: Školské pokusy z chémie I. Košice: UPJŠ v Košiciach, Prírodovedecká fakulta, 2005. ISBN 80-7097-617-9.
2. KIREŠ, M., JEŠKOVÁ, Z., GANAJOVÁ, M., KIMÁKOVÁ, K.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť A. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/01cast_a_web.pdf
3. GANAJOVÁ, M., KRISTOFOVÁ, M.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť B. Ukážky vytvorených metodických a pracovných materiálov z predmetu Chémia. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.
https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/04cast_b_chemia_web.pdf
4. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-007-9.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf
5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. Doplnené vydanie. Bratislava: CVTI Bratislava: CVTI SR, 2021. ISBN 978-80-8240-008-6.
https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf
6. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia.
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf
7. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf
8. Učebnice chémie pre základné školy a gymnáziá.
9. Školský informačný systém. Chémia. http://kekule.science.upjs.sk/chemia/index.htm
10. Virtuálne prírodovedecké laboratórium. http://www.virtual-lab.sk/videozaznamy.html
11. Studium chemie. Portál PřF UK pro podporu vyuky chemie na SŠ a ZŠ.
https://studiumchemie.cz/
12. E-ChemBook – Multimediální učebnice chemie. https://www.youtube.com/user/VideosChemWeb/videos
13. E – learning kurz: Špeciálne praktikum školských pokusov I, https://lms.upjs.sk/
1. Participations in exercises (also applies to tohe online form of teaching). Students are required to participate in laboratory exercises. The students can excuse themself (incapacity for work, family reasons, etc.) for a maximum of two exercises during the semester without the need for replacement. In the case of a longer-term justified absence (for example due to incapacity for work), the student will be assigned an alternative form of mastering the missed curriculum.
2. Active participation in class. Students are active – they master the knowledge of general and inorganic chemistry, they know the working procedures for experiments, which include worksheets, cooperation and communication in pairs/groups and presentation of the results of their work. Learning materials will be available through the e-learning portal LMS Moodle (direct link to the website: https://lms.upjs.sk/) in the course Special Practising the School Experiments I.
3. Outputs – presentation of experiments for primary and secondary school. There will be two outputs focused on demonstration experiments on selected topics of primary and secondary school chemistry.
4. A part of the student's assessment in the subject is also a written test, given in the 8th week of teaching.
The final assessment in the course consists of the sum of points obtained for:
1. Active preparation for exercises (0-30 points).
2. Outputs – presentation of experiments for primary and secondary schools (0-20 points).
3. Written test (0-50 points).
Conditions for successful completion of the course: In order to obtain an A rating, it is necessary to obtain at least 85 points in total, to obtain an B rating at least 75 points, to obtain a C rating at least 65 points, to obtain a D rating at least 55 points and to obtain an E rating at least 45 points.
1. General instructions for work in a school chemical laboratory.
2. Basic chemical concepts.
3. Basic chemical laws and properties of substances. Solubility of substances. Solutions. Determination of physical and chemical constants.
4. Energy changes in chemical reactions. Factors affecting the rate of chemical reactions.
5. Experiments on the topic of oxygen, hydrogen, air.
6. Halogens and their compounds.
7. Chalcogens and their compounds.
8. Carbon, nitrogen and their compounds.
9. Acids and bases.
10. Chemistry of everyday life in school experiments.
11. Environmental chemistry. Interesting school experiments.
The aim of the course is to acquire and consolidate basic experimental skills and habits in work techniques in school demonstration experiments with an emphasis on the safety and health of students in student experimental work. Students will also acquire basic knowledge and skills in the field of inquiry-based learning and work with computer-based chemical experiments.
1. SMIK, L., MERVA, L., BRUTOVSKÁ, A: Technika a didaktika školských pokusov Košice: Vyd. Rektorát UPJŠ, 1988.
2. SMIK, L. a kol.: Špeciálna didaktika chémie II., Košice: Vyd. Rektorát UPJŠ, 1984.
3. Špeciálne praktikum školských pokusov z organickej chémie – Interné skriptá.
4. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. 1. doplnené vydanie. Bratislava: CVTI SR, 2021. https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf
5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. 1. doplnené vydanie. Bratislava: CVTI SR, 2021. https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf
6. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia.
https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf
7. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf
8. Učebnice chémie pre základné školy a gymnáziá.
9. Studium chemie. Portál PřF UK pro podporu vyuky chemie na SŠ a ZŠ. https://studiumchemie.cz/
10. E-ChemBook – Multimediální učebnice chemie. https://www.youtube.com/user/VideosChemWeb/videos
1. Pressence is complusory. In the case of long-term absence can student realize experiments in alternative term.
2. Students activity - knowledges about reaction mechanisms and experimental skills to realize experiments.
3. Make reports of every exercise.
Classification:
1. Short exams on the beginning of every exercise (max 35 points)
2. Reports of every exercise (max 15 points)
3. Two exams (each max 25 points, min 51%)
A: 100 – 91%
B: 90 – 81%
C: 80 – 71%
D: 70 – 61%
E: 60 – 51%
slovak language
1. Qualitative analysis of organic compounds - confirmation reactions for carbon, hydrogen, halogens and nitrogen.
2. Alkanes - preparation of methane.
3. Alkenes - preparation of ethene and its confirmation using its addition reactions; addition reactions of β-carotene.
4. Alkynes - preparation of acetylene and its derivatives, confirmation reactions of acetylene.
5. Aromatic hydrocarbons and their derivatives – preparation of benzene, aromatic electrophilic substitution reactions – nitration of toluene and naphthalene, preparation of benzyl bromide.
6. Halogenoderivatives – preparation of chloroethane and iodoform.
7. Hydroxoderivatives – oxidation reactions of ethanol, ability to distinguish methanol from ethanol, confirmation reaction of glycerol, preparation of sodium ethanolate and sodium phenoxide, bromation of phenol, colour reactions of phenols and naphtols.
8. Ethers – properties of diethyl ether.
9. Carbonyl compounds - preparation of formaldehyde and acetaldehyde, confirmation reactions of aldehydes and ketones.
10. Carboxylic acids and their derivatives – esterification reactions, reaction of carboxylic acids with magnesium, preparation and properties of soap.
11. Natural compounds – carbohydrates, proteins, amino acids, lipids.
12.Natural pH indicator - study of its colur changes depending on pH values.
13. Column chromatography -acetylation reaction of ferrocene - its preparation and separation of the obtained products by column chromatography.
14. Isolation of the fragrant components using steam distillation.
15. Everyday life chemistry.
1. Qualitative analysis of organic compounds - confirmation reactions for carbon, hydrogen, halogens and nitrogen.
2. Alkanes - preparation of methane.
3. Alkenes - preparation of ethene and its confirmation using its addition reactions; addition reactions of β-carotene.
4. Alkynes - preparation of acetylene and its derivatives, confirmation reactions of acetylene.
5. Aromatic hydrocarbons and their derivatives – preparation of benzene, aromatic electrophilic substitution reactions – nitration of toluene and naphthalene, preparation of benzyl bromide.
6. Halogenoderivatives – preparation of chloroethane and iodoform.
7. Hydroxoderivatives – oxidation reactions of ethanol, ability to distinguish methanol from ethanol, confirmation reaction of glycerol, preparation of sodium ethanolate and sodium phenoxide, bromation of phenol, colour reactions of phenols and naphtols.
8. Ethers – properties of diethyl ether.
9. Carbonyl compounds - preparation of formaldehyde and acetaldehyde, confirmation reactions of aldehydes and ketones.
10. Carboxylic acids and their derivatives – esterification reactions, reaction of carboxylic acids with magnesium, preparation and properties of soap.
11. Natural compounds – carbohydrates, proteins, amino acids, lipids. Exploration activities on the topic of Natural compounds: fermentation, bioglue, murder and food
12. Natural pH indicator - study of its colur changes depending on pH values.
13. Column chromatography -acetylation reaction of ferrocene - its preparation and separation of the obtained products by column chromatography.
14. Isolation of the fragrant components using steam distillation.
15. Everyday life chemistry.
The students will become familiar with the basic laboratory skills and techniques that they can apply in demonstrating experiments in their future career as a teacher. The rules of healthy and safety laboratory work are emphasised. Students will apply their knowledges and sklills in exploration activities in the topic of Natural compounds on the basis of 5E. They can motivate students using chemical experiments (https://studiumchemie.cz/, https://www.youtube.com/user/VideosChemWeb/videos, http://www.e-chembook.eu/).
Introduction to topics in environmental chemistry and basic procedures applied for environmental protection.
1. Gary W. van Loon, Stephen J. Duffy: Environmental Chemistry - A Global Perspective, Oxford University Press, Oxford 2003.
2. R. A. Bailey, H. M. Clark, J. P. Ferris, S. Krause, R. L. Strong: Chemistry of the Environment, Academic Press, San Diego 2002.
3. G. Schwedt: The Essential Guide to Environmental Chemistry, Wiley and Sons, London 2001.
4. R. N. Reeve, J. D. Barnes: General Environmental Chemistry, Wiley, London 1994.
5. G. Burton, J. Holman, G. Pilling, D. Waddington: Chemical Storylines, Heinemann, Oxford, London 1994.
Continuous test. Active participation in exercises - elaboration of semester work. Passing the final examination in the form of a written test.
In-person learning - lectures, seminars and examination. Students are required to attend seminars.
Based on the current pandemic situation in Slovakia and in accordance with the conditions of the Faculty of Natural Sciences of UPJŠ in Košice, the education and examination can also be carried out in a distance form. The tutorial will be carried out in the form of online lectures and consultings in the BigBlueButton system.
Introduction to Environmental Chemistry
Chemical aspects of pollution and environmental problems. Composition and behavior of the atmosphere. Energy balance of the Earth and climate changes. Principles of photochemistry, photoprocesses in the atmosphere. Petroleum, hydrocarbons and coal (characteristics, sources and environmental pollution). Soaps, polymers and synthetic surfactants. Haloorganics and pesticides. Environmental chemistry of some important elements (C, N, S, P, halogens, biologically important metals ...). Environmental chemistry in aqueous media. Aqueous systems, parameters, cycles and their protection. The Earth´s crust (rocks, minerals, soils). Natural and artificial radioactivity, utilization. Energy and energy sources (fossil fuels, nuclear, geothermal, solar energy, wind and water energy). Solid waste disposal and recycling.
Introduction to topics in environmental chemistry and basic procedures applied for environmental protection.
The student must complete the final evaluation in the form of a written test and take part in the exercises. Written test. To get an A rating, it is necessary to get at least 90% of the total number of points, to get a B rating of 80% of the total score, to get a C rating of 70% of the total score, to score D at least 60% of the total score and to score E at least 50% of the total score.
1. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Final test in the range of 20 questions from selected chapters and lectures. Maximum number of points 20; minimum number of points 11. The final evaluation (mark) is the sum of points for the presentation and the test. A 40b - 37b B 36b - 33b C 32b - 29b D 28b - 25b E 24b - 21b FX 20b - 0b
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Psychological preparation for conducting an interview. Self-reflection of one's own possibilities, abilities to lead a conversation, to help. Possibilities of helping with conversations from the point of view of selected psychological approaches. Systematic approach to helping. Interview and professional ways to help and control. Objectivist and constructivist framework of conversation in theory and practice. Is it possible to help with control? Opening the interview, negotiating the course, course, ending the interview. Constructivist questions in the interview. Analysis of individual phases of conducting the interview. Reflex team possibilities of help in conversation. Models of reflective teams. Model situations of conducting an interview with an individual. Model situations of conducting an interview with a group. Professional possibilities, advantages and pitfalls of solving problems with an individual, with a group.
Provide students with basic information about a systemic approach to helping. Train interviewing, clarify orders. Reflect on help options.
The student is able to demonstrate an understanding of the theoretical principles of conducting a helping conversation.
The student is able to describe, explain and evaluate in what context to use which of the selected techniques to help the interview with the individual.
The student is able to use basic selected techniques when working with an individual in the interview process.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Fundamental parameters and relations in ecological science.
Begon, M., Harper, J. L., Townsend, C. L.: Ecology: individuals, populations, and communities. Blackwell Sci. Publ., 1990
oral examination
Ecological factors and relations in environment (air, water, soil); influence of ecological factors on individuals (morphological adaptations, behavioral reactions); populations and communities; ecosystems (impact assessment); conservation and biodiversity.
1. Basic ecological terms. 2. Characterisation of the basic ecological factors (light, temperature, water). 3. Air environment (composition of atmosphere, physical and chemical factors, air pollutants, organisms and their adaptations in air environment). 4. Aquatic environment (water properties physical and chemical factors, gases in water, water pollutants, eutrophication and saprobity, aquatic organisms). 5. Soil environment (physical and chemical properties, soil profile, humus layer, soil pollutants, soil organisms and their adaptations). 6. Characterization of Populations, structure and ppuatin dynamics. 7.Biocenoses and biotops. 8. Qualitative and quantitative community characteristics. 9. Ecosystems. 10. Biomes and their characteristics, 11. Bidiversity-factors affecting biodiversity, Species-Area relationships. 12. Biodiversity protection.13. Biospheric cycles.
Fundamental parameters and relations in ecological science. Abiotic, biotic and anthropogenic factors in air, aquatic and terrestrial/soil environment. Autecology, Demecology and Synecology. Ecosystem and Nature Protection.
Attendance of practicals (at least 90%), 2 written examinations during semester, final oral examination
Microbiology as a biological science. The history, role and perspectives of microbiology. Prokaryotic and eukaryotic microorganisms, systematics, physiology, genetics and metabolism of microorganisms. Methods for studying microorganisms. Basic methods and techniques in microbiology laboratorium. Bacteriology, cytology, morphology and reproduction of microorganisms. Eukaryotic microorganisms, micromycetes. Microorganisms in environment, microbiology of water, soil, and air. Biogeochemical cycles. Symbiosis between micro- and macroorganisms. Important microbial diseases. Control of growth of microorganisms, antibiotics. Basics of applied microbiology. Virology basics, properties, classification, nomenclature of viruses. Interactions of viruses with host cell. Methods for studying viruses. Patogenesis of viral diseases. Plant and animal viruses. Bacteriophages. Subviral agens: viroids, prions.
Viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification. The importance of microorganisms for humans and environment.
Evaluation of practicals: 30%
In semester evaluation:
Two written tests in 7th (15%) and 14th(15%) week
Final evaluation:
Oral examination - 40%
Students will obtain basic informations on viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification, and importance . Information on basic methods for studying microorganisms will be provided.
Bačíková a kol. (2023). Keď dieťa potrebuje nielen psychológa. Grada publishing.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Macek, P. Adolescence. Praha: Portál, 2003
Matějček, Z. - rôzne diela
Bačíková, M. Psychológia rodičovskej kontroly, Šafárik Press, Košice 2019
active participation in seminars - 20%
seminar work according to the current instructions on the electronic bulletin board- 40%
final test - 40%
Detailed and updated information will be posted on the electronic board
Determinants and factors of development, cognitive development, personality development. Socialization in separate developmental stages (family, peers, school). Specifics of development in the period of school age, in pubescence and adolescence. Parents and their role in child development. Application of knowledge of developmental psychology in the teacher's practice - communication with students in different developmental stages, creating a teacher-student relationship with respect to the development needs of the student.
The graduate will understand the principles of developmental psychology, and will be able to characterize the norm in separate developmental stages with a specific focus on the period of school age and adolescence. As part of the seminar work, a students will process current knowledge published in foreign journals. They will have a knowledge about the current social discourse on the topics covered. The graduate will be able to consider various aspects of the possible influence of parents and friends on the development of piupils and apply the knowledge of developmental psychology in the practice of the teacher.
BÓNOVÁ, I. - JASINSKÁ, L.: Jazyková kultúra nielen pre lingvistov. Košice: UPJŠ 2019. 100 s.
FINDRA, J.: Štylistika slovenčiny. Martin : Osveta, 2004.
FINDRA, J.: Štylistika slovenčiny v cvičeniach. Martin : Osveta, 2005.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti. Martin: Matica slovenská 2006. 423 s.
Krátky slovník slovenského jazyka. Martin: Matica slovenská 2020.
SABOL, J.- SLANČOVÁ, D. - SOKOLOVÁ, M.: Kultúra hovoreného slova. Prešov, FF UPJŠ
1989.
Pravidlá slovenského pravopisu. Bratislava: Veda 2000 (2013).
SABOL, J. – BÓNOVÁ, I. – SOKOLOVÁ, M.: Kultúra hovoreného prejavu. Prešov: FF PU
2006.
SLANČOVÁ, D.: Praktická štylistika. 2., upravené a doplnené vydanie. Prešov: Slovacontact
1996. 178 s. ISBN 80-901417-9-X.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2006.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2011.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2015.
Conditions for successful completion of the course:
a) regular active participation in seminars,
b) preparation of basic literature and content of lectures,
c) elaboration of seminar work / creative task,
d) successful completion of the final test.
Conditions for obtaining the final evaluation: a) seminar work / creative task b) final test (min. 56%) Final evaluation: 100,00 - 92,00% A 91,99 - 83,00% B 82,99 - 74,00 % C 73.99 - 65.00% D 64.99 - 56.00% E 55.99% and less FX
Prerequisites for successful completion of the course are annually updated on the electronic bulletin board in AIS2.
Slovak language
Characteristics of basic terms of general linguistics (language – speech, language functions, the sign character of language, language levels, content and form in language, individual and general aspect of language units) on interdisciplinary background and with the application to Slovak as a national language. Language standard, codification, usus. Basic codification manuals. Application of orthographic rules in practical documents. Sound culture, pronunciation styles. Orthoepic phenomena in vowels and consonants. Application of rhythmic law and its exceptions. Assimilation and its specific features in Slovak. Style, stylization – methods and demonstration of structure of text components.
During the final evaluation, the student demonstrates adequate mastery of the content standard of the course, which is defined by the required literature and seminar content, and demonstrates mastery of the performance standard, within which the student is able to practically apply the standard of standard Slovak in oral and written communications. manuals, gain skill in the bibliographic and citation standard. The graduate of the course normatively masters written communication on the basis of current orthographic rules and knows the basic characteristics of the means of expression of the text and functional language style.
General and Inorganic Engineering; Mineral raw materials; Raw materials processing, transport and holding; Chemical reactors; Chemical metallurgy – Fe, Al, Cu working; Inorganic acids manufacture (H2SO4, HNO3, HCl, HF, H3PO4); Industrial electrochemistry; Industrial fertilizers; Silicate industry – cement manufacture, ceramics; Petrochemistry
Bačíková, M., Janovská, A., Orosová, O. Základy metodológie pedagogicko-psychologického výskumu. 2.doplnené vydanie. Šafárik Press, 2019. dostupné online: https://unibook.upjs.sk/img/cms/2019/FF/zaklady-metodologie-ped-psych-vyskumu-2-vyd-web.pdf
Gavora, P.: Úvod do pedagogického výskumu. Bratislava, UK 1999.
Švec, Š. a kol.: Metodológia vied o výchove. Bratislava, Iris 1998. Turek, I.: K základom pedagogického výskumu. Prešov, KPÚ 1991.
Ferjenčík, J.: Úvod do metodológie psychologického výskumu. Praha, Portál 2000.
http://www.e-metodologia.fedu.uniba.sk/
- active participation in seminars, presentation of assignments in groups, final exam
Research in pedagogy and psychology. Scientific research, scientific thinking. Parts of a research project. Research planning. Topic selection, research problem formulation. Types of research plans. Hypothesis, variables, operationalization. Ethical issues of scientific research. Experiment (experiment problems, control of variables in the experiment). Experimental plans, quasi-experiment. Reliability and validity of research. Research sample, methods of sample selection. Data collection techniques - questionnaire, interview, sociometry, semantic differential, observation, tests. Introduction to qualitative methodology. Possibilities of quantitative data processing. How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
The graduate of the course will gain information about the research methodology, will understand the basic methods of pedagogical and psychological research that can be used in the practice of the teacher. Within the seminars, students will develop professional skills through their own demonstration of a specific research method. The graduate of the course will be able to carry out simple scientific research, present the results of research and read the results of the latest research in the field of pedagogy and psychology.
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
Buchar, J., 1983: Zoogeografie. SPN Praha
Darlington, P.J., 1998: Zoogeography: The geographical distribution of animals. Krieger, USA
Lomolino M.V., Brown J.H., Riddle B. R., 2005: Biogeography. Sinauer Associates, 1-845
Plesník, P., Zatkalík, F., 1996: Biogeografia. Vysokoškolské skriptá, PríFUK Bratislava
ÚBEV/ZO1/03
ÚBEV/VEK1/03
ÚBEV/ZOO1/03
active participation in seminars
preparation of the oral presentation to the selected topic
semestral written test
Active participation in seminars.
Preparation of oral presentation to a selected topic.
Completion of two semestral written examinations.
Oral examination.
This course will review our current understanding of the patterns of animal distribution and the processes that influence distributions of species and their attributes. Zoogeography will integrate information on the historical and current ecology, genetics, and physiology of animals and their interaction with environmental processes (continental drift, climate) in regulating geographic distributions. The course will emphasize descriptive and analytical approaches useful in hypothesis testing in zoogeography and will illustrate applied aspects of zoogeography (e.g. refuge design in conservation).
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
oral examination
Goal of the course is to provide the students with a knowledge of types of toxic substances and their metabolism, safe and handling of toxic substances.
G. F. Fuhrman: Allgemeine Toxikologie fuer Chemiker, Teubner Verlag, Stutgart 1984.
V. E. Forbes, T. L. Forbe: Ecotoxicology in Theory and Practice, Chapman&Hall, London 1994.
J. A. Timbrell: Introduction to Toxicology, Taylor&Francis, London 1994.
J.H.Duffus, H.G.J. Worth: Fundamental toxicology, RSC Publishing, Cambridge, 2006.
Historical aspects, types of toxic substances, types of exposure, dose-response relationship. Disposition of toxic compounds (absorption, distribution, excretion of toxic compounds). Metabolism of toxic compounds. Drugs as toxic substances, food additives and contaminants, environmental pollutans. Statement of chemistry laboratory policy. Safe and handling of toxic substances.
Historical aspects, types of toxic substances, types of exposure, dose-response relationship. Disposition of toxic compounds (absorption, distribution, excretion of toxic compounds). Metabolism of toxic compounds. Drugs as toxic substances, food additives and contaminants, environmental pollutans. Statement of chemistry laboratory policy. Safe and handling of toxic substances.
Goal of the course is to provide the students with a knowledge of types of toxic substances and their metabolism, safe and handling of toxic substances.