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) LPIC-1 Exam 102. LPI [online]. Canada: The Linux Professional Institute, 2021 [cited 2021-9-22]. Available from: https://learning.lpi.org/en/learning-materials/102-500/,
2) Linux - Documentation Project [online]. 4. Prague: Computer Press, 2007 [cited 2021-9-22]. Available from: https://i.iinfo.cz/files/root/k/LDP_4.pdf,
3) The LPIC2 Exam Prep [online]. Sue B.V. - Open Sourced, 2021 [cited 2021-9-26]. Available from: https://lpic2book.github.io/src/
To complete the course, students must successfully complete a project focused on configuring network services.
Slovak or English
Content prerequisites: Understanding basic concepts of operating systems, computer networks, and basic knowledge of the Linux shell (e.g., Bash) and PowerShell.
The course is not organized every year.
1) Linux Operating System Management (basic system tools for troubleshooting, system startup, network configuration),
2) File systems (general overview, RAID, LVM),
3) Container Management (Docker),
4) Web hosting services I (basic concept, APACHE),
5) Web hosting services II (SQL, HTTPS, security, NGINX),
6) File services (SAMBA, NFS, FTP),
7) Virtualization platforms (VMware, Proxmox),
8) Local network Management (routing, DHCP, firewall),
9) Remote device Management Automation (Ansible),
10) VPN, SSH, and Proxy,
11) Windows OS and Windows domain management,
12) Linux kernel,
13) Logging in Linux OS and Windows OS.
The learning outcome is to understand the theoretical and practical background of Windows and Linux operating systems and selected network services.
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
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.
HAZZAN, Orit, Tami LAPIDOT and Noa RAGONIS, 2011. Guide to teaching computer science: an activity-based approach. New York: Springer. ISBN 9780857294425.
LAU, William, 2017. Teaching Computing in Secondary Schools: A Practical Handbook [online]. Taylor & Francis Group, 211 p. [cited 2021-7-10]. ISBN 9781315298191. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=5056529
ČAPEK, Robert, 2015. Moderní didaktika: lexikon výukových a hodnoticích metod. Praha: Grada. Pedagogika (Grada). ISBN 978-80-247-3450-7.
LUKÁČ, Stanislav, Ľubomír ŠNAJDER, Ján GUNIŠ and Zuzana JEŠKOVÁ, 2016. Bádateľsky orientované vyučovanie matematiky a informatiky na stredných školách [online]. Košice: Prírodovedecká fakulta UPJŠ v Košiciach [cited 2021-7-10]. ISBN 978-80-8152-471-4. Available from: https://unibook.upjs.sk/img/cms/2016/pf/bov.pdf
SPENDLOVE, David, 2015. 100 Ideas for Secondary Teachers: Assessment for Learning [online]. Bloomsbury Publishing, 129 p. [cited 2021-7-9]. ISBN 9781472911018. Available from:: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=1990785
GANAJOVÁ, Mária, Beáta BRESTENSKÁ, Ján GUNIŠ, et al., 2021. Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach. ISBN 978-80-8152-973-3.
GUNIŠ, Ján, Miloslava SUDOLSKÁ and Ľubomír ŠNAJDER, 2009. Ďalšie vzdelávanie učiteľov základných a stredných škôl v predmete informatika: Aktivizujúce metódy vo výučbe školskej informatiky. Bratislava: Štátny pedagogický ústav, 40 p. ISBN 978-80-89225-96-5. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/aktivizujuce_metody.pdf
Conditions for ongoing evaluation:
1. Proposal of a thematic plan for teaching informatics at secondary or elementary school extended by 1 disponible hour.
2. Creation of a concept map and specific educational objectives for selected topic of school informatics.
3. Creation of a graded system of tasks for teaching selected topic of school informatics.
4. Proposal for the preparation of a lesson with a 5E inquiry cycle.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Objectives and content of teaching informatics in primary and secondary schools. State educational program. Informatics textbooks.
2. Maturita on informatics. Examples of school educational programs. Designing own thematic plan.
3. Logical structure of the curriculum, conceptual mapping. Determination of specific educational objectives and creation of a concept map for a selected topic of school informatics (RBT).
4. Educational task, its forms, and parameters. A graded system of tasks.
5. Creation of a graded system of tasks for teaching a selected topic of school informatics.
6. Activating methods of teaching school informatics (discussion and situational methods).
7. Activating methods of teaching school informatics (staging methods, educational games, scientific humor).
8. Activating methods of teaching school informatics (problem teaching, peer learning).
9. Activating methods of teaching school informatics (project teaching, flipped learning).
10. Inquiry-based learning, inquiry cycle, inquiry skills, levels of inquiry, 5E learning cycle.
11. Formative assessment, cognitive and metacognitive tools. Creating a worksheet with selected formative assessment tools.
12. Creating preparation for a lesson with a 5E learning cycle.
After completing this course, students are able to:
a) acquire an overview of the objectives, content, modern methods and aids for teaching school informatics,
b) create conceptual map, cognitive objectives and graded tasks collection for seleced topic of school informatics,
c) create a inquiry-based methodology of teaching a seleced topic of school informatics.
HAZZAN, Orit, Tami LAPIDOT and Noa RAGONIS, 2011. Guide to teaching computer science: an activity-based approach. New York: Springer. ISBN 9780857294425.
LAU, William, 2017. Teaching Computing in Secondary Schools: A Practical Handbook [online]. Taylor & Francis Group, 211 p. [cited 2021-7-10]. ISBN 9781315298191. Available from: https://ebookcentral.proquest.com/lib/upjs-ebooks/detail.action?docID=5056529
COMPUTER SCIENCE EDUCATION RESEARCH GROUP AT THE UNIVERSITY OF CANTERBURY, NEW ZEALAND. Computer Science Field Guide: An online interactive resource for high school students learning about computer science [online]. [cited 2021-7-10]. Available from: https://www.csfieldguide.org.nz/en/
COMPUTER SCIENCE EDUCATION RESEARCH GROUP AT THE UNIVERSITY OF CANTERBURY, NEW ZEALAND. Computer Science without a computer [online]. [cited 2021-7-10]. Available from: https://csunplugged.org/en/
QUEEN MARY, UNIVERSITY OF LONDON. Computer Science For Fun: A magazine where the digital world meets the real world [online]. [cited 2021-7-10]. Available from: http://www.cs4fn.org/
GUNIŠ, Ján and Ľubomír ŠNAJDER, 2009. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Tvorba úloh a hodnotenie žiakov v predmete informatika. Bratislava: Štátny pedagogický ústav, 40 p. ISBN 978-80-8118-012-5. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/tvorba_uloh_a_hodnotenie.pdf
GUNIŠ, Ján and Ľubomír ŠNAJDER, 2010. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Metodika výučby tematickej oblasti Informácie okolo nás. Bratislava: Štátny pedagogický ústav, 40 p. ISBN 978-80-8118-030-9. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/metodika_informacie_okolo_nas.pdf
GUNIŠ, Ján and Ľubomír ŠNAJDER, 2010. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Metodika výučby tematickej oblasti Komunikácia prostredníctvom IKT. Bratislava: Štátny pedagogický ústav, 32 p. ISBN 978–80–8118–036-1. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/metodika_komunikacia_prostrednictvom_ikt.pdf
GUNIŠ, Ján and Ľubomír ŠNAJDER. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Metodika výučby oblastí Princípy fungovania IKT a Informačná spoločnosť. Bratislava: Štátny pedagogický ústav, 32 p. ISBN 978–80–8118–045-3. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/metodika_informacna_spolocnost.pdf
Conditions for ongoing evaluation:
1. Creation of an interactive educational aid.
2. Microteaching with a sample solution of an algorithmic problem.
3. Assessment of administered didactic test.
4. Creation of an assignment and a commented author's solution of the STEAM task for the PALMA junior competition, correction, and assessment of student solutions.
Conditions for the final evaluation:
1. Elaboration of a final paper focused on the conceptual process, creation of assignments with various didactic functions, naming misconceptions, and assessment of learning outcomes of selected topics of school informatics.
2. Presentation of own teacher's portfolio with discussion.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Assessment of students' learning outcomes in school informatics. Didactic tests.
2. Assessment of student projects. Student portfolio.
3. Conceptual process in school informatics.
4. Informatics concepts in informatics competitions (iBobor).
5. Informatics concepts in activities outside the computer (Computer Science Unplugged).
6. Methodology of teaching selected topics in the field of Representation and tools (coding, compression).
7. Methodology of teaching selected topics in the field of Representation and tools (encryption, steganography).
8. Methodology of teaching selected topics in the field of Representation and tools (data analysis and visualization).
9. Methodology of teaching selected topics in the field of Communication and Cooperation (communication and collaboration tools).
10. Methodology of teaching selected topics in the field of hardware and software (kits with sensors and actuators).
11. Methodology of teaching selected topics in the field of Information Society (information security and cybersecurity).
12. Completion of the portfolio of an informatics teacher (thematic plan, preparations from teaching self-reflection of student, worksheet with formative assessment tools, interactive educational aid, sample solution of an algorithmic problem, maturita assignment, system of tasks with increasing difficulty, assessment of an administered didactic test).
After completing this course, students are able to:
a) select and explain essential concepts for a selected topic of school informatics,
b) create and present an assignment and a sample solution to an algorithmic problem,
c) analyze and assess students' assignments and identify their misconceptions,
d) design and discuss the methodology of teaching a selected topic of school informatics, which includes its own interactive teaching aid,
e) complete your own teaching portfolio.
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.
BEECHER, Karl, 2017. Computational thinking: A beginner's guide to problem-solving and programming. © BCS Learning & Development, 308 p. ISBN 978-1-78017-36-41.
COMPUTING AT SCHOOL. Computational Thinking Concepts and Approaches
Barefoot [online]. [cited 2021-7-12]. Available from: https://www.barefootcomputing.org/concept-approaches/computational-thinking-concepts-and-approaches
FINCHER, Sally and Marian PETRE, 2004. Computer science education research. New York: Taylor & Francis. ISBN 9789026519697.
GUTSCHANK, Jörg et al. 2019. coding in STEM Education [online]. Berlin: Science on Stage Deutschland e.V., 76 p. [cited 2021-7-10]. ISBN 978-3-942524-58-2. Available from: https://www.science-on-stage.eu/sites/default/files/material/coding_in_stem_education_en_2nd_edition.pdf
BRIGGS, Jason R., 2013. Python for kids: a playful introduction to programming. San Francisco: No Starch Press. ISBN 1593274076.
BLAHO, Andrej, 2016. Programovanie v Pythone 1 (prednášky k predmetu Programovanie (1) 1-AIN-130/13) [online]. Bratislava: Knižničné a edičné centrum FMFI UK, 322 p. [cited 2021-7-10]. ISBN 978-80-8147-067-7. Available from: http://python.input.sk/
ŠNAJDER, Ľubomír and Ján GUNIŠ, 2014. Tvorba úloh pre programátorské súťaže [online]. 1. Košice: Prírodovedecká fakulta UPJŠ v Košiciach, 79 p. [cited 2021-7-10]. ISBN 978-80-8152-139-3. Available from: https://unibook.upjs.sk/img/cms/2014/pf/tvorba-uloh-pre-prog-sutaze.pdf
GUNIŠ, Ján and Ľubomír ŠNAJDER, 2021. Programovanie v Pythone 1. Košice: Prírodovedecká fakulta UPJŠ v Košiciach, 170 p. ISBN 978-80-8152-969-6. Also available from: https://unibook.upjs.sk/img/cms/2021/pf/programovanie-v-pythone-1.pdf
GUNIŠ, Ján, Viera MICHALIČKOVÁ, Martin CÁPAY and Ľubomír ŠNAJDER, 2020. Riešenie problémov a programovanie [online]. Bratislava: Centrum vedecko-technických informácií SR [cited 2021-7-10]. ISBN 9788089965625. Available from: https://registracia.itakademia.sk/media/themes/nip-rpp.pdf
ŠNAJDER, Ľubomír, Gabriela LOVÁSZOVÁ, Viera MICHALIČKOVÁ and Ján GUNIŠ, 2020. Programovanie mobilných zariadení [online]. Bratislava: Centrum vedecko-technických informácií SR, 300 p. [cited 2020-11-30]. ISBN 978-80-89965-63-2. Available from: https://registracia.itakademia.sk/media/themes/nip-pmz.pdf
Conditions for ongoing evaluation:
1. Creation of an assignment and an commented author's solution of a task using several problem-solving strategies.
2. Proposal of a pair of maturita assignments with solutions and methodological comments.
3. Creation of an assignment and an commented author's solution of the STEAM task for the PALMA junior competition, correction and evaluation of student solutions.
Conditions for the final evaluation:
1. Creation and presentation of the final project with a collection of solved and commented tasks for a selected topic of programming in Python.
2. Elaboration of a final test focused on the elaboration of sample and commented solutions to given problems in Python and Scratch languages.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing and final assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Educational standards in programming in secondary and primary schools. Graduation in informatics.
2. Programming competitions.
3. Algorithmic thinking. Algorithmic games.
4. Computational thinking. Problem solving strategies.
5. Data structures around us, algorithms over data structures.
6. Teaching selected algorithms and problem solving strategies (recursion).
7. Basic concepts and misconceptions of programming.
8. Teaching programming in Scratch.
9. Teaching programming in AppInventor.
10. Teaching programming in Python.
11. Programming of mathematical models of selected phenomena/systems.
12. Specifics of computer arithmetic.
After completing this course, students are able to:
a) define specific educational objectives for a selected topic of programming,
b) create assignments and sample solutions for STEAM tasks using various problem-solving strategies,
c) analyze and evaluate solutions to student tasks and identify their misconceptions,
d) design a methodology for teaching a selected programming topic.
MEŠKO, Dušan, Dušan KATUŠČÁK and Ján FINDRA, 2013. Akademická príručka: Chcete byť úspešní na vysokej škole? 3. vydanie. Osveta, 495 pp. ISBN 9788080633929.
KATUŠČÁK, Dušan, 2013. Ako písať záverečné a kvalifikačné práce. Enigma, 162 pp. ISBN 8089132454.
COMPUTER SCIENCE TEACHERS ASSOCIATION. Home Page
Computer Science Teachers Association [online]. [cited 2021-7-30]. Available from: https://www.csteachers.org/
ASSOCIATION FOR COMPUTING MACHINERY. The ACM Digital Library [online]. [cited 2021-7-30]. Available from: https://dl.acm.org/
SPRINGER NATURE SWITZERLAND AG. Home - Springer [online]. [cited 2021-7-30]. Available from: https://link.springer.com/
BAČÍKOVÁ, Mária, Anna JANOVSKÁ and Oľga OROSOVÁ, 2019. Základy metodológie pedagogicko-psychologického výskumu: Sprievodca pre študentov učiteľstva [online]. 2. doplnené vydanie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 195 pp. [cited 2021-7-29]. ISBN 978-80-8152-805-7. Available from: https://unibook.upjs.sk/sk/filozoficka-fakulta/1266-zaklady-metodologie-pedagogicko-psychologickeho-vyskumu-sprievodca-pre-studentov-ucitelstva
Informatics in Education. Vilnius University Institute of Data Science and Digital Technologies. ISSN 2335-8971 (online). Also available from: https://infedu.vu.lt/journal/INFEDU
Matematika–fyzika–informatika. Praha: PROMETHEUS. ISSN 1805-7705. Also available from: http://www.mfi.upol.cz/index.php/mfi/index
UNIVERZITA MATEJA BELA V BANSKEJ BYSTRICI, TECHNICKÁ UNIVERZITA V LIBERCI, 2021. Zborníky medzinárodnej konferencie DidInfo (od roku 2011) [online]. [cited 2021-7-30]. Available from: http://www.didinfo.net/minule-rocniky
CENTRUM VEDECKO-TECHNICKÝCH INFORMÁCIÍ SR. Centrálny register záverečných a kvalifikačných prác [online]. [cited 2021-7-30]. Available from: https://cms.crzp.sk/
Conditions for ongoing evaluation:
1. Creation of a glossary of terms and a concept map for teaching a selected topic.
2. Creation of a collection of solved tasks for teaching the selected topic.
3. Creation of learning objectives and a graded system of tasks for teaching a selected topic.
Conditions for the final evaluation:
1. Update and presentation of the thesis website.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak and partly English due to selected information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
1. Pedagogical research in the field of teaching informatics (analysis of selected scientific studies with discussion).
2. Pedagogical research in the field of teaching informatics (analysis of selected scientific studies with discussion).
3. Pedagogical research in the field of teaching informatics (design of own pedagogical action research).
4. Analysis of the content of teaching of the selected topic (creation of a glossary of terms and a concept map).
5. Analysis of the content of teaching of the selected topic (creation of a glossary of terms and a concept map).
6. Creation of a collection of solved problems for teaching the selected topic.
7. Creation of a collection of solved problems for teaching the selected topic.
8. Creation of a collection of solved problems for teaching the selected topic.
9. Creation of learning objectives and a graded system of tasks for teaching the selected topic.
10. Creation of learning objectives and a graded system of tasks for teaching the selected topic.
11. Presentations of ongoing results of students' theses, updating of thesis websites.
12. Presentations of ongoing results of students' theses, updating of thesis websites.
The student will gain an overview of the issues of pedagogical research in the field of teaching informatics.
The student continuously works on his / her thesis (analyzes the content of teaching a selected topic, creates a glossary of terms and a concept map, creates a collection of tasks and then a system of graded tasks) and presents the ongoing results of his / her thesis.
MEŠKO, Dušan, Dušan KATUŠČÁK and Ján FINDRA, 2013. Akademická príručka: Chcete byť úspešní na vysokej škole? 3. vydanie. Osveta, 495 pp. ISBN 9788080633929.
KATUŠČÁK, Dušan, 2013. Ako písať záverečné a kvalifikačné práce. Enigma, 162 pp. ISBN 8089132454.
COMPUTER SCIENCE TEACHERS ASSOCIATION. Home Page
Computer Science Teachers Association [online]. [cited 2021-7-30]. Available from: https://www.csteachers.org/
ASSOCIATION FOR COMPUTING MACHINERY. The ACM Digital Library [online]. [cited 2021-7-30]. Available from: https://dl.acm.org/
SPRINGER NATURE SWITZERLAND AG. Home - Springer [online]. [cited 2021-7-30]. Available from: https://link.springer.com/
BAČÍKOVÁ, Mária, Anna JANOVSKÁ and Oľga OROSOVÁ, 2019. Základy metodológie pedagogicko-psychologického výskumu: Sprievodca pre študentov učiteľstva [online]. 2. doplnené vydanie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 195 pp. [cited 2021-7-29]. ISBN 978-80-8152-805-7. Available from: https://unibook.upjs.sk/sk/filozoficka-fakulta/1266-zaklady-metodologie-pedagogicko-psychologickeho-vyskumu-sprievodca-pre-studentov-ucitelstva
Informatics in Education. Vilnius University Institute of Data Science and Digital Technologies. ISSN 2335-8971 (online). Also available from: https://infedu.vu.lt/journal/INFEDU
Matematika–fyzika–informatika. Praha: PROMETHEUS. ISSN 1805-7705. Also available from: http://www.mfi.upol.cz/index.php/mfi/index
UNIVERZITA MATEJA BELA V BANSKEJ BYSTRICI, TECHNICKÁ UNIVERZITA V LIBERCI, 2021. Zborníky medzinárodnej konferencie DidInfo (od roku 2011) [online]. [cited 2021-7-30]. Available from: http://www.didinfo.net/minule-rocniky
CENTRUM VEDECKO-TECHNICKÝCH INFORMÁCIÍ SR. Centrálny register záverečných a kvalifikačných prác [online]. [cited 2021-7-30]. Available from: https://cms.crzp.sk/
Conditions for ongoing evaluation:
1. Creation of diagnostic tools for teaching selected topics.
2. Creation of teaching aids for teaching selected topics.
3. Creating preparation for teaching selected topics.
4. Evaluation of pilot teaching.
Conditions for the final evaluation:
1. Update and presentation of the thesis website.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak and partly English due to selected information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
1. Creation of diagnostic tools for teaching the selected topic (didactic test, evaluation section of the project).
2. Creation of diagnostic tools for teaching the selected topic (didactic test, evaluation section of the project).
3. Creation of teaching aids (reference materials, work files, tutorials, instructional videos).
4. Creation of teaching aids (reference materials, work files, tutorials, instructional videos).
5. Creation of teaching aids (reference materials, work files, tutorials, instructional videos).
6. Creating a thematic plan. Creation of preparations and implementation of pilot teaching.
7. Creation of preparations and implementation of pilot teaching.
8. Creation of preparations and implementation of pilot teaching.
9. Evaluation of pilot teaching (results of teaching, identified misconceptions of students, interesting student solutions, other observations from teaching).
10. Evaluation of pilot teaching (results of teaching, identified misconceptions of students, interesting student solutions, other observations from teaching).
11. Presentations of ongoing results of students' theses, updates of diploma websites.
12. Presentations of ongoing results of students' theses, updates of diploma websites.
The student continuously works on his / her thesis (creates diagnostic tools, teaching aids, thematic plan, preparation for teaching, implements and evaluates pilot teaching) and presents the ongoing results of his /her thesis.
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.
.
1. J.E. Hopcroft, R.Motwani, J.D. Ullman: Introduction to automata theory, languages, and computation, Addison-Wesley, 2001.
2. J. Shallit: A second course in formal languages and automata theory, Cambridge University press, 2009.
3. M. Sipser: Introduction to the theory of computation, Thomson Course Technology, 2006.
Test and oral examination.
Slovak or English
Content prerequisities:
1. Basic mathematical background (proof by contradicion and by mathematical induction),
basic notions from the set theory (union, intersection, complement, cartesian product).
2. Basic knowledge about finite state automata and regular languages.
1: Pushdown automata: definition of a pushdown automaton, accepting by final states, accepting by empty pushdown
2: Deterministic pushdown automata: examples of application in practice
3: Context-free grammars: basic definition, leftmost derivation, derivation tree, elimination of rules of type A→epsilon and A→B, Chomsky normal form
4: Relation between context-free grammars and pushdown automata: transforming context-free grammar to a pushdown automaton, transforming pushdown automaton to a context-free grammar
5: Pumping lemma I: Statement of the lemma and its proof
6: Pumping lemma II: applications of the lemma
7: Closure properties of context-free languages
8: Closure properties of deterministic context-free languages
9: Pushdown automata producing an output: basic definitions and properties, applications in practice
10: Context-sensitive languages: context-sensitive grammar, nondeterministic linear-bounded Turing machine (LBA), transforming context-sensitive grammar to an LBA, transforming LBA to a context-sensitive grammar
11: Closure properties of context-sensitive languages
12: Recursively enumerable languages: phrase-structure grammar, nondeterministic and deterministic Turing machine, transforming nondeterministic Turing machine to a phrase-structure grammar, transforming phrase-structure grammar to a deterministic Turing machine, closure properties
13: Universal Turing machine
14: Algorithmically undecidable problems of the formal language theory
To provide theoretical background for studying computer science in general, by giving the necessary knowledge in theory of automata.
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.
1. BERMAN,G.P., DOOLEN,G.D., MAINIERI, R., TSIFRINOVIC, V.I. Introduction to Quantum Computers. World Scientific, 2003.
2. GRUSKA, J. Quantum Computing. McGraw-Hill, 1999.
3. JOHNSON, G. A Shortcut Through Time: The Path to the Quantum Computer, Knopf 2003.
4. KITAEV, A.Y., SHEN, A.H., VYALYI, M.N. Classical and Quantum Computation. American Mathematical Society, 2002.
5. NIELSEN, M.A., CHUANG, I.L. Quantum Computation and Quantum Information. Cambridge University Press, 2000.
6. HIRVENSALO, M., Quantum Computing, Springer 2004
Successful completion of the subject is conditioned by proper acquisition of basic concepts, algorithms and models and demonstrating the ability to apply them creatively. The acquisition of knowledge takes place:
- continuously during the semester in the form of partial assignments,
- a written test during the semester,
- a written test at the exam,
- oral exam.
In order to receive an evaluation, it is necessary to obtain at least 50% of points from each of the three parts (assignments during the semester, written part of the exam, oral part of the exam). The detailed evaluation method is published in the AIS.
Slovak or english
Content prerequisites:
Linear algebra, Group theory, Probability theory, Theory of algorithms, Introduction to quantum computers.
1. Introduction to quantum quantum computers. Basics of classical complexity theory.
2. Boolean circuits and their basic properties.
3. Probability algorithms.
4. BPP class and probability testing.
5. Basic properties of circuits and Fermat's test.
6. Miller - Rabin's test and the position of the BPP class in the hierarchy of complexity models.
7. Introduction to quantum computing and mathematical foundations of quantum theory.
8. Spectral representation of self-adjoint operators.
9. Quantum states and Hilbert vector spaces.
10. Basic quantum operators and basic quantum algorithms.
11. Quantum teleportation, superdense coding and Grover's algorithm.
12. Fourier transformation.
13. Shor's algorithm.
By completing the subject, the student will get:
- knowledge of the classification and design of probabilistic algorithms,
- basic knowledge of the principles of quantum computers and their differences compared to classical computing models,
- knowledge and skills about the design and functioning of quantum computing and become familiar with the most well-known algorithms,
= basic quantum computer programming skills.
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.
BRATKO, Ivan. Prolog. Programming for Artificial Intelligence. 2 ed. Wokingham: Addison-Wesley, 1990. ISBN 0-201-41606-9.
NILSON U., MALUSINSKI J.: Logic, Programming and Prolog, John Wiley & Sons Ltd. 1995
NIENHUYIS-CHENG Sh.H., WOLF R.: Foundations of Inductive Logic Programming, Springer-Verlag, 1997
Evaluation of active participation in exercises and homework, test of theoretical knowledge during the semester. Written and oral exam together with assessment from exercises.
Slovak or English
Prerequisites: none
1. Introduction to logic
2. theory, models, Herbrand model
3. SLD resolution
4. Basics of Prolog language
5. Prologue in examples
6. Lists
7., 8., 9. Data analysis in Prolog
10., 11., 12. Graph theory in Prolog
To learn bases of declarative programming (as complementary method to procedural programming) and basic methods of implementations of logic programming languages.
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.
1. Krajči S., https://ics.upjs.sk/~krajci/skola/vyucba/ucebneTexty/logika-stromy.pdf
2. Goldstern M., Judah H.: The Incompleteness Phenomenon, A New Course in Mathematical Logic, A K Peters, Wellesley, Massachusetts, 1995
Knowledge of studied notions will be evaluated.
Slovak
1.--2. Boolean algebra
3.--4. Filters and ultrafilters
5.--6. Rasiowa-Sikorski's theorem
7. Safe substitution
8. Lindenbaum-Tarski's algebra
9.--11. Syntactical interpretation
12. Completeness
Understanding of basic concepts of mathematical logic.
KOSOVÁ, Beata, Alena TOMENGOVÁ et al., 2015. Profesijná praktická príprava budúcich učiteľov [online]. Banská Bystrica: Vydavateľstvo Belianum, Univerzita Mateja Bela, Banská Bystrica, 226 pp. [cited. 2021-7-28]. ISBN 978-80-557-0860-7. Available from: https://publikacie.umb.sk/publication/publicationFileDownload.php?ID=18667
OROSOVÁ, Renáta and Zuzana BOBEROVÁ, 2016. Pregraduálna príprava učiteľov: Organizácia pedagogickej praxe na UPJŠ [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 142 pp. [cited 2021-7-28]. ISBN 978-80-8152-460-8. Available from: https://unibook.upjs.sk/sk/pedagogika/342-pregradualna-priprava-ucitelov-organizacia-pedagogickej-praxe-na-upjs
BOBEROVÁ, Zuzana, 2017. Začínajúci učiteľ a školská legislatíva I. [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 104 pp. [cited 2021-7-28]. ISBN 978-80-8152-490-5. Available from: https://unibook.upjs.sk/sk/pedagogika/398-zacinajuci-ucitel-a-skolska-legislativa-i
Current informatics textbooks for primary and secondary schools in Slovakia.
Conditions for ongoing evaluation:
1. Observations for 11 lessons of the subject of informatics.
2. Independent leading 1 lesson from the subject of informatics.
3. Participation in 6 analyzes from lessons.
4. Participation in a reflexive colloquium with a didactician of informatics.
Conditions for the final evaluation:
1. Submission of 11 observation records.
2. Submission of a project of preparation for a lesson.
3. Submission of a list of observations and own lesson of the trainee.
4. Submission of evaluation of pedagogical output of the trainee.
5. Submission of a report on ongoing pedagogical practice.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
Students observe the process of teaching informatics at secondary and primary school and analysed 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 lessons are students observing/teaching, the third lesson is for analysis of the first two under the guidance of a teacher trainer.
Students acquire knowledge by observing the practical application of teaching skills for teaching
the subject of informatics and get to know the organization of school work. They also acquire their first experience with the practical implementation of a informatics lesson.
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.
KOSOVÁ, Beata, Alena TOMENGOVÁ et al., 2015. Profesijná praktická príprava budúcich učiteľov [online]. Banská Bystrica: Vydavateľstvo Belianum, Univerzita Mateja Bela, Banská Bystrica, 226 pp. [cited. 2021-7-28]. ISBN 978-80-557-0860-7. Available from: https://publikacie.umb.sk/publication/publicationFileDownload.php?ID=18667
OROSOVÁ, Renáta and Zuzana BOBEROVÁ, 2016. Pregraduálna príprava učiteľov: Organizácia pedagogickej praxe na UPJŠ [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 142 pp. [cited 2021-7-28]. ISBN 978-80-8152-460-8. Available from: https://unibook.upjs.sk/sk/pedagogika/342-pregradualna-priprava-ucitelov-organizacia-pedagogickej-praxe-na-upjs
BOBEROVÁ, Zuzana, 2017. Začínajúci učiteľ a školská legislatíva I. [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 104 pp. [cited 2021-7-28]. ISBN 978-80-8152-490-5. Available from: https://unibook.upjs.sk/sk/pedagogika/398-zacinajuci-ucitel-a-skolska-legislativa-i
Current informatics textbooks for primary and secondary schools in Slovakia.
Conditions for ongoing evaluation:
1. Observations in 6 lessons of the subject of informatics.
2. Independent leading of 18 lessons of the subject informatics.
3. Participation in analyzes from 20 lessons with a teacher trainer.
4. Active participation in out-of-class and after-school activities.
Conditions for the final evaluation:
1. Submission of 6 observation records from lessons.
2. Submission of 18 lesson projects of preparation for lessons.
3. Submission of a list of observations and own lesson of the trainee.
4. Submission of an evaluation of the trainee's teaching practice.
5. Submission of a report on the continuous pedagogical practice.
6. Submission of a feedback sheet from the continuous pedagogical practice.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
Observations of teacher trainer lessons, consultations of lesson preparations, preparation of teaching aids, leading own lessons, methodological and scientific analysis of lessons, active participation in out-of-class and after-school activities.
Under the professional supervision of an experienced teacher trainer, the student acquires practical pedagogical skills in teaching the subject of informatics. He gets acquainted with school life, out-of-class and after-school activities activities.
KOSOVÁ, Beata, Alena TOMENGOVÁ et al., 2015. Profesijná praktická príprava budúcich učiteľov [online]. Banská Bystrica: Vydavateľstvo Belianum, Univerzita Mateja Bela, Banská Bystrica, 226 pp. [cited. 2021-7-28]. ISBN 978-80-557-0860-7. Available from: https://publikacie.umb.sk/publication/publicationFileDownload.php?ID=18667
OROSOVÁ, Renáta and Zuzana BOBEROVÁ, 2016. Pregraduálna príprava učiteľov: Organizácia pedagogickej praxe na UPJŠ [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 142 pp. [cited 2021-7-28]. ISBN 978-80-8152-460-8. Available from: https://unibook.upjs.sk/sk/pedagogika/342-pregradualna-priprava-ucitelov-organizacia-pedagogickej-praxe-na-upjs
BOBEROVÁ, Zuzana, 2017. Začínajúci učiteľ a školská legislatíva I. [online]. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 104 pp. [cited 2021-7-28]. ISBN 978-80-8152-490-5. Available from: https://unibook.upjs.sk/sk/pedagogika/398-zacinajuci-ucitel-a-skolska-legislativa-i
Current informatics textbooks for primary and secondary schools in Slovakia.
Conditions for ongoing evaluation:
1. Observations in 8 lessons of the subject of informatics.
2. Independent leading of 30 lessons of the subject informatics.
3. Participation in analyzes from 30 lessons with a teacher trainer.
4. Active participation in out-of-class and after-school activities.
Conditions for the final evaluation:
1. Submission of 8 observation records from lessons.
2. Submission of 30 lesson projects of preparation for lessons.
3. Submission of a list of observations and own lesson of the trainee.
4. Submission of an evaluation of the trainee's teaching practice.
5. Submission of a report on the continuous pedagogical practice.
6. Submission of a feedback sheet from the continuous pedagogical practice.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
Observations of teacher trainer lessons, consultations of lesson preparations, preparation of teaching aids, leading own lessons, methodological and scientific analysis of lessons, active participation in out-of-class and after-school activities.
Under the professional supervision of an experienced teacher trainer, the student acquires practical pedagogical skills in teaching the subject of informatics. He gets acquainted with school life, out-of-class and after-school activities activities.
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 recommended literature is determined individually in accordance with the topic of the diploma thesis.
The diploma thesis is the result of the student's own 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 Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the process of supervision and in the process of thesis defense. Failure to do so is reason for disciplinary action.
Slovak and optionally English.
1. Elaboration of the diploma thesis in accordance with the instructions of the supervisor.
2, Presentation of the results of the diploma thesis before the examination commission.
3. Answering questions related to the topic of the diploma thesis within the discussion.
The diploma thesis demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. Student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on 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 combined 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.
MEŠKO, Dušan, Dušan KATUŠČÁK and Ján FINDRA, 2013. Akademická príručka: Chcete byť úspešní na vysokej škole? 3. vydanie. Osveta, 495 pp. ISBN 9788080633929.
KATUŠČÁK, Dušan, 2013. Ako písať záverečné a kvalifikačné práce. Enigma, 162 pp. ISBN 8089132454.
COMPUTER SCIENCE TEACHERS ASSOCIATION. Home Page
Computer Science Teachers Association [online]. [cited 2021-7-30]. Available from: https://www.csteachers.org/
ASSOCIATION FOR COMPUTING MACHINERY. The ACM Digital Library [online]. [cited 2021-7-30]. Available from: https://dl.acm.org/
SPRINGER NATURE SWITZERLAND AG. Home - Springer [online]. [cited 2021-7-30]. Available from: https://link.springer.com/
BAČÍKOVÁ, Mária, Anna JANOVSKÁ and Oľga OROSOVÁ, 2019. Základy metodológie pedagogicko-psychologického výskumu: Sprievodca pre študentov učiteľstva [online]. 2. doplnené vydanie. Košice: Univerzita Pavla Jozefa Šafárika v Košiciach, 195 pp. [cited 2021-7-29]. ISBN 978-80-8152-805-7. Available from: https://unibook.upjs.sk/sk/filozoficka-fakulta/1266-zaklady-metodologie-pedagogicko-psychologickeho-vyskumu-sprievodca-pre-studentov-ucitelstva
Informatics in Education. Vilnius University Institute of Data Science and Digital Technologies. ISSN 2335-8971 (online). Also available from: https://infedu.vu.lt/journal/INFEDU
Matematika–fyzika–informatika. Praha: PROMETHEUS. ISSN 1805-7705. Also available from: http://www.mfi.upol.cz/index.php/mfi/index
UNIVERZITA MATEJA BELA V BANSKEJ BYSTRICI, TECHNICKÁ UNIVERZITA V LIBERCI, 2021. Zborníky medzinárodnej konferencie DidInfo (od roku 2011) [online]. [cited 2021-7-30]. Available from: http://www.didinfo.net/minule-rocniky
CENTRUM VEDECKO-TECHNICKÝCH INFORMÁCIÍ SR. Centrálny register záverečných a kvalifikačných prác [online]. [cited 2021-7-30]. Available from: https://cms.crzp.sk/
Conditions for ongoing evaluation:
1. Analysis of the informatics curriculum of a selected country.
2. Analysis of selected contributions of educational journals.
3. Analysis of selected papers of conference proceedings.
4. Analysis of a selected educational project.
Conditions for the final evaluation:
1. Creation of a thesis assignment (title, objectives, literature, supervisor).
2. Creation of an overview of the current state of the studied issue.
3. Creation and presentation of the thesis website.
Conditions for successful completion of the course:
Fulfillment of all ongoing and final assignments.
Slovak and partly English due to selected information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic),
teaching is provided at a distance through video conferencing programs and LMS.
1. Master theses focused on teaching informatics (types of theses, structure of thesis, life cycle of theses).
2. Analysis of selected theses on teaching informatics (CRZP).
3. Overview of information resources (curricula of informatics abroad, available publication databases, journals and conference proceedings, educational projects).
4. Study and analysis of informatics curricula in selected countries (CSTA, UK, Czech Republic).
5. Study and analysis of selected papers of educational journals (INFEDU, C&E, JTIE, ICTE, MFI, OMFI, sciED).
6. Study and analysis of selected papers of educational journals (INFEDU, C&E, JTIE, ICTE, MFI, OMFI, sciED).
7. Study and analysis of selected papers of conference proceedings (DidInfo, ISSEP, EduLearn, MIPRO, ICETA).
8. Study and analysis of selected conference proceedings (DidInfo, ISSEP, EduLearn, MIPRO, ICETA).
9. Study and analysis of selected educational projects (NP ITA, ĎVUi, PRIM, eTwinning).
10. Study and analysis of selected educational projects (NP ITA, ĎVUi, PRIM, eTwinning).
11. Creation of a diploma website with an overview of the current state of the topic of the diploma thesis.
12. Creation of a diploma website with an overview of the current state of the topic of the diploma thesis.
The student will get an idea of a thesis focused on the teaching of informatics (its types, structure and life cycle).
The student actively exploit educational information resources (publication databases, journals and conference proceedings, educational projects).
The student gains an overview of the content of informatics teaching at home and abroad, as well as the teaching of current topics in informatics.
The student will create an overview of the current state of teaching issues related to the selected topic of the master thesis.
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.
The study or technical literature is determined individually depending on the focus of the internship by the internship supervisor.
Conditions for continuous evaluation:
Active participation in the selected type of internship based on the instructions given by the internship supervisor.
Conditions for the final evaluation:
Evaluation of the student's approach to the internship and the work performed in the internship by the internship supervisor.
Slovak or English
The exact content of the internship is specified by the internship supervisor. Students choose from a menu of topics presented by the course administrator. Typical topics of practice are:
1. assistance in the realization of exercises for yunger studnets, providing feedback to students on submitted homeworks
2. assistance in the installation and maintenance of computer and network infrastructure at UPJŠ
3. realizations of courses for working with specific software
4. creation of overviews from freely available sources
Experiences with the implementation of a selected type of internship.
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. ANTHONY, Martin a Norman BIGGS. Computational Learning Theory, Cambridge University Press, 1997. ISBN 978-0521599221.
2. BROWNLEE, Jason. Machine Learning Mastery With Python. 2019.
3. WATT, Jeremy, Reza BORHANI a Aggelos K. KATSAGGELOS. Machine learning refined: foundations, algorithms, and applications. Cambridge: Cambridge University Press, 2016. ISBN 978-1-107-12352-6.
The realization of a project focused on the application of machine solution methods in solving practical tasks. Successful completion of two written tests based on machine learning, probabilistic learning, classification tasks. Successful completion of the written and oral part of the exam based on machine learning, probabilistic learning, classification tasks.
Slovak language or English language
1. Learning algorithms, concepts, hypotheses. Training and learning, learning by construction and numbering.
2. Boolean formulas and their representation. Learning algorithms for monocells. Hypothesis space representation.
3. Probabilistic learning. An estimate of the number of examples needed to achieve some accuracy and credibility.
4. Probabilistic learning and consistent algorithms.
5. Relationships between attribute sets and predicted variables. Regression. Linear modeling using the least squares method of deviations.
6. Linear modeling, generalization, nonlinear responses from a linear model, data validation.
Classification.
7. Linear modeling using probability theory and maximum confidence.
8. VC (Vapnik - Cervonenkis) dimension of its relation to perceptrons.
9. Bayesian approach to learning. SVM.
10. Clustering.
11. Hidden Markov models.
The result of education is an understanding of the basic principles of machine learning. The student will gain the ability to analyze data using selected methods of machine learning and artificial intelligence. Can work with a selected tool for modeling neural networks.
The recommended literature is specified individually by the student or research team in agreement with the consultant or the supervisor.
It is required to be registered for the participation on the Student Scientific Conference (ŠVK) in accordance to the Statute of the Student Scientific Conference at PF UPJŠ and the specific conditions for participation in a given year, which are announced by the dean of the faculty. Within one year of the ŠVK, a student or a research team can register in one track only. It is also possible to apply with a written work that is an integral part of a bachelor's or master's thesis or a result of a student support program. The written work at ŠVK is the result of the student's own work or the work of the research team. 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 Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the process of supervision and in the process of work presentation. Failure to do so is reason for disciplinary action. The condition for the evaluation is a successful presentation and defense of the work in the relevant track headed by a commission appointed by the dean of the faculty. The commission decides on the eligibility of credits and states its decision in the memorandum of the ŠVK.
Slovak or english
1. Analysis of the state of the art in the field.
2. Design and implementation of a solution to the researched problem.
3. Evaluation of achieved results.
4. Preparation of work annotation.
5. Processing the written work.
6. Preparation of results presentation.
7. Presentation and defense of the obtained results.
The student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences, the ability to apply them creatively in solving selected field problems, ability to present the results using appropriate presentation methods and tools and ability to actively participate in a professional discussion.
1. D. Hankersson, G. Harris, P. Johnson: Introduction to Information Theory and Data Compression, CRC Pr., 1998.
2. J. Adámek: Kódovaní a teorie informace, Vydavatelství ČVUT, Praha 1994
3. J. Černý: Entrópia a informácia v kybernetike, Alfa 1981
Satisfiable knowledge of basic notions
Slovak
1. Word and language
2. Decodable codes
3. Prefix-free codes
4. Krafto-McMillan inequality
5.-7. Entropy
8.-9. Price of code sequence
10. Shannon's theorem
11. Fano's code sequence
12. Huffman's optimal code sequence
To understand principles of lossless coding and entropy and their mutual relationship.
LACHS, V., 2000. Making Multimedia in the Classroom. London : RoutledgeFalemer. ISBN 0415216842.
GÖBEL, S. et al., 2006. Technologies for Interactive Digital Storytelling and Entertainment (LNCS 4326). Darmstadt : Springer. ISBN 3540499342.
ADÁMEK, R. et al., 2010. Moderná didaktická technika v práci učiteľa. Elfa, s.r.o., Košice. ISBN 978-80-8086-135-3.
GUNIŠ, Ján, Ľudmila JAŠKOVÁ, Katarína MIKOLAJOVÁ and Jana PEKÁROVÁ, 2009. Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika: Multimédiá. Bratislava: Štátny pedagogický ústav, 52 p. ISBN 978-80-89225-51-4. Also available from: https://www.statpedu.sk/files/sk/o-organizacii/projekty/projekt-dvui/publikacie/multimedia.pdf
ŠNAJDER, Ľubomír and Marián KIREŠ, 2005. Informatika pre stredné školy - Práca s multimédiami: tematický zošit. Bratislava: Slovenské pedagogické nakladateľstvo. ISBN 80-10-00422-7.
Conditions for ongoing evaluation:
1. Creation of an educational animation.
2. Creation of a poster with vector and raster graphics.
3. Creation of an educational audio recording.
4. Creation of an instructional educational video.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Digitization and processing of raster image.
2. Digitization and processing of raster image.
3. Creating animations.
4. Creation of vector graphics.
5. Creation of vector graphics.
6. Creation of vector graphics.
7. 3D modeling and printing
8. 3D modeling and printing
9. Digitization and sound processing.
10. Digitization and sound processing.
11. Digitization and video processing.
12. Digitization and video processing.
After completing this course, students are able to:
a) deepen the knowledge of the principles of multimedia and to practice skills in the creation and processing of multimedia,
b) create multimedia teaching aids with accompanying methodological commentary for teaching selected topics of school informatics,
c) analyze and discuss the issue of teaching the creation and processing of multimedia in school informatics.
SATHAYE, Ninad, 2010. Python Multimedia: Beginner's Guide. Birmingham, UK: Packt Publishing. ISBN 978-1-849510-16-5.
GUNIŠ, Ján, Viera MICHALIČKOVÁ, Martin CÁPAY a Ľubomír ŠNAJDER, 2020. Riešenie problémov a programovanie [online]. Bratislava: Centrum vedecko-technických informácií SR [cited 2021-7-10]. ISBN 9788089965625. Available from: https://registracia.itakademia.sk/media/themes/nip-rpp.pdf
BLAHO, Andrej, 2016. Programovanie v Pythone 1 (prednášky k predmetu Programovanie (1) 1-AIN-130/13) [online]. Bratislava: Knižničné a edičné centrum FMFI UK, 322 s. [cited 2021-7-10]. ISBN 978-80-8147-067-7. Available from: http://python.input.sk/
Conditions for ongoing evaluation:
1. Programmed SVG image.
2. Programmed animation.
3. Programmed sound or melody.
4. Programmed multimedia application.
Conditions for successful completion of the course:
Obtaining at least 50% of points for ongoing assignments.
Slovak and partly English due to selected programs and information sources
By default, teaching is carried out face to face. If this is not possible (eg due to a pandemic), teaching is provided at a distance through video conferencing programs and LMS.
1. Programming of still images.
2. Programming of still images.
3. Programming of still images.
4. Programming of still images.
5. Animation programming.
6. Animation programming.
7. Animation programming.
8. Programming of sounds and melodies.
9. Programming of sounds and melodies.
10. Programming of sounds and melodies.
11. Creating a multimedia application.
12. Creating a multimedia application.
After completing this course, students are able to:
a) explain the basic principles and procedures in multimedia programming,
b) design and program multimedia applications.
1. BRIDGES, Douglas. Computability, A Mathematical Sketch book. Springer--Verlag, 1994. ISBN:: 978-0387941745
2. BUKOVSKÝ, Lev. Teória algoritmov, ES UPJŠ, Košice, 1999. ISBN 8070973730
3. MACHTEY, Michael a Paul YOUNG. An Introduction to the General Theory of Algorithms, North--Holland, Amsterdam 1978.
4. KRAJČI, Stanislav. Teória vypočítateľnosti. http://ics.upjs.sk/~krajci/skola/vyucba/ucebneTexty/vypocitatelnost.pdf
Two written examinations focused on the construction of Turing machines, creating sequences of (primitive) recursive functions, solving examples. Oral exam focused on the relationship between classes of recursive and computable functions, the problem of stopping a Turing machine.
Slovak
1. Turing machine, basic principles of work of Turing machine, formalization of basic notions
2. Shifting of states, compositions of machines, computations on composed machines
3. Modifications of configuration
4. Elementary Turing machines
5. Compositions of elementary Turing machines
6. Primitively recursive functions
7. Primitively recursive predicates
8. Functions and predicates from number theory
9. Goedelian arithmetizationa of Turing computability
10. Recursive functions
11. Relationship of recursivity and Turing computability
12. Halting problem
https://ics.upjs.sk/~krajci/skola/vyucba/jesen/predmety/TVY.html
Knowledge of computational model of Turing machine, Goedelian arithmetization, and relationship between Turing computability and recursivity of functions.
FOLEY, J. D., van DAM, A., FEINER, S., HUGHES, J.: Computer Graphics: Principles and Practice, Addison-Wesley, 1991
MORTENSON, M.E.: Geometric modeling, 2.ed., Willey, 1997
Graphics hardware, input and output devices. Color models, palettes. Raster graphics algorithms for drawing 2D primitives. Filling and clipping. Curve modeling, interpolations and approximations, spline forms, Bézier curves, B-splines, surfaces. Homogenous coordinates, affine transformations, perspective and parallel projections. Visible-surface determination, illumination and shading. Rendering techniques, photorealism, textures, ray tracing, radiosity. Object representations, computer animation, virtual reality.
https://ics.upjs.sk/~rkb/?cmd=ugr1
To provide the students with knowledge of graphics algorithms and basic principles of computer graphics.
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.
1. KANDEL, E. R., SCHWARTZ, J. H. and JESSELL, T.M.: Principles of Neural Science. McGraw-Hill, 2021 ISBN-13: 978-1259642234
2. Dayan P and LF Abbott: Theoretical Neuroscience - Computational and Mathematical
Modeling of Neural Systems. MIT Press, 2005 ISBN-13: 978-0262541855
3. Thagard P: Mind: Introduction to Cognitive Science, 2nd Edition. Bradford Books. ISBN-13 :
978-0262701099
4. HERTZ, J., KROGH, A. and PALMER R. G.: Introduction to the theory of neural computation. Addison-Wesley 1991 ISBN-13: 978-0201515602
Midterm exam
Final exam consisting of written and/or oral part
Slovak or English
Content prerequisites:
basics of neurobiology, cognitive psychology, linear algebra and differential equations, programing, or instructor's consent
1. Intro: Cognitive psychology, neural modeling.
Theme 1: Topics in cognitive and neural science
2. Neural basis of vision
3. Visual object recognition and visual scene analysis
4. Auditory cognition. Echo suppression. Auditory scene analysis
5. Cortical sound processing.
6. Other topics in the study of brain and main: thinking, consciousness, emotions, motivation
Topic 2: Modeling in cognitive and neural science
7. Intro
8. Connectionism, STM and LTM modeling
9. Additive and shunting neural networks.
10. Learning rule Outstar.
11. Adaptive resonance theory.
12. Statistical and decision-theory modeling
Topic 3: Current research at UPJS
13. Invited lecture
https://pcl.upjs.sk/vkn_eng/
Advanced topics in computational and cognitive neuroscience, and in the tools used in neuroscience.
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.
1. J.E. Hopcroft, R.Motwani, J.D. Ullman: Introduction to automata theory, languages, and computation, Addison-Wesley, 2007.
2. M. Sipser: Introduction to the Theory of Computation, Thomson, 2nd edition, 2006.
3. L.A.Hemaspaandra, M.Ogihara: Complexity theory companion, EATCS series, texts in computer science, Springer-Verlag, 2002.
4. S. Arora, B. Barak: Computational Complexity: A Modern Approach, Cambridge Univ. Pess, 2009. 5. G.Brassard, P.Bradley: Fundamentals of algorithmics, Prentice Hall, 1996.
6. D.P.Bovet, P.Crescenzi: Introduction to the theory of complexity, Prentice Hall, 1994.
7. C. Calude and J. Hromkovič: Complexity: A Language-Theoretic Point of View, in G. Rozenberg and A. Salomaa, Handbook of Formal Languages II, Springer, 1997.
Oral examination.
Slovak or english
Content prerequisities:
Basic notions from the theory of automata and formal languages.
Basic skills in programming and design of algorithms (in any programming language).
Basics knowledge in mathematical logic, set theory, and graph theory.
1: Introduction: the notion of computational complexity, computational time, computational model, example - the problem of sorting, computational complexity as an asymptotic function
2: Basic computational models: RAM and RASP computers, the cost of an elementary step on these computers, single-tape Turing machine, multi-tape Turing machine, nondeterministic variants of these computational models, transformations among these models with respect to the time complexity
3: The classes P and NP: basic definitions, presenting (un)undirected graphs on the input, 3COL – the set of all 3-colorable graphs is in NP, 2COL - the set of all 2-colorable graphs is in P, SAT – the set of satisfiable Boolean formulas is in NP, CNF-SAT - Boolean formulas in conjunctive normal form
4: Variants of P and NP: decision problem, the problem of finding a solution, optimization problem, polynomial conversions among different variants
5: NP-completeness: reducibility in polynomial time and its transitivity, definition of the NP-completeness and its basic properties
6: NP-completeness of SAT
7: Variants of SAT: 3CNF-SAT - satisfiability of Boolean formulas in 3-conjunctive normal form, kCNF-SAT, CNF-SAT - satisfiability in k-conjunctive (conjunctive) normal form, 2CNF-SAT is in P
8: 3COL and its variants: 3COL (the problem of coloring vertices of a graph with 3 colors) in NP-complete, consequently: for each k>3, kCOL (the problem of coloring with k colors) is NP-complete as well
9: Colorability of a planar graph with three colors: presenting a planar graph on the input, the proof of NP-completeness, coloring with a larger number of colors
10: Another NP-complete problems: Exact set cover, Clique, Vertex cover
11: Hamiltonian path: Hamiltonian path in a directed and in undirected graph
12: Subset-sum-like problems: Subset Sum - the problem of whether any subset of the integers sum to precisely a target sum, Partition - the problem of whether a given multiset of positive integers can be partitioned into two subsets with equal sums, a “more relaxed” version of Partition - achieving an approximate equality of the sums, distribution of tasks among K parallel processors
13: Beyond P a NP: a review of the basic complexity classes - L, NL, P, NP, PSpace , NPSpace, ExpTime, NExpTime, …, simulation of (non)deterministic space in (non)deterministic time, conversions in opposite directions
14: PSpace: QBF - true quantified Boolean formulas, prenex normal form, Pspace completeness of QBF, PSpace = NPSpace
To give students theoretical background in computational complexity and theory of NP-completeness.
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.
1. Bělohlávek, R. (2002). Fuzzy Relational Systems: Foundations and Principles. New York: Kluwer Academic/Plenum Publishers.
2. Carpineto, C., & Romano, G. (2004). Concept Data Analysis: Theory and Applications. Hoboken, NJ: John Wiley & Sons, Inc.
3. Ganter, B., & Wille, R. (1999). Formal Concept Analysis: Mathematical Foundations. Berlin: Springer.
4. Guniš, J., Šnajder, L., Antoni, L., Eliaš, P., Krídlo, O., & Krajči, S. (2024). Formal Concept Analysis of Students’ Solutions on Computational Thinking Game. IEEE Transactions on Education. doi:10.1109/TE.2024.3442612.
5. Krídlo, O., Antoni, Ľ., & Krajči, S. (2022). Selection of appropriate bonds between L-fuzzy formal contexts for recommendation tasks. Information Sciences, 606, 21-37. ISSN 0020-0255. https://doi.org/10.1016/j.ins.2022.05.047.
6. Krídlo, O., López-Rodríguez, D., Antoni, Ľ., Eliaš, P., Krajči, S., & Ojeda-Aciego, M. (2023). Connecting concept lattices with bonds induced by external information. Information Sciences, 648, 119498. ISSN 0020-0255. https://doi.org/10.1016/j.ins.2023.119498.
7. Pitka, T., Bucko, Ľ., Šnajder, L., et al. (2024). Time analysis of online consumer behavior by decision trees, GUHA association rules, and formal concept analysis. Journal of Marketing Analytics. https://doi.org/10.1057/s41270-023-00274-y.
Test of theoretical knowledge in the middle of the semester.
Written and oral exam.
Slovak or English
content prerequisites: basics of logic, introduction to computer science
1. basic notions of Ordered sets and Formal concept analysis, motivation example
2. closure operator, closure system, Galois conection and concept lattice, example
3. basic notions of fuzzy logic, one-sided and fuzzy formal concept analysis
4. basic algorithms of Formal concept analysis
5. optimal decomposition of formal context, optimal factors, algorithms, example
6. intercontextual structures, bonds, direct products and selection of best bonds, relationship with factorisation
7. aplications on real data
The goal is to teach students some advanced applications of logic, fuzzy logic and basic clustering methods, especially in database and knowledge systems.
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