1. GANAJOVÁ, M. KALAFUTOVÁ, J. a kol.: Projektové vyučovanie v chémii. Didaktická príručka pre učiteľov základných škôl. Bratislava: Štátny pedagogický ústav, 2010. 144 s. ISBN 978-80-8118-058-3.

2. Digitálna knižnica pre projektové vyučovanie v chémii. http://kekule.science.upjs.sk/chemia/digitalna_kniznica/Index.htm

3. KIREŠ, M., JEŠKOVÁ, Z., GANAJOVÁ, M., KIMÁKOVÁ, K.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť A. Bratislava: ŠPÚ, 2016. ISBN 978-80-8118-155-9.

https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/01cast_a_web.pdf

4. GANAJOVÁ, M., KRISTOFOVÁ, M.: Bádateľské aktivity v prírodovednom vzdelávaní. Časť B. Ukážky vytvorených metodických a pracovných materiálov z predmetu Chémia. Bratislava: ŠPÚ, 2016.

https://www.statpedu.sk/files/articles/nove_dokumenty/ucebnice-metodiky-publikacie/badatelske-aktivity/04cast_b_chemia_web.pdf

5. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre základné školy. Doplnené vydanie. Bratislava: CVTI SR, 2021. ISBN 978-80-8240-007-9.

https://vzdelavanie.itakademia.sk/vystupy/zim-che-zs.pdf

6. GANAJOVÁ a kol.: Zbierka inovatívnych metodík z chémie pre stredné školy. Doplnené vydanie. Bratislava: CVTI Bratislava: CVTI SR, 2021. ISBN 978-80-8240-008-6.

https://vzdelavanie.itakademia.sk/vystupy/zim-che-ss.pdf

7. GANAJOVÁ, M.: Metodika tvorby učebných úloh a didaktických testov pre chémiu. Košice: UPJŠ, 2015. ISBN 978-80-8152-237-6. https://unibook.upjs.sk/sk/prirodovedecka-fakulta/445-metodika-tvorby-ucebnych-uloh-a-didaktickych-testov-pre-chemiu

8. GANAJOVÁ a kol.: Rozvíjanie kompetencií žiakov prostredníctvom učebných úloh z chémie. Bratislava: ŠPÚ, 2018. ISBN 978-80-8118-215-0. https://www.statpedu.sk/files/sk/publikacna-cinnost/publikacie/spu-chemia-2018-web.pdf

9. GANAJOVÁ, M., BRESTENSKÁ, B., GUNIŠ, J., JEŠKOVÁ, Z., KIREŠ, M., LEŠKOVÁ, A., LUKÁČ, S., OROSOVÁ, R., SOTÁKOVÁ, I., SZARKA, K., ŠNAJDER, Ľ.: Formatívne hodnotenie vo výučbe prírodných vied, matematiky a informatiky. 1. vyd. UPJŠ v Košiciach, 2021, 450 s. ISBN 978-80-8152-973-3.

10. Inovovaný štátny vzdelávací program pre 2. stupeň ZŠ. Človek a príroda. Chémia. https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_nsv_2014.pdf

11. Inovovaný štátny vzdelávací program pre gymnázia so štvorročným a päťročným vzdelávacím programom. Človek a príroda. Chémia.

https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/chemia_g_4_5_r.pdf

12. Školský informačný systém. Chémia. http://kekule.science.upjs.sk/chemia/index.htm

13. E – learning kurz: Aktivizujúce metódy výučby chémie, https://lms.upjs.sk/

1. Participations in seminars (also applies to the online form of teaching). Students are required to participate in seminars. The students can excuse themself (incapacity for work, family reasons, etc.) for a maximum of two seminars during the semester without the need for replacement. In the case of a longer-term justified absence (for example due to incapacity for work), the student will be assigned an alternative form of completing the missed curriculum.

2. Active participation in class. Seminars are conducted in a form in which students are active - students present assignments, which include worksheets. The student is obliged to prepare 5 written assignments. The assignments will be available through the e-learning portal LMS Moodle (direct link to the website: https://lms.upjs.sk/) in the course Activating teaching methods in chemistry.

3. The content of the seminars also includes assignment in a form of seminar work, which the student submits to the course. The seminar paper will focus on: Suggestion of an activity on a selected topic for active inquiry (inquiry-based learning, project-based learning, use of digital technologies) with a focus on the development of specific scientific and digital skills and skills related to learning. The design of the activity will also include the design of summative and formative assessment tools to verify understanding and skills in the topic.

4. The final presentation of the seminar work. Assessment of the presentation skills. (0 - 20 points). The final presentation will form a comprehensive output of acquired knowledge and skills.

The final evaluation in the course consists of the sum of points obtained for:

1. Assignments during the semester 5x (0 - 50 points)

2. Seminar work (0 - 25 points)

3. Final presentation of the seminar work (0 - 25 points)

Conditions for successful completion of the course: In order to obtain an A rating, it is necessary to obtain at least 85 points in total, to obtain an B rating at least 75 points, to obtain a C rating at least 65 points, to obtain a D rating at least 55 points and to obtain an E rating at least 45 points.

1. Characteristics of activating methods in chemistry teaching.

2. Project-based method in chemistry teaching, characteristics and examples of project work.

3. Inquiry-based methods in chemistry teaching, examples of inquiry-based activities.

4. Computer-based chemical experiments.

5. Requirements for assessment in the 21st century. Assessment in chemistry teaching I - Summative assessment. Bloom's taxonomy. Creation of tasks and didactic tests using digital tools for summative assessment (Google Forms, Socrative, Kahoot) - practical examples.

6. Assessment in chemistry teaching - Formative assessment. Applications usable for online assessment purposes (Google Forms, Socrative, Kahoot, etc.). Tasks of international PISA measurements - examples of tasks, their characteristics. Complex tasks in teaching chemistry.

7. Concept maps in chemistry.

Student will acquire an overview of selected activating methods in teaching chemistry from a theoretical and practical point of view. Can design project work, include it in teaching and evaluate its outcomes. Will be able to design inquiry-based activities, include them in teaching and verify their effectiveness based on formative assessment tools. Will gain knowledge about the requirements of assessment in the 21st century with a focus on the development and validation of conceptual understanding and skills through the tools of summative and formative assessment. Will learn how to create tasks at different levels of Bloom's taxonomy. Will get acquainted with selected cognitive and metacognitive tools of formative assessment as well as with specific examples. Will know and practically use applications usable for online assessment purposes (Google Forms, Socrative, Kahoot, etc.). Will acquire skills for the implementation of teaching with computer-based experiments in terms of work procedures, working with technology and organization of work.

The goal of the course is to develop pedagogic skills and creativity of further Physics teachers through non-traditional physical experiments.

1. Onderová Ľ.:Netradičné experimenty vo vyučovaní fyziky, MC Prešov,2002

2. Lorbeer,G.L.,Nelsonová, L.W.: Fyzikální pokusy pro děti, Portál, Praha, 1998

3. Kostič, Ž.: Medzi hrou a fyzikou, Alfa, Bratislava, 1971

4. Kireš, M., Onderová, Ľ.: Fyzika každodenného života v experimentoch a úlohách, JSMF Bratislava 2001, ISBN 80-7097-446-X

5. http://physedu.science.upjs.sk/sis/fyzika/experimenty/index.htm

Seminar work – a project dealing with hands-on experiments and their role in Physics teachig.

Seminar work – a project dealing with hands-on experiments and their role in Physics teachig.

Oral examination

Slovak

The aim of the lecture is to show a lot of non-traditional physical experiments which can help students understand physical phenomena and find their connection with everyday life. The experiments are mainly hands-on ones which can be performed with simple tools and don’t require any special equipment. The experiments are carried out by students themselves. Through these experiments students are able to gain practical skills, develop experimental habits and verify their theoretical knowledge.

The goal of the course is to develop pedagogic skills and creativity of further Physics teachers through non-traditional physical experiments.

Final presentation

Learning by doing the CMA way, available on https://cma-science.nl/

SOKOLOFF, David, THORNTON, Ronald, K.: Interactive Lecture Demonstrations, Wiley , 2006

Terms and conditions of assessment during the semester

-participation in classes in accordance with study regulations and teacher´s instructions

-active participation at seminars and exercises

-submitting all the assignments in accordance with teacher´s instruction

-realization, presentation and defence of the final assignment

Final assessment:

-based on assessment during the semester

Conditions for successful completion of the course:

-participation in lessons in accordance with the study regulations and teacher's instructions

-achieving the level higher than 50 % in assessment during the semester and in final assessment

English

1. Inquiry-based science education (IBSE). Inquiry skills. Digital technologies to enhance IBSE.

2. Inquiry teaching and learning in computer-based laboratory. Digital tools for data collection, videomeasruement, modeling and data processing and analysis.

3. Data collection in real experiment with the help of sensors.

4. Processing and analysis of data gained with the help of sensors.

5.Activities on real-time measurements and processing and data analysis implementing IBSE methods.

6. Videomeasurement. How to measure on videorecording and picture.

7. Processing and analysis of data gained from videomeaurement.

8. Activities on videomeasurement and processing and data analysis implementing IBSE methods

9.Mathematical modeling with the help of computer. Role of computer modeling in science education.

10. Activities on computer modeling implementing IBSE methods.

11.Inquiry-based science education and methods of assessment.

12.Lesson design implementing digital technologies and IBSE methods.

By the end of the course student gains an overview about the possible use of digital technologies to support active learning in physics implementing methods of inquiry-based science education. He gains skills to use and develop activities on measuring data with the help of datalogging, measuring on videorecordings and picture and modeling physical processes. Student is able to implement such activities in physics teaching to support active learning, conceptual understanding and inquiry skills´ development.

1.Baláž, P. : Zbierka úloh z fyziky, SPN Bratislava, 1971

2.Bartuška,K: Postup při řešení fyzikálních úloh, Sbírka řešených úloh z fyziky pro střední školy I, Praha, Prometheus, 1997, s. 5-10.

3.Halpern, A.: 3000 solved problems in Physics, McGraw-Hill, Inc., USA, 1988

4.Janovič,J., Koubek,V. Pecen,I.: Vybrané kapitoly z didaktiky fyziky. Bratislava, UK, 1999,

5.Jurčová, M., Dohňanská, J., Pišút, J., Velmovská, K.: Didaktika fyziky – rozvíjanie tvorivosti žiakov a študentov. Bratislava, UK, 2001,

6.Kružík, M.: Sbírka úloh z fyziky pro žáky strědních škol, SPN, Praha, 1984

7.Lindner, H.: Riešené úlohy z fyziky, Alfa, Bratislava, 1973

8.Linhart, J. (1976): In: Volf, I.: Metodika řešení úloh ve výuce fyziky na základní škole. Hradec Králové, MAFY, 1998,

9.Pietrasiński, Z. (1964): In: Volf, I.: Metodika řešení úloh ve výuce fyziky na základní škole. Hradec Králové, MAFY, 1998,

10.Scholtz, E., Kireš, M.: Fyzika – kinematika pre gymnázia s osemročným štúdiom. Bratislava, SPN, 2001,

11.Šedivý,P., Volf, I.: Dopravní kinematika a grafy. Hradec Králové, MAFY, 1998.

12.Volf,I. (1975): In: Bednařík, M., Lepil, O.: Netradiční typy fyzikálních úloh. Praha, PROMETHEUS,1995,

13.Volf,I.: Jak řešit úlohy fyzikální olympiády, XXIII. Ročník soutěze fyzikální olympiády ve školním roce 1981/82, Praha, SPN, 1981,

14.Volf,I.: Metodika řešení úloh ve výuce fyziky na základní škole. Hradec Králové, MAFY, 1998.

15.Halpern, A.: 3000 solved problems in Physics, McGraw-Hill, Inc., USA, 1988

On- line set of problems for self solving is avialable for students. One task is define for each seminar for testing of student preparation. Production and presentation of three own problems is necessary.

problem solving 40 p

obtained problem 10 p

own problems 10 p

oral examination 40 p

Final:

A 100-90 B 89-80 C 79-70 D 69-60 E 59-50 F 49-0

Slovak, English

Lecture Sylabus

1.Klasification and rules of problem solving

2.Methods of problems solving

3.Funcion od physics tasks

4.Vizualization of problem solving

5.Using of graphs

6.Real experiments and problem solving

7.Computer modeling

8.Physics tasks and creativity of students

9.Competitions

10.Electronic sets of physics problems

11. Fermi questions/problems

12. Presentation of own problems

Sylabus cvičení

1. týždeň:

Kinematika

rovnomerný priamočiary pohyb, priemerná rýchlosť, rovnomerne zrýchlený pohyb, zrýchlenie, grafické riešenie úloh na pohyb,

2. týždeň:

Dynamika

Newtonove zákony dynamiky, hybnosť, impulz sily, práca, výkon, energia, zákon zachovania energie a jeho využitie pri riešení úloh,

3. týždeň:

Hydrostatika

hydrostatický tlak, Pascalov zákon, hydraulický lis, Archimedov zákon, plávanie telies,

4. týždeň:

Hydrodynamika

rovnica spojitosti, Bernoulliho rovnica, odporová sila, vztlaková sila, obtekanie telies,

5. týždeň:

Molekulová fyzika

povrchové napätie, povrchová sila, povrchová energia, kapilárna elevácia a depresia,

6. týždeň:

Termika a termodynamika

zmeny skupenstva, termodynamická rovnováha, kalorimetrická rovnica, izolovaná sústava, tepelná výmena, šírenie tepla,

7. týždeň:

Elektrický prúd

elektrický odpor, Ohmov zákon, elektrické obvody, elektrický prúd v polovodičoch, elektrolytoch, plynoch a vo vákuu,

8. týždeň:

Magnetické pole

elektromagnetická indukcia, Faradayov zákon, silové pôsobenie medzi elektromagnetmi, pohyb nabitej častice v magnetickom poli,

9. týždeň:

Mechanické kmitanie a rezonancia

matematické, fyzikálne, torzné, pružinové kyvadlo, rezonancia, redukovaná dĺžka, rýchlosť a zrýchlenie kmitavého pohybu,

10. týždeň:

Mechanické vlnenie a akustika

kinematická rovnica mechanického vlnenia, vlastnosti vlnenia, Dopplerov jav, rázy, intenzita zvuku, hladina hlasitosti,

11. týždeň:

Lúčová optika

optické sústavy, zobrazovacia rovnica, optická mohutnosť, prične zväčšenie, optické prístroje, index lomu prostredia,

12. týždeň:

Vlnová optika

vlnové vlastnosti svetla, interferencia, disperzia, polarizácia, ohyb svetla na otvore, dvojštrbine a mriežke,

13. týždeň:

Prezentácia študentmi vytvorených úloh

Methods of problem solving are presented and trained. The sets of typical problems are analysed. Uding of modelling and real experiments is discussed.

summative evaluation

Students will be ready for using of problem solving strategies at lower and upper secondary school levels. Clasical problems are studied in more details from different pont of view (students knowledge anmd skills, technologies, motivation, computer modelling and measuremets).