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.
Course completion conditions: 50% continuous assessment, 50% exam
Ongoing evaluation:
sebareflexia - 10b
transcript of a recording of work with a client - 20b, evaluation of the work of two colleagues - 20b
full participation in seminars mandatory
Exam: written, in the form of an essay (max 50b)
The final evaluation is the sum of the continuous evaluation and the exam:
A = 90 - 100 points
B = 80 - 89 points
C = 70 - 79 points
D = 60 - 69 points
E = 51 - 59 points
FX = 0 - 50 points
Combined method.
Person centered therapy in a psychotherapy system. Evolution, current state, and perspectives of person-centered psychotherapy/approach.
Philosophical and psychological basis of person-centered psychotherapy. Self-actualization tendency.
The theory of personality and etiopathogenesis of disorders in a human-centered approach. Fully functioning personality and its characteristics. Theory of psychotherapy and therapeutic change.
Necessary and essential conditions of the psychotherapeutic process. Congruence, acceptance, empathy, therapist-client relationship.
Characteristics and stages of the psychotherapeutic process. Factors of effectiveness of person-centered psychotherapy.
Group work in a person-centered approach.
Ethical principles of psychotherapy.
Areas of application of person-centered therapy.
CCC in the system of other psychotherapeutic approaches
CCT as part of humanistic psychology
History, periodization of approach development
The current state and direction in Slovakia and abroad
Philosophical and psychological view of CCT
The theory of personality and etiopathogenesis of disorders
19 postulates of the theory of personality according CCT
Actualization
Recent trends in the understanding of the theory of personality and actualization
Theory of the psychotherapy and therapeutic changes
Six necessary and sufficient conditions of therapeutic conditions
Cooperation of congruence, acceptance and empathy.
Characteristics of congruence, inner and outer congruency (transparency)
Characteristics of acceptance
Empathy as one of the necessary and sufficient conditions for psychotherapeutic change
Four levels of empathic responses
The difference between empathy and sympathy
Types of empathic responses
Empathy features
Empathetic reactions and processes of empathy
Working at depths of relationship.
Variables on the client and therapist associated with the effectiveness of the CCT intervention,
Characteristics of the psychotherapeutic process
Seven stages of psychotherapeutic process
Changes in attitude to each other, personality, behavior as a result of psychotherapeutic action
Fully functioning personality and its characteristics
Five stages of the psychotherapeutic process
Proven effective factors of psychotherapy
Conditions on the client side
Conditions on the psychotherapist side
Ethical principles of psychotherapy
Process of changes in small and large group’s adventure
Features large and small adventure groups
15 stages of changes of encounter
Specific forms of CCT - pretherapy (specific approach for autistic children).
Knowledge:
The aim of the subject education is to acquire the skills needed for basic work with the client in a human-centered approach.
Skills:
The output of the education is: 1. Acquired skills in conducting a psychotherapeutic conversation with the client, empathic and active listening, reflecting on the understanding of the client's experience. 2. Another output is knowledge of the process of psychotherapy in a human-centered approach.
Competencies
3. Acquisition of knowledge about the main possibilities of application of a human-centered approach in work with children and adult clients.
The evaluation of the course (continuous and final) 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, either in the teaching process or in the assessment process.
Attendance - completion of 80% of teaching (lectures, seminars). Student assessment is also based on (1) activities during the semester (40 points) and (2) the final exam (60 points) demonstrating theoretical and practical knowledge and skills of systemic therapy.
(1) Activities assessed during the semester: short test (max. 20 points) and presentation of the selected topic (max. 20 points). Minimum number of points required to pass the test: 21.
(2) The final exam (max. 60 points) includes a test (max. 30 points) and a video presentation of a counseling meeting with the client, where the student will be able to use system procedures and techniques.
Final evaluation (sum of all points): At least 91 points are needed for A, at least 81 points for B, at least 71 points for C, at least 61 points for D, at least 51 points for E, for FX = 50 and less.
Anchoring the systemic approach of other psychotherapeutic and assistive approaches; Philosophical background of the systemic approach (social constructivism, cybermetics, autopoetic systems); Basic questions and premises of systemic theory (objectivity, subjectivity, reality, causality, relation of language to reality); Systemic understanding of the problem; Attitudes, basic assumptions and goals in working with the client; Systemic questions (circular questions, questions to be solved, Andersen questions); Solution-oriented approach (starting points, goals and techniques)
The purpose of this course is to equip students with a comprehensive, competent and respectful approach to people, especially in the professions of psychotherapy, psychological counseling and coaching.
The aim of the course is to ensure that students:
(1) they understood the scientific current called the "systems approach" (they were mainly acquainted with the basics of constructivist philosophy, communication theory, cybernetics and the theory of autopoietic systems),
(2) had the basics of systems thinking (thinking of people as human and social systems interacting with other environments),
(3) mastered the basic techniques of systemic work with the individual (abilities established frameworks for collaboration, established a respectful relationship, mastered supportive and competitive communication, and encouraged the transfer of results to other client situations), and (4) were able to apply all policies and procedures to each other.
The course is interactive, seminars and exercises alternate, in seminars students create theories and methodologies they learn, using stimulus sheets that give them a basic framework for thinking about concepts and models that offer systematic and systemic approaches. It allows everyone to choose from a wide range of systems theories and methodologies, the spectrum that best suits their personal and educational structure, and thus provides better guarantees for a more effective use of knowledge and skills in practice.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in the needs, expectations and opinions of students 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.
Graduates of the course will be able to understand the basic ideas of a systemic approach and be able to apply systemic techniques in the context of school.
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.
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..
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
DIRECTIVE no. 1/2011 on the basic requirements of final theses, rigorous theses and habilitation theses, their publication and making available during their storage and control of originality valid for UUPJŠ in Košice and its components.
The areas of the state final examination are listed in the information sheets of the subjects.
The bachelor 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 training process and
in the process of the thesis defense. Failure to do so is grounds for disciplinary action.
Presentation of the diploma thesis, answering the opponent's questions and answering the questions of the members of the examination commission.
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.
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.
Prednášky
Poláčková, A. Malá didaktika psychológie. Metodicko-pedagogické centrum, Ševčenkova 11, 850 01 Bratislava, 2021
Sokolová, L. a kol.: Psychológia v sekundárnom vzdelávaní. Bratislava: UK, 2013
Sokolová, L.: Didaktika psychológie. Bratislava: UK, 2010.
Bratská, M.: Metódy aktívneho sociálneho učenia a ich aplikácia. Bratislava : UK, 1994.
Buskist, W., Davis, S.F.: Handbook of the Teaching of Psychology. Blackwell Publishing, 2006.
Čapek, R.: Moderí didaktika. Paraha: Grada, 2015
Turek, I. Didaktika. Bratislava: WoltersKluwer, 2014.
Kyriacou, Ch.: Klíčové dovednosti učitele. Praha : Portál, 1996.
Mareš, J. Pedagogická psychologie, Praha: Portál, 2013.
Rotling, G.: Metodika tvorby učiteľského didaktického testu. Banská Bystrica : MC, 1996.
Hall, C.S., Lindzey, G.: Psychológia osobnosti. Bratislava: Slovenské pedagogické nakladateľstvo - Mladé letá, 2002
Teaching psychology from the point of view of selected psychological directions and psychotherapeutic approaches (deep psychotherapy: psychoanalysis, analytical psychology, individual psychology, existential, humanistic psychology, behavioral, cognitive, cognitive-behavioral psychotherapy, constructive purposes, methods, organization, methods and use of them) teaching, principles, personality of the teacher from the point of view of psychotherapeutic approaches
Course completion conditions: 50% continuous assessment, 50% exam;
Ongoing evaluation:
preparation of a lesson with micro-output - 15 points - the student applies the acquired knowledge and demonstrates skills and necessary competencies;
evaluation of preparation and exit 1 hour of classmate -2.5 points - the student critically assesses;
reflection on learning psychology-2.5 points -student designs and applies;
seminar paper from lectures -30 points -student demonstrates knowledge, applies the acquired knowledge in practice
Exam: written form (50 points), the minimum number of points for admission to the exam is 35 points, of which 20 points from the test - the student applies the acquired knowledge in practice;
The final evaluation is the sum of the continuous evaluation and the exam A = 90 - 100 points B = 80 - 89 points C = 70 - 79 points D = 60 - 69 points E = 51 - 59 points FX = 0 - 50 points.
Combined method.
Teaching psychology from the perspective of selected psychological directions and psychotherapeutic approaches (humanistic psychology and psychotherapy - Human-centered approach, existential psychotherapy, gestalt psychotherapy, cognitive-behavioral psychotherapy, deep psychotherapy, symbolic and relaxation psychotherapy, systemic approach, constructive and constructive) use in terms of goals, methods, means, organization of teaching (experiential learning, structured games, case methods - situational methods, conflict method, incident, staging methods, two-stool method, case studies, group leadership, projection methods.) Use the principles of approach in teaching. student-oriented with an emphasis on promoting activity, responsibility and independence.
Knowlwdge, skills, competieces:
To convey to students the theoretical basis of didactics of psychology, to point out the specifics of teaching psychology, to mediate such teaching methods that increase its effectiveness, independence, responsibility, ability to experiment, construct, create, process, to make available specific methods of teaching psychology in theoretical and practical level based on the connection of knowledge from different areas of psychology. creation of basic skills in their use, to lead students to use creative and non-traditional methods of teaching psychology and to achieve their application in practice at the required level with emphasis on the development of professional skills in the subject necessary for quality application of graduates in practice as a psychology teacher.
Teaching takes place in the form of individual consultations with the thesis supervisor
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
Bačíková, M., Janovská, A., Orosová, O. (2019). Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. ŠafárikPress.
Ďalšia literatúra súvisiaca s témou diplomovej práce
The course completion conditions: regular consultation according to the instructions of the thesis supervisor, continuous study of the literature on the topic of the thesis and consulted and submitted the 1st version of the research plan.
Guiding students to prepare the 1st version of the research work plan (structure of the theoretical part of the thesis, research goal, problems, research sample, design of methodologies, time schedule).
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
Instructions of the Department of Educational Psychology and Health Psychology, Faculty of Arts, UPJŠ for the preparation of final thesesDirective no. 1/2011 on the basic requisites of final theses, rigorous theses and habilitation theses, their access during the period of their preservation and control of originality valid for UPJŠ in Košice and its componentsOther documents for final theses published on: http: //www.upjs.sk/pracoviska / university-library / final-works / Katuščák, D. How to write final and qualification theses.Enigma, Nitra, 2004.Meško, D., Katuščák, D. et al .: Academic manual. Martin: Awareness 2005.
Course completion conditions: the teaching of the subject will be realized by a combined method. The condition for granting the evaluation is the submitted 2nd version of the research plan (structure of the theoretical part of the dissertation with annotation of the dissertation parts, research goal, problems, hypotheses, research sample, methodologies, time schedule of data collection and research data processing).
Preparation of a research plan with control stages of the final work based on the study of the theoretical-research state of the topic of the final work.
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
Katuščák, D. Ako písať záverečné a kvalifikačné práce.Enigma, Nitra, 2004.
Meško, D., Katuščák, D. a kol.: Akademická príručka. Martin: Osveta 2005.
Bačíková, M., Janovská, A., Orosová, O. (2019). Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. ŠafárikPress.
Ďalšia literatúra súvisiaca s témou diplomovej práce
The diploma thesis verifies the mastery of theory and professional terminology, the application of basic standard scientific methods and the level of knowledge, skills and competences that the student has acquired during his/her studies and his/her ability to use them in solving the tasks of his/her field of study. It demonstrates the ability to work independently in terms of content, formality and ethics. The framework scope of the thesis is set at 50-70 standard pages. The details are determined by Directive No.1/2011 on the basic requirements of final theses and the Study Regulations of the University of Applied Sciences in Košice.
Course type: Lecture/Practice
Recommended course-load (hours):
Per week: 2 Per study period: 28
Course method: present
Number of ECTS credits: 2
Kimáková, K. Mišianiková, A. Andrejková G.: Informatika v prírodných vedách a matematike, Zošit biológia, Centrum vedecko-technických informácií SR, Bratislava 2020, ISBN:
978-80-89965-72-4, EAN: 9788089965724
COSGROVE, J., CACHIA, R., DigComp 3.0: European Digital Competence Framework - Fifth Edition, Publications Office of the European Union, Luxembourg, 2025, ISBN: 978-92-68-32677-0, doi: 10.2760/0001149, JRC144121
Vuorikari, R., Kluzer, S., Punie, Y., DigComp 2.2: The Digital Competence Framework for Citizens – With new examples of knowledge, skills and attitudes, EUR 31006 EN, Publications Office of the European Union, Luxemburg, 2022, ISBN: 978-92-76-48882-8, doi:10.2760/115376, JRC128415
Redecker, C.: European Framework for the Digital Competence of Educators: DigCompEdu. Punie, Y. (ed) 28 775 EUR EN, Úrad pre vydávanie publikácií Európskej únie, Luxemburg, 2017, ISBN: 978-92-79-73494-6, doi:10.2760/159770, JRC107466
Evaluation of the course graduate's outputs: Image analysis and processing using the Fiji application (10 %), analysis of preparations for lessons from the perspective of developing students' digital competencies (20 %), design and presentation of a project focused on the implementation of digital technologies and informatics on a selected topic of the biology curriculum in primary or secondary school (70 %).
Slovak, English
Brief outline of the course:
The course content is based on the main reference frameworks of the European Commission for digital competences for educators and citizens, namely DigCompEdu and DigComp 2.2/3.0. The course modules focus on the main areas according to the DigComp framework and are designed so that the graduate can develop all digital competences (21) included in the reference framework in students.
Modul 1: Information and data literacy
Modul 1A: Biological databases
(EurobirdPortal, BirdWeather, GlobalForestWatch, DataZone, NCBI, ResistanceMap, ...)
Modul 1B: Image analysis
(Fiji, MeshLab, 3D modeling, applications focused on analyzing species and their principle of operation – App Inventor, Flower pattern generator, ...)
Modul 1C: Analysis and creation of models and simulations
(Coach, PhetColorado, JustPhysiology, Python)
Modul 1D: Text analysis
(Perusall, ...)
Modul 2: Communication and collaboration
(Figma, ...)
Modul 3: Digital content creation
(Generative AI tools, BioRender, Curipod, Genially, Canva, ...
Modul 4: Safety
Modul 5: Problem solving
The graduate of the course will be prepared to implement informatics and digital technologies in the teaching of biology in primary and secondary schools, appropriate to the age and abilities of the students, in accordance with the educational standard and taking into account the development of digital competencies of the students. The graduate will also use the acquired knowledge and skills in teaching the optional subject Informatics in Natural Sciences and Mathematics in secondary schools.
.
Mayr, E.: Co je evoluce. Aktuální pohled na evoluční biologii. Academia Praha, 2009.
Flegr, J.: Evoluční biologie. Academia Praha 2005
Kejnovský, E., Hobza, R.: Evoluční genomika. (http://www.evolucnigenomika.cz/Skripta/Evolucni%20genomika%20skripta%202008.pdf) 2009
Futuyma, D.J.: Evolution. Sinauer Associates, Sunderland, 2005.
Briggs D., Walters S. M.: Proměnlivost a evoluce rostlin. Univerzita Palackého, Olomouc, 2001.
Dobzhansky T. et al.: Evolution. San Francisco 1977.
E.J.Larson : Evolúcia. Neobyčajná história jednej vedeckej teórie. Slovart, 2006.
.
In the written exam, the student must demonstrate, in addition to knowledge in the field of evolutionary biology, knowledge of analytical and synthetic thinking when solving the answers to problem-formulated questions, while using knowledge from the entire bachelor's and master's studies of his field.
1. Introduction to evolutionary biology. Historical development of ideas about the evolution of life. Evidence of the theory of evolution.
2. The origin and evolution of the first forms of life on Earth.
3. Theory of natural selection.
4. Molecular evolution I: Evolutionary processes at the gene level. Molecular evolution.
5. Molecular evolution II: Evolutionary processes at the level of species and populations.
6. Molecular evolution III: Evolution of genetic systems.
7. Reproductive strategies of plants, sexuality, asexuality and evolution.
8. Macroevolution and microevolution. Types of speciation. Evolutionary trends of green plants.
9. Extinction - a sad but natural part of evolution.
10. Overview of animal evolution.
11. Origin and development of man I.
12. Origin and development of man II.
Graduates of the course will gain an overview of evolutionary theories in the past and today, and based on the most modern scientific knowledge about macro- and microevolutionary processes in living nature at various levels of investigation and knowledge, they should be able to analytically solve scientific, but also philosophical questions in the field of evolutionary theory. He is able to argue and critically evaluate different views on evolution and apply his knowledge in different types of work tasks not only in an academic environment, but also in practice, e.g. in agriculture, ecology, environmental protection and the like.
.
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Franck, D.: Verhaltensbiologie. Einfuhrung in die Ethologie. Georg Thieme-Verlag, 1993
Manning, A., Dawkins, M. S.: An introduction to animal behaviour. Cambridge University Press, 1992
DRICKMER, L.C., VESSEY, S.H., MEIKLE, D. Animal Behavior: mechanisms, ecology, evolution. 4th ed. Dubuque : Wm. C. Brown Publishers, 1996.
Internet
UBEV/PMZ1
Thematical presentations
Fulfilled conditions for the exercises
Successfully completed oral exam
History and development of ethology. Ethological methods. The innate forms of behaviour. The simplest forms of learning – conditioning and instrumental learning. Higher form of learning. Social behaviour. Sexual behaviour. Play behaviour. Biological rhythms. Orientation in space and animal migrations. Communication systems of animals. Emotions. Aggression in animal and human behaviour. Abnormal forms of behaviour
To teach the students to know and to be aware of the importance of the behavioural aspect in biological sciences
Oral examination.
.
Hendrych R.: Fytogeografie. - SPN, Praha 1984.
Prach K., Štech M., Říha P.: Ekologie a rozšíření biomů na Zemi. - Scientia, Praha 2009.
Krippel E.: Postglaciálny vývoj vegetácie Slovenska. – Veda, vyd. SAV, Bratislava, 1986.
Dahl, E.: The Phytogeography of Northern Europe, - Cambridge University Press, 2007.
Brown J. H., Lomolino M. V.: Biogeography. - Sinauer Associates, Sunderland, 1998.
Myers A. A., Giller P. S.: Analytical Biogeography. - Chapman & Hall, 1990.
Various literature devoted to the geography of vegetation (mainly nature and travel), articles in National Geographic, Živa, Vesmír and other magazines.
.
1. Lectures are optional, but highly recommended due to the presentation of otherwise difficult-to-access information and its synthesis.
2. In addition to the exam, the student must complete a mandatory 5-hour field trip focusing on the aspects that determine the spread of plants on Earth, solve practical tasks from the topic of the subject and prepare a semester presentation on the given topic, the presentation is defended at a scientific mini-conference.
1. History of the subject. Plants and environment. Dynamics of the earth's surface.
2. Abiotic and biotic factors of the plant environment.
3. Chorology, range, areal disjunctions, relics, endemism, vicarism.
4. Elements of flora - older and newer approaches.
5. Main features of florogenesis. Paleozoic, Mesozoic, Cenozoic.
6. Main features of florogenesis. Cenozoic - Pleistocene, Holocene.
7. Basics of GIS (geographic information systems) and their use in botanical research.
8. Postglacial development of vegetation in Slovakia.
9. Current changes in terrestrial vegetation and their study, plant invasions.
10. Geography of vegetation: from tropical rainforests to tundra I.
11. Geography of vegetation: from tropical rainforests to tundra II.
12. Geographical origin of cultivated plants.
Seminars and exercises consist of a 5-hour excursion focusing on the connections and conditionality of plant distribution and indoor exercises focusing on an overview of phytogeographical literature, atlases of plant distribution and their importance, types of mapping, types of areas, practical assessment of floristic elements and types of disjunctions , work with maps of specific taxa throughout Europe. Further: regional phytogeography of the Earth, historical overview of opinions on the phytogeographical (floristic) division of Slovakia. Plant phylogeography. Student presentations of final semester theses (phytogeographical mini-conference).
After completing the subject, the student is oriented in various aspects of phytogeographic issues and can apply the acquired knowledge both in basic research within chorology, historical and regional phytogeography, as well as in the evaluation of world biomes. The practical application of the subject is within the study of geographically and climatically conditioned changes in vegetation, in the assessment of the reduction of biodiversity and the extinction of the natural plant communities of the Earth, and the acquired knowledge can be used in work in environmental protection.
.
This course introduces the students to the basic concepts of immunology as well as highlights the role and importance of immunology in various human diseases. The aim of Immunology lessons is the presentation of the organization and function of the immune system, as well as the comprehension of complex molecular and cellular interactions during the induction of immune responses.
Janeway Ch. A., Travers P., Walport M., Schlomchik M.: Immunobiology. Garland Science, 2004
Murphy, K. (2012): Jeneway’s Immunobiology. 8th ed. Garland Science
Delves, P.J. et al. (2011): Roitt’s essential immunology 12th ed Wiley-Blackwell
UBEV/MB1a, UCHV/BCH1a
no
Recognition.
Oral examination.
Basic immunology: Lymphatic System Anatomy, The Innate Immune System, The Induced Responses of Innate Immunity, The Adaptive Immune Response, Antigens and Antibodies, Antigen Recognition by B-cell and T-cell Receptors, Antigen Presentation to T-lymphocytes, Complement, Clinical immunology: Allergy and other Hypersensitivities, Autoimmunity and Transplantation, Tumor Immunology, Disorders of The Immune System.
This course introduces the students to the basic concepts of immunology as well as highlights the role and importance of immunology in various human diseases. The aim of Immunology lessons is the presentation of the organization and function of the immune system, as well as the comprehension of complex molecular and cellular interactions during the induction of immune responses.
Oral examination.
Vendel, Š. Kariérní poradenství. Grada, 2008
Martončík, M. Rozvoj a testovanie profesijných záujmov ako nástroj profesijného poradenstva. Filozofická fakulta Prešovskej univerzity v Prešove, 2019.
Siegel, Z.: Jak úspěšně hledat a získat zaměstnání. Praha, Grada 2005
Amundson, N.E.- Haris-Bowlsbeyová, J.H.- Niles, S.G. Základné zložky kariérového poradenstva. Postupy a techniky. 1. vydání. Pearson, Ohio. Slovenská akademická asociála pre medzinárodnú spoluprácu. Bratislava, 2011
Belz, H., Siegrist, M. (2001). Klíčové kompetence a jejich rozvíjení. Východiska, metody, cvičení a hry. Portál, Praha, 2001. ISBN 80-7178-479-6.
Hargašová,M. (2008). Od teórie k praxi kariérového poradenstva v školách a školských zariadeniach. In Efektívna prevencia pred nezamestnanosťou začína kariérovou výchovou a kariérovým poradenstvom na školách a školských zariadeniach. Zborník. Bratislava: MPC.
Ihnacík, J. (2013). Kariérový poradca v poradenskej teórií a praxi. Bratislava: MPC
Active participation in seminars, evaluation of practical outcomes within seminars; final seminar work
Basic concepts of work psychology and career counseling. The importance of work for people. Psychological aspects and negative consequences of unemployment with a focus on a specific group of school graduates. Theories of career counseling. The role of career counselor in schools. Job opportunities for a career counselor. Career counseling methods. Self-knowledge, cognitive styles. Work adaptation and socialization, job satisfaction and job satisfaction, work motivation. Job interview, motivational letter, CV.
Knowledge: The student knows the different theories of career counselling. The student is able to summarize and classify the knowledge about the possibilities of career counseling in the work of a career (or educational) counselor in schools.
Skills. The graduate of the course will develop their career skills through independent input within the course and the preparation of their own careers guidance programme.
Competences. The course will enable students to increase their competence in managing their own career.
Ráczová, B., & Babinčák, P. (2009). Základy psychológie morálky. Košice: Equilibria. ISBN 978-80-7097-786-6.
Gluchmanová, M. (2007). K niektorým terminologickým otázkam učiteľskej etiky. Pedagogická orientace, 17(2), 11–25. ISSN 1211-4669.
Malankievičová, S. (2008). Profesijná etika. Prešov: FF PU.
Miezgová, J., & Vargová, D. (2007). Etika. Bratislava: SPN Mladé letá.
Remišová, A. (2008). Dejiny etického myslenia v Európe a USA. Bratislava: Kalligram.
Zelina, M. (2010). Teória výchovy alebo hľadanie dobra. Bratislava: SPN.
Gluchmanová, M. (2009). Uplatnenie princípov a hodnôt etiky sociálnych dôsledkov v učiteľskej etike. Prešov: FF PU. ISBN 978-80-555-0042-3.
Campbell, E. (2003). The ethical teacher. Berkshire, England: Open University Press. ISBN 0-335-21219-0.
Miller, C. B. (2021). Moral psychology (Elements in Ethics). Cambridge University Press.
Tiberius, V. (2023). Moral psychology: A contemporary introduction (2nd ed.). Routledge.
1. Active participation in seminars (max. 1 absence) - 30p, 2. Preparation for the seminar - 40p, 3. Preparation (description and analysis) of the moral dilemma - 30p. By summing the points obtained during the semester, the student obtains the final evaluation according to the scale: A 87 - 100, B 77 - 86, C 69 - 76, D 61 - 68, E 56 - 60, FX 55 and less. Detailed information in the electronic board of the course in AIS2. The teaching of the subject will be realized by a combined method.
slovak
Moral emotions (theories of emotion, the center of emotions in the brain, types of emotions and their manifestations)
Development of moral reasoning, cognitive approaches to moral reasoning and their comparison (Piaget, Kohlberg, Gilligan, Eisenberg, Selman, Lind),
Moral behavior (from the point of view of learning theories) and moral (vs. social and emotional) intelligence in the work of a teacher
Possibilities of examining moral behavior and judgment (socio-psychological research of conformity, obedience, aggression and psychodiagnostic approaches to the determination of moral judgment)
Morality and professional ethics in general (ethical principles in helping professions) and codes of ethics
Professional ethics of the teacher and educational counselor (terminology, concepts, main principles of teacher ethics) and teacher ethics codes
Moral dilemmas and ways of solving them, MD of teaching practice
Possibilities of influencing and stimulating moral judgment, use of moral dilemma in education
Cheating and other unethical manifestations in the school environment, ethics and etiquette of final exams
Knowledge: Students will acquire basic knowledge of the principles of teacher ethics and the ethics of school counselors, understanding the theoretical foundations of moral issues and ethical codes related to these professions.
Skills: They will learn to analyze and solve moral problems in pedagogical practice, discuss ethical issues, and critically evaluate situations with a moral context.
Competencies: They will be able to apply ethical principles in practice, resolve moral dilemmas, and promote a value-oriented school culture.
1. Kireš, M. et al.: Modern didactical technics in teacher practice (in Slovak), Košice: Elfa, 2010
2 . Redecker, C., & Punie, Y. (2017). European Framework for the Digital Competence of Educators: DigCompEdu. Luxembourg: Publications Office of the European Union.
3. C. R. Tucker, T. Wycoff, J. T. Green, Blended Learning in Action: A Practical Guide Toward Sustainable Change. Thousand Oaks: Corwin Press, 2016.
4. D. Bannister, Guidelines on Exploring and Adapting: LEARNING SPACES IN SCHOOLS. Brussels: European Schoolnet, 2017.
5. current information from web sites related to didactical technologies,
catalogues of teaching tools,
current articles about modern trends in science and humanities education.
Summary evaluation based on ongoing assessment:
1. Active participation at the seminars (in the contact or online form) with minimum 80% participation.
2. Practical ongoing assignments (10) and their defense. At least 50% must be obtained from each assignment elaborated according to assessment criteria.
Slovak, English
00. Introduction - goals and didactic principles
01. Modern hybrid classroom in 21st century
02. Digital learning spaces in 21st century
03. Cloud repositories, services, modern web-browser
04. Cloud editors for notes, texts, spreadsheets and presentations
05. Digital text (scan, OCR, voice recognition, Kami pdf)
06. Digital image and audio (digital recording and editing)
07. Interactive E-voting and videoconference systems in education
08. Digital collaborative technologies (social e-reader, collaborative whiteboard)
09. Virtual and digitally based experiments, digital databases
10. Education video (digital recording and editing)
11. Smartphone and tablet in classic and blended education
12. Teaching tools and digital teacher's workspace
Student graduated from subject will be able:
- recognize current available digital tools and their parameters for educational activities,
- to use all types of actual digital tools in education of science or humanities,
- to design and realize educational activities by using the modern technologies.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic.
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in training schools.
3. Completion of 11 hours of observations and analysis hours with practicing teachers.
4. Completion of 1 individual output under the guidance of a practicing teacher and an analysis class with a practicing teacher.
5. Submission of documentation on Output continuous practice
(Observation records, Written preparation for the lesson, Statement of observations and output of the trainee at the Output Internship, Report on the Output Internship, Evaluation of the pedagogical output of the trainee at the Output Internship).
Course contents:
Observation, registration and analysis of observed professional-didactic and psychodidactic phenomena of teaching the subject of psychology in training schools. Written evaluation and theoretical generalization of the observed teaching phenomena. Analysis of the course of the output continuous practice from the didactic point of view. Analysis of registered phenomena and their theoretical generalization and comparison of findings with theory. Written preparation of a trainee for a psychology lesson. Independent output of the trainee.
The student can: Purposefully perceive, register and interpret professional-didactic and psychodidactic phenomena observed in the subject of psychology. To confront one 's own psychodidactic and vocational didactic preconceptions of teaching with the concept of teaching teachers in practice. To motivate for further study of professional disciplines in the subjects of their specialization and for purposeful acquisition and development of professional competencies. Apply didactic skills in teaching the subject of psychology by designing and implementing a lesson project.
Current biology textbooks for primary and secondary schools in Slovakia.
During the practice student observe 11 biology lessons and leads one own biology hour under the guidance of a teacher trainer.
Confirmation of classroom visits.
Written assessment from the teacher trainer.
Students observe the process of teaching biology at primary and secondary school and analyzed it with teacher trainer. Practice takes place continuously during the course of the semester. Practice is scheduled once a week at the time of first to third lesson in schools.
The first two hours observation/teaching, the third hour analysing process under the guidance of a teacher trainer.
Continuous - verbal evaluation when analyzing the educational process. Final - a written evaluation of the student's work.
Students acquire knowledge by observing the practical application of teaching skills for teaching the subject of biology and getting to know the organization of school work. Introduction into practical implementation of biology lesson.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in the training school.
3. Completion of 6 hours of observations and analysis hours with a practicing teacher.
4. Completion of 18 separate outputs and analysis hours under the guidance of a practicing teacher.
5. Submission of documentation on Output continuous practice I.
(Observation records, Written preparations for lessons, Statement of observations and outputs of the trainee in the Output continuous practice I., Report on the Output continuous practice I, Evaluation of the Output continuous practice of the trainee).
Observation and analysis of the lesson of the subject of psychology and individual pedagogical outputs of the trainee in the lesson under the guidance of a practicing teacher. Written preparation and implementation of internship teaching in classes, active participation in extracurricular and extracurricular activities. Analysis of the course of the Output continuous practice I. from the didactic point of view.
The student can:
Plan and implement the teaching process. Present their own psychodidactic and professional-didactic concepts of teaching in real conditions of the school class. Apply didactic skills in teaching the subject of psychology acquired by observation during previous pedagogical practices. Evaluate one's own design of the lesson and the level of one's own professional competencies (areas: pupil, educational process, professional development) in the context of pedagogical theory and evaluation of the practicing teacher.
Current textbooks of psychology for primary and secondary schools in the Slovak Republic
1. Compulsory participation in the introductory organizational and information seminar.
2. Compulsory participation in observations and analysis classes in the training school.
3. Completion of 8 hours of observations and analysis hours with a practicing teacher.
4. Completion of 30 separate outputs and analysis hours under the guidance of a practicing teacher.
5. Submission of documentation on Output continuous practice I.
(Schedule of hours of observations and outputs of the trainee, Observation records, Written preparations for lessons, Report of observations and outputs of the trainee on Output continuous practice II, Report on Output continuous practice II, Evaluation of Output continuous practice of the trainee).
Course contents:
Observation and analysis of the lesson of the subject of psychology and individual pedagogical outputs of the trainee in the lesson under the guidance of a practicing teacher. Written preparation and implementation of internship teaching in classes, active participation in extracurricular and extracurricular activities. Analysis of the course of the Output continuous practice II. from a didactic point of view.
The student can:
Plan and implement the teaching process in a continuous sequence of lessons and other forms of teaching. Implement pedagogical and professional teaching theory into the educational process of a specific subject. Apply didactic skills acquired during previous pedagogical practices directly in the educational environment. Evaluate one's own design of the lesson and the level of one's own professional competencies (areas: pupil, educational process, professional development) in the context of pedagogical theory and evaluation of the practicing teacher.
Listed in the approved thesis assignment.
Presentation of work results and answers to opponents' questions.
Qualified discussion on the topic with the commission for master's state final exams.
The diploma thesis is the result of the student's own creative work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of job defense. Failure to do so is grounds for disciplinary action.
Preparation and submission of the diploma thesis to the CRZP.
Submission of the printed version to the opponent.
Presentation of work results and answers to opponents' questions.
Qualified discussion on the topic with the commission for master's state final exams.
With the diploma thesis the student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them in an original way. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details of the diploma thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and joint 1st and 2nd degree.
The main goal of the subject is to introduce term biodiversity, principal threats and conservation of species, populations, communities and ecosystems.
Primack R.B., 2010: Essentials of conservation biology. Sinauer Associates, 1-603
Mandatory participation in lectures, completion of two semestral written examinations, oral examination.
1/ Fundamental and origin of conservation biology.
2/ Species, genetic and ecosystem diversity
3/ Biodiversity value – ecological economy, direct use value, non-cosumption use value, option value, existence value, environmental ethics
4/ Threats to biological diversity, human population increase, destruction and fragmentation of habitats, degradation and pollution of environment, global climate change, resource overexploitation, invasive species
5/ Extinction of organisms. Extinction rate, vulnerability to extinction, problems of small populations
6/ Conservation at the population and species levels. Applied population biology, categories of vulnerability, conservation programs and strategies “in situ” and “ex situ”, protection of species by law
7/ Protected areas. Establishing protected areas, designing networks of protected areas, managing protected areas.
8/ Conservation outside protected areas.
9/ Restoration ecology.
Fundamental and origin of conservation biology. Different levels of biodiversity, biodiversity hotspots on Earth. Economic value of biodiversity as the principal argument of nature conservation. Factors leading to biodiversity threats. Extinctions and problems of small populations. Conservation of populations and species, conservation programs and strategies. Classification and management of protected areas, conservation outside the protected areas. Sustainable development, education to conservation of nature.
The main goal of the subject is to introduce term biodiversity, principal threats and conservation of species, populations, communities and ecosystems.
Oral examination.
Compulsory:
Lectures (Literary sources in published lectures)
Mareš, J. Pedagogická psychologie. Praha: Postál 2013.
Štech, S., Zapletalová, J.: Úvod do školní psychológie. Praha : Portál 2013.
Recommended:
Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.
Čáp, J., Mareš, J.: Psychologie pro učitele. Praha: Portál 2002.
Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.
Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.
Orosová, O. a kol. (2012). Základy prevencie užívania drog a problematického používania internetu v školskej praxi. Košice: UPJŠ.
Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.
ELECTRONIC INFORMATION RESOURCES (UL UPJŠ).
Ongoing assessment: Written test and assignment. Maximum of 50 points.
Conditions for admission to the exam: Active participation in classes and a minimum of 35 points obtained during the semester.
Final assessment: Ongoing assessment (50%) and written exam (50%) / 10 questions.
Final grading:
A: 94-100
B: 87-93
C: 80-86
D: 73-79
E: 66-72
FX: 0-65
Electronic course board AIS2 – further information and updates.
Combined method.
Educational psychology and its transformations. Social context of school, upbringing and education. History and present of school psychology. Professional forms of control and assistance in school practice. Psychology of teaching and education. Teacher - students - school class - psychosocial climate of school class - school. The role of school psychologists in school; activity of school psychologist in relation to pupils, teachers, parents. Ethical standards of school psychologist's work.
Students will be able to show understanding of the human behaviour in educational situations, the provision of psychological services to adolescents within the contexts of schools, families, and other settings that impact their growth and development.
Students will be able to describe, explain and justify possible teachers‘ and school psychologists‘ decisions by using psychological concepts, principles and theories.
Students will be able to apply the psychological knowledge, their decision-making abilities, research and statistical skills, interpersonal skills, knowledge of ethics within the contexts of schools, families, and other settings that impact adolescents‘ growth and development.
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.
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.
Duane Brown (2002).Career Choice and Development. Edition: 4th. San Francisco: Jossey-Bass.
Kathryn Geldard (Author), David Geldard (Author), Rebecca Yin Foo (2013) Counselling Children: A Practical Introduction Fourth Edition Edition. SAGE Publications Ltd;
Kathryn Geldard, David Geldard (2009) Counselling Adolescents: The Proactive Approach for Young People Third Edition Edition. SAGE Publications Ltd;
William P. Erchul, Brian K. Martens (2012) School Consultation: Conceptual and Empirical Bases of Practice (Issues in Clinical Child Psychology) 3rd ed. Springer;
Dawn P. Flanagan, Vincent C. Alfonso (2011). Essentials of Specific Learning Disability Identification. Hoboken, NJ: Wiley
Caroline Jones – Ed., Carol Shillito-Clarke - Ed., Gabrielle Syme - Ed., Derek Hill - Ed., Roger Casemore - Ed., Lesley Murdin - Ed., (2000). Questions of Ethics in Counselling and Therapy. Philadelphia: Open University Press.
PATISSON, S., ROBSON, M., & BEYNON, A.(2015). The Handbook of Couselling Children and Young People. Los Angeles, London, etc.:SAGE.
Christiane Sanderson (2013) Counselling Skills for Working with Trauma: Healing From Child Sexual Abuse, Sexual Violence and Domestic Abuse (Essential Skills for Counselling). Jessica Kingsley
Rosemary A. Thompson (2003). Counseling Techniques: Improving Relationships with Others, Ourselves, Our Families, and Our Environment. Edition: 2nd. New York: Brunner-Routledge.
Publishers
C. Eugene Walker – Ed., Michael C. Roberts – Ed. (2001). Handbook of Clinical Child Psychology. Edition: 3rd. New York: John Wiley & Sons.
1. Completion of 80% of instruction (lectures, seminars). Activities on seminars - working with educational mobile phone applications.
2. Written test - Continuous evaluation (10 points, min. 6).
3. study - own consulting case (30 points, 16 min). Preparation and submission of the report from counselling process with the client and his legal representative.
4. Final evaluation: A written test (30 points) and an oral exam – analysis of the counseling procedure with the client (20 points) - final assessment. 50 points, minimum 26 points.
Final evaluation sum of all points):
For A is needed minimum 91 points, for B minimum 81 points, for C minimum 71 points, for D minimum 61 points, for E minimum 51 points, for FX = 50 and less
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Slovak language, English language
Theoretical approaches and models of children's and youth's psychological counseling. Psychological approach in counseling young people and adolescents.
General principles of child and youth psychological counseling and psychological examinations of children and youth.
Competence and specific skills for working with children and youth. Specifics of child psychological counseling. The integrative model of child and youth psychotherapy and counseling. Counseling on learning disabilities, mental retardation, brain dysfunction, sensory defects, disorders of behavior and emotions arising in childhood and youth. Psychological counseling in school failure: in children with sensory disorders, anxiety children. Psychological counseling in behavioral problems. Counseling work with maltreated children and perpetrators of bullying. Social and socio-cultural disadvantaged children, neglected children as clients of counseling psychology. Counseling work with young people in learning, personality, relationship problems.
Career counseling: career choice and study as a vital developmental role, objectives and actions career counseling, career guidance relevant factors. Career guidance specific groups. Counseling programs and group counseling. Evaluation of the effectiveness of the counseling process.
Ethics in counseling process.
Theoretical approaches and models of children's and youth's psychological counseling. Psychological approach in counseling young people and adolescents.
General principles of child and youth psychological counseling and psychological examinations of children and youth.
Competence and specific skills for working with children and youth. Specifics of child psychological counseling. The integrative model of child and youth psychotherapy and counseling. Counseling on learning disabilities, mental retardation, brain dysfunction, sensory defects, disorders of behavior and emotions arising in childhood and youth. Psychological counseling in school failure: in children with sensory disorders, anxiety children. Psychological counseling in behavioral problems. Counseling work with maltreated children and perpetrators of bullying. Social and socio-cultural disadvantaged children, neglected children as clients of counseling psychology. Counseling work with young people in learning, personality, relationship problems.
Career counseling: career choice and study as a vital developmental role, objectives and actions career counseling, career guidance relevant factors. Career guidance specific groups. Counseling programs and group counseling. Evaluation of the effectiveness of the counseling process.
Ethics in counseling process.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
Ongoing evaluation 60%
Final Evaluation 40%
A student who completes the subject, should have knowledge of theoretical character on the evaluation level in relation to their application; he/she should be able to apply different theoretical frameworks in choosing the counseling approach. The aim is to provide the basic skills of conseling work with child and adolescent clients, the ability to assess the level and efficiency of conseling work.
The information will be yearly specified on the electronic noticeboard (even a black board can be) of the course in AiS2, alternatively in LMS UPJŠ or MS Teams environment.
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 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). Part 4 of the evaluation - written knowledge exam (20p, minimum 11 points). Part 5 of the evaluation - essay (10p, minimum 6 points). In total, students can get 100p and the final grade is as follows: 100 - 94: A 93 - 87: B 86 - 80: C 79 - 73: D 72 - 66: E 65 and less: FX. Detailed information in the electronic 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
Counseling-preventive and intervention practice of school psychologists
Effective substance prevention strategies based on research data
School substance use prevention programs
Preparation and implementation of components of effective programs for the prevention of substance use in school practice.
The student understands the principals of the 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 acquired experience with the management of preventive activities in a group and evaluate effective work strategies in the field of prevention in school practice.
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.
Hardman, D. (2009). Judgment and Decision Making: Psychological Perspectives. John Wiley and Sons.
Hastie, R., Dawes, R. M. (2010). Rational Choice in an Uncertain World. The Psychology of Judgment and Decision Making. Second edition. Sage.
Students are evaluated based on class activity during the semester (10 points) and on the project from the selected area of decision-making (30 points). Final exam (60 points) consists of theoretical as well as of practical questions and more than 30 points is needed to pass the exam. Practical questions ask about the application of studied decision-making processes in concrete situations. Points during semester 40. Minimum number of points needed to enter an exam: 21
Written exam – 60 points
31 points necessary
Final evaluation
A = 91-100, B = 81-90, C = 71-80, D = 61-70, E = 51-60, FX = 50 and less
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
English
1. Subject of psychology of decision-making (DM). Basic terms. Approaches in psychology of DM
2. History of DM. Basic models of DM
3. DM process. Biological correlates of DM
4. Rationality of DM. Critique of rationality
5. Reasoning
6. Hypothesis testing
7. Judgment. Cognitive biases and heuristics. Specific questions of probability judgment
8. Risk perception
9. Group DM
10. Game theory
11. Morality and DM
12. Individual differences in DM
The information will be yearly specified on the electronic noticeboard of the course in AiS2, aleternatively in LMS UPJŠ or MS Teams environment.
Knowledge
Students will gain a basic understanding of the psychology of decision making. They will become familiar with the main models of decision making and judgment, historical aspects, and factors influencing decision making.
Skills
Students will be able to apply the knowledge of decision psychology in everyday life and in psychological practice. They will be able to identify the main errors in decision-making and ways of preventing them.
Competencies
Students will be able to assess the most appropriate way of assessing and making decisions about a particular problem and how to help others in their decision-making.
The information is updated annually on the electronic course bulletin board in AiS2, alternatively in the UPJŠ LMS or MS Teams environment
Translated with DeepL.com (free version)
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.
Required literature:
Campbell, J. (2008). Hero with a Thousand Faces. New World Library
Cron, L. (2012). Wired for Story. New York: Random House
Recommended literature:
Ramachadran, V. S. (2012). The Tell-Tale Brain: A Neuroscientist's Quest for What Makes Us Human
Heath, T., Carlson, T. S., Epston, D. (2022). Reimagining Narrative Therapy Through Practice Stories and Autoethnography
Final assessment is based on activities completed during the semester:
1. Active participation and discussion during classes – 40%
Students are encouraged to actively engage in discussions, work in pairs and groups, share their insights, and provide short reflections on the topics covered in class. The aim is to support creative work, critical thinking, and the ability to reflect psychologically on stories and human experience.
2. Semester project: Popular science article based on research – 60%
Each student selects a specific research study conducted at UPJŠ and transforms it into a popular science article intended for a broader audience. The article must include: an explanation of the research, its relevance and significance, a structure understandable for non-experts, and a narrative element that helps the reader grasp the topic (e.g., a short scene, example, metaphor, or story fragment). Assessment focuses on academic accuracy, readability, the ability to communicate research clearly to the public, and ethical reflection on the presented content.
Conditions for passing the course:
To successfully complete the course, the student must achieve at least 70% overall and also obtain at least 50% in both active participation and the semester project.
Slovak language
Brief course outline
1. Psychology of creativity: what creativity is and how to develop it
2. Why stories work: emotions, the brain, and the power of narrative
3. Archetypes, symbols and the monomyth: story as the language of culture and the unconscious
4. Character as a psychological model: desire, fear, and inner conflict
5. Plot as a process of change: conflict, decision, loss, transformation
6. Story in psychological practice: applications, possibilities, and responsibility
The course integrates theoretical insights from the psychology of storytelling with the practical use of narrative as a tool for psychological reflection, supporting change, and working with identity in a psychotherapeutic context. Students will work with practical examples while developing their creativity and their ability to analyze stories from a psychological perspective.
Knowledge:
Graduates will gain an overview of the psychology of creativity and the fundamental principles of how stories function in terms of emotions, motivation, and psychological change, as well as the possibilities of using narrative in psychotherapeutic and counselling practice.
Skills:
Graduates will be able to analyze stories and their elements (character, conflict, plot, symbolism) from a psychological perspective, recognize narrative patterns in clients’ storytelling, and apply these insights in creative work as well as in psychological and psychotherapeutic practice.
Competencies:
Students will develop creative thinking, the ability to reflect on the psychological meaning of narratives, and the capacity to work with stories in a sensitive and ethical way as a tool for understanding a person, their identity, lived experience, and processes of change.
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
1. J Pallant : SPSS Survival manual. A step by step guide to data analysis using SPSS for Windows. 1. J Pallant : SPSS Survival manual. A step by step guide to data analysis using SPSS for Windows.
2. FERJENČÍK, J.: Základy štatistických metód v sociálnych vedách. Košice: UPJŠ, 2006 3. FIELD, A.: Discovering Statistics using SPSS, London: Sage, 2005 4. HENDL, J.: Přehled statistických metod zpracování dat. Praha: Portál,2004
Assessment is based on interim evaluation. The subject will be taught in both present and distance format. Up-to-date information concerning the subject for the given academic year can be found on the electronic board of the subject in the Academic Information System of the UPJŠ.
The aim of the subject is to increase the practical capabilities of students in processing statistical data using the SPSS software package. By completing the subject, students will learn and practice basic competences for working with databases. Students will learn how to use the functions of the SPSS application in the context of descriptive and infferential statistics.
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. Active participation in seminars
2. Elaboration and presentation of PPT presentation on the assigned topic. Maximum number of points 20; minimum number of points 11.
3. Final test in the range of 20 questions from selected chapters and lectures. Maximum number of points 20; minimum number of points 11. The final evaluation (mark) is the sum of points for the presentation and the test. A 40b - 37b B 36b - 33b C 32b - 29b D 28b - 25b E 24b - 21b FX 20b - 0b
The evaluation of the course and its subsequent completion will be based on clearly and objectively set requirements, which will be set in advance and will not change. The aim of the assessment is to ensure an objective and fair mapping of the student's knowledge while adhering to all ethical and moral standards. There is no tolerance for students' fraudulent behavior, whether in the teaching process or in the assessment process.
Psychological preparation for conducting an interview. Self-reflection of one's own possibilities, abilities to lead a conversation, to help. Possibilities of helping with conversations from the point of view of selected psychological approaches. Systematic approach to helping. Interview and professional ways to help and control. Objectivist and constructivist framework of conversation in theory and practice. Is it possible to help with control? Opening the interview, negotiating the course, course, ending the interview. Constructivist questions in the interview. Analysis of individual phases of conducting the interview. Reflex team possibilities of help in conversation. Models of reflective teams. Model situations of conducting an interview with an individual. Model situations of conducting an interview with a group. Professional possibilities, advantages and pitfalls of solving problems with an individual, with a group.
Provide students with basic information about a systemic approach to helping. Train interviewing, clarify orders. Reflect on help options.
The student is able to demonstrate an understanding of the theoretical principles of conducting a helping conversation.
The student is able to describe, explain and evaluate in what context to use which of the selected techniques to help the interview with the individual.
The student is able to use basic selected techniques when working with an individual in the interview process.
The method of teaching the subject will be oriented to the student. Lecturers will be interested in students' needs, expectations and opinions so as to encourage them to think critically by expressing respect and feedback on their opinions and needs.
The content of the curriculum will be based on primary and high-quality sources that will reflect the topicality of the topics so as to ensure the connection of the curriculum with other subjects and also the connection of the curriculum with practice. Students will be expected to take an active approach in lectures and seminars with an emphasis on their independence and responsibility.
Fundamental parameters and relations in ecological science.
Begon, M., Harper, J. L., Townsend, C. L.: Ecology: individuals, populations, and communities. Blackwell Sci. Publ., 1990
oral examination
Ecological factors and relations in environment (air, water, soil); influence of ecological factors on individuals (morphological adaptations, behavioral reactions); populations and communities; ecosystems (impact assessment); conservation and biodiversity.
1. Basic ecological terms. 2. Characterisation of the basic ecological factors (light, temperature, water). 3. Air environment (composition of atmosphere, physical and chemical factors, air pollutants, organisms and their adaptations in air environment). 4. Aquatic environment (water properties physical and chemical factors, gases in water, water pollutants, eutrophication and saprobity, aquatic organisms). 5. Soil environment (physical and chemical properties, soil profile, humus layer, soil pollutants, soil organisms and their adaptations). 6. Characterization of Populations, structure and ppuatin dynamics. 7.Biocenoses and biotops. 8. Qualitative and quantitative community characteristics. 9. Ecosystems. 10. Biomes and their characteristics, 11. Bidiversity-factors affecting biodiversity, Species-Area relationships. 12. Biodiversity protection.13. Biospheric cycles.
Fundamental parameters and relations in ecological science. Abiotic, biotic and anthropogenic factors in air, aquatic and terrestrial/soil environment. Autecology, Demecology and Synecology. Ecosystem and Nature Protection.
Attendance of practicals (at least 90%), 2 written examinations during semester, final oral examination
Microbiology as a biological science. The history, role and perspectives of microbiology. Prokaryotic and eukaryotic microorganisms, systematics, physiology, genetics and metabolism of microorganisms. Methods for studying microorganisms. Basic methods and techniques in microbiology laboratorium. Bacteriology, cytology, morphology and reproduction of microorganisms. Eukaryotic microorganisms, micromycetes. Microorganisms in environment, microbiology of water, soil, and air. Biogeochemical cycles. Symbiosis between micro- and macroorganisms. Important microbial diseases. Control of growth of microorganisms, antibiotics. Basics of applied microbiology. Virology basics, properties, classification, nomenclature of viruses. Interactions of viruses with host cell. Methods for studying viruses. Patogenesis of viral diseases. Plant and animal viruses. Bacteriophages. Subviral agens: viroids, prions.
Viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification. The importance of microorganisms for humans and environment.
Evaluation of practicals: 30%
In semester evaluation:
Two written tests in 7th (15%) and 14th(15%) week
Final evaluation:
Oral examination - 40%
Students will obtain basic informations on viruses, prokaryotic and eukaryotic microorganisms, their cytology, physiology, genetics, ecology, classification, and importance . Information on basic methods for studying microorganisms will be provided.
Bačíková a kol. (2023). Keď dieťa potrebuje nielen psychológa. Grada publishing.
Vágnerová, M. Vývojová psychologie. Portál, Praha 2000
Říčan, P. Cesta životem. Portál, Praha, 2004.
Thorová, K. Vývojová psychologie. Portál, Praha, 2015.
Macek, P. Adolescence. Praha: Portál, 2003
Matějček, Z. - rôzne diela
Bačíková, M. Psychológia rodičovskej kontroly, Šafárik Press, Košice 2019
active participation in seminars - 20%
seminar work according to the current instructions on the electronic bulletin board- 40%
final test - 40%
Detailed and updated information will be posted on the electronic board
Determinants and factors of development, cognitive development, personality development. Socialization in separate developmental stages (family, peers, school). Specifics of development in the period of school age, in pubescence and adolescence. Parents and their role in child development. Application of knowledge of developmental psychology in the teacher's practice - communication with students in different developmental stages, creating a teacher-student relationship with respect to the development needs of the student.
The graduate will understand the principles of developmental psychology, and will be able to characterize the norm in separate developmental stages with a specific focus on the period of school age and adolescence. As part of the seminar work, a students will process current knowledge published in foreign journals. They will have a knowledge about the current social discourse on the topics covered. The graduate will be able to consider various aspects of the possible influence of parents and friends on the development of piupils and apply the knowledge of developmental psychology in the practice of the teacher.
BÓNOVÁ, I. - JASINSKÁ, L.: Jazyková kultúra nielen pre lingvistov. Košice: UPJŠ 2019. 100 s.
FINDRA, J.: Štylistika slovenčiny. Martin : Osveta, 2004.
FINDRA, J.: Štylistika slovenčiny v cvičeniach. Martin : Osveta, 2005.
KRÁĽ, Á.: Pravidlá slovenskej výslovnosti. Martin: Matica slovenská 2006. 423 s.
Krátky slovník slovenského jazyka. Martin: Matica slovenská 2020.
SABOL, J.- SLANČOVÁ, D. - SOKOLOVÁ, M.: Kultúra hovoreného slova. Prešov, FF UPJŠ
1989.
Pravidlá slovenského pravopisu. Bratislava: Veda 2000 (2013).
SABOL, J. – BÓNOVÁ, I. – SOKOLOVÁ, M.: Kultúra hovoreného prejavu. Prešov: FF PU
2006.
SLANČOVÁ, D.: Praktická štylistika. 2., upravené a doplnené vydanie. Prešov: Slovacontact
1996. 178 s. ISBN 80-901417-9-X.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2006.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2011.
Slovník súčasného slovenského jazyka. Bratislava: Veda 2015.
Conditions for successful completion of the course:
a) regular active participation in seminars,
b) preparation of basic literature and content of lectures,
c) elaboration of seminar work / creative task,
d) successful completion of the final test.
Conditions for obtaining the final evaluation: a) seminar work / creative task b) final test (min. 56%) Final evaluation: 100,00 - 92,00% A 91,99 - 83,00% B 82,99 - 74,00 % C 73.99 - 65.00% D 64.99 - 56.00% E 55.99% and less FX
Prerequisites for successful completion of the course are annually updated on the electronic bulletin board in AIS2.
Slovak language
Characteristics of basic terms of general linguistics (language – speech, language functions, the sign character of language, language levels, content and form in language, individual and general aspect of language units) on interdisciplinary background and with the application to Slovak as a national language. Language standard, codification, usus. Basic codification manuals. Application of orthographic rules in practical documents. Sound culture, pronunciation styles. Orthoepic phenomena in vowels and consonants. Application of rhythmic law and its exceptions. Assimilation and its specific features in Slovak. Style, stylization – methods and demonstration of structure of text components.
During the final evaluation, the student demonstrates adequate mastery of the content standard of the course, which is defined by the required literature and seminar content, and demonstrates mastery of the performance standard, within which the student is able to practically apply the standard of standard Slovak in oral and written communications. manuals, gain skill in the bibliographic and citation standard. The graduate of the course normatively masters written communication on the basis of current orthographic rules and knows the basic characteristics of the means of expression of the text and functional language style.
Bačíková, M., Janovská, A., Orosová, O. Základy metodológie pedagogicko-psychologického výskumu. 2.doplnené vydanie. Šafárik Press, 2019. dostupné online: https://unibook.upjs.sk/img/cms/2019/FF/zaklady-metodologie-ped-psych-vyskumu-2-vyd-web.pdf
Gavora, P.: Úvod do pedagogického výskumu. Bratislava, UK 1999.
Švec, Š. a kol.: Metodológia vied o výchove. Bratislava, Iris 1998. Turek, I.: K základom pedagogického výskumu. Prešov, KPÚ 1991.
Ferjenčík, J.: Úvod do metodológie psychologického výskumu. Praha, Portál 2000.
http://www.e-metodologia.fedu.uniba.sk/
- active participation in seminars, presentation of assignments in groups, final exam
Research in pedagogy and psychology. Scientific research, scientific thinking. Parts of a research project. Research planning. Topic selection, research problem formulation. Types of research plans. Hypothesis, variables, operationalization. Ethical issues of scientific research. Experiment (experiment problems, control of variables in the experiment). Experimental plans, quasi-experiment. Reliability and validity of research. Research sample, methods of sample selection. Data collection techniques - questionnaire, interview, sociometry, semantic differential, observation, tests. Introduction to qualitative methodology. Possibilities of quantitative data processing. How to write a scientific article, presentation, poster, qualification work. Interpretation of findings, integration of findings into context.
The graduate of the course will gain information about the research methodology, will understand the basic methods of pedagogical and psychological research that can be used in the practice of the teacher. Within the seminars, students will develop professional skills through their own demonstration of a specific research method. The graduate of the course will be able to carry out simple scientific research, present the results of research and read the results of the latest research in the field of pedagogy and psychology.
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
Buchar, J., 1983: Zoogeografie. SPN Praha
Darlington, P.J., 1998: Zoogeography: The geographical distribution of animals. Krieger, USA
Lomolino M.V., Brown J.H., Riddle B. R., 2005: Biogeography. Sinauer Associates, 1-845
Plesník, P., Zatkalík, F., 1996: Biogeografia. Vysokoškolské skriptá, PríFUK Bratislava
ÚBEV/ZO1/03
ÚBEV/VEK1/03
ÚBEV/ZOO1/03
active participation in seminars
preparation of the oral presentation to the selected topic
semestral written test
Active participation in seminars.
Preparation of oral presentation to a selected topic.
Completion of two semestral written examinations.
Oral examination.
This course will review our current understanding of the patterns of animal distribution and the processes that influence distributions of species and their attributes. Zoogeography will integrate information on the historical and current ecology, genetics, and physiology of animals and their interaction with environmental processes (continental drift, climate) in regulating geographic distributions. The course will emphasize descriptive and analytical approaches useful in hypothesis testing in zoogeography and will illustrate applied aspects of zoogeography (e.g. refuge design in conservation).
The main goal of the subject is to get knowledge on the basic reasons of recent distribution of the animals on the Earth, zoogeographic regionalization of the Earth´s surface and human influence on the faunal distribution in the history.
oral examination