Oldknow, A., Taylor, R., Tetlow, L.: Teaching Mathematics Using ICT, Bloomsbury Publishing, 2010.
Lukáč, S.: Multimédiá a počítačom podporované učenie sa v matematike, PF UPJŠ Košice 2001.
Johnston-Wilder, S., Pimm, D.: Teaching secondary mathematics with ICT, Open University Press, 2005.
Vaníček, J.: Počítačové kognitivní technologie ve výuce geometrie. Pedagogická fakulta Univerzity Karlovy, 2009.
To master specific means of information and communication technologies usable for the support of mathematical education and for solving various types of mathematical problems. To be able to assess and evaluate the suitability and ways of using selected types of modern technologies to support active learning of mathematics. To be able to apply the basic principles of constructivism and research approaches to the teaching of mathematics in the planning and preparation of the teaching of mathematics. To be able to find and prepare ideas and examples for meaningful and effective use of information and communication technologies in the teaching process, to point out several possibilities of solving mathematical problems.
Rating:
Entry questionnaire - 2 b.
Design and solution of motivational word problems for the use of systems of linear equations - 5 b.
Test for the application of a spreadsheet in solving mathematical problems - 4 b.
Project for the application of the EUR model or research-oriented teaching in teaching a selected topic - 10 b.
Didactic processing of a selected construction task - 5 b.
Test for solving construction tasks - 4 b.
Participating in a discussion forum - 2 b.
Use of CAS in solving tasks - 5 b.
Design of examples for the use of CAS in teaching mathematics - 8 b.
Classification scale:
A: 91 % - 100 %, B: 81 % - 90 %, C: 71 % - 80 %, D: 61 % - 70 %, E: 51 % - 60 %, FX: 0 % - 50 %.
Slovak
1. Integration of modern information technologies into mathematical education.
2. - 3. Possibilities of using mathematical tools of a spreadsheet in modeling and solving algorithmic problems in teaching mathematics.
4. - 5. Constructivist conception of teaching mathematics, research of properties of mathematical objects and their mutual relations.
6. - 7. Solving construction tasks, examining the properties of identical and similar transformations and their use in solving problems.
8. Possibilities of using dynamic geometric systems in solving selected types of stereometry tasks.
9. - 10. Mathematical modeling and problem solving in the CAS environment. The position of CAS in the teaching of mathematics.
Students will learn standard work procedures for the use of modern information and communication technologies in solving mathematical problems. Students will be provided with examples and suggestions for the use of modern information technologies in creating a stimulating learning environment supporting active learning mathematics. Students will gain skills in the use of modern information technologies in modeling real situations and exploring mathematical patterns. Development of creative and evaluation skills of students to plan and prepare the teaching of specific topics in school mathematics with effective and meaningful use of modern information technologies.
1. E. A. Robinson, D. H. Ullmann: A mathematical look at politics, CRC Press, 2010.
2. U. Brandes, T. Erlebach: Network Analysis: Methodological Foundations (Lecture Notes in Computer Science, 3418), 2005.
3. Karchynskaya, V., Kopčáková, J., Klein, D., Gába, A., Madarasová-Gecková, A., van Dijk, J. P., de Winter, A. F. a Reijneveld, S. A. (2020). Is BMI a Valid Indicator of Overweight and Obesity for Adolescents? Int. J. Environ. Res. Public Health, 17, 4815.
Presentation on the chosen topic during the seminar.
Slovak
1. Applications of graphs in analysis of complex networks, their central actors and their community structure.
2. Statistical methods used in shape recognition (geometric morphometrics, principal component analysis, linear regression) with application in the analysis of dinosaur skulls and other examples of the use of shape recognition in practice.
Students get an overview of applications of mathematics and its tools in various areas of human activity.
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.
Slovak and Czech mathematics textbooks for secondary education. National mathematics
curriculum of Slovakia, Czech republic and USA.
Active participation - 40% of assessment
Seminar works - 60% of assessment
Slovak
The concept of function in mathematics, its aspects, and definitions. The concept of function in
the school curriculum, knowledge of the structure of mathematics with respect to the concept of
function. Proximal formative assessment, knowledge of the characteristics of learning mathematics.
Instrumented formative assessment with a focus on the use of digital technologies for assessment
in mathematics. Selection of tasks and digital tools for teaching functions. MTSK model as a tool
for teacher self-reflection.
The student understands the term function and its various aspects also in the context of different definitions of the term function. He looks critically at the school curriculum from the point of view of the development of the concept of function. It characterizes high-quality formative assessment and can react differently to correct and incorrect student solutions. He applies the acquired knowledge in the design of the lesson plan. He knows the MTSK model and knows how to use it as a tool for his self-reflection.
[1] M.Hejný a kol.: Teorie vyučovania matematiky, SPN Blava 1989, (in slovak)
[2] L.Frantíková,K.Hončarivová,O.Kopanev: Didaktika matematiky, UPJŠ 1982 (in slovak)
[3] R.Fischer,G.Malle: Človek a matematika, SPN Bratislava 1992 (in slovak)
[4] Polya, G.: How to solve it, Princeton University Press, 1957.
[5] Hejný, M., Kuřina, F.: Dítě, škola a matematika: Konstruktivistické přístupy k vyučování. Portál, Praha 2001. (in czech)
[5] Textbooks and collections of assignments for secondary and primary schools
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Activity at seminars.
3. Homework and continuous written tests.
4. Seminar work - creation of an output didactic test
Conditions for successful completion of the course:
1. Participation in teaching in accordance with the study regulations and according to the instructions of the teacher;
2. Credits will be awarded to a student who obtains at least 50% of points from homework, at least 50% of points
from written tests, at least 50% of points from the seminar work and at least 50% from the oral exam.
3. Continuous assessment - 60% of the total assessment, oral exam - 40% of the overall assessment
At least 90% of points must be obtained to obtain an A rating, at least 80% to obtain a B rating, at least 70% to obtain a C rating, at least 60% to obtain a D rating, and at least 50% points to obtain an E rating.
Slovak
1. Subject of Didactics of Mathematics, the development of mathematics and mathematics education.
2. Aims and objectives of mathematics teaching
3. Planning in mathematics teaching Logical and didactical curriculum analysis Determination of learning objectives
4. - 5. Didactical principles, methods of mathematics teaching
6. - 7. Assessment of learning outcomes, the creation of didactic tests
8. Mathematical problems
9. - 10. Construction numeric fields,
11. Theory of elementary functions,
12. - 13. Synthetic and analytic geometry
Students will learn the basic principles of teaching mathematics in secondary and primary schools, strategies for solving problems, creating problem systems, logical-didactic analysis of the curriculum and creating didactic tests. At the same time, they will demonstrate the ability to prepare for teaching specific topics with priority in primary school.
[1] M.Hejný a kol. Teória vyučovania matematiky. Bratislava: SPN, 1989.
[2] Hejný, M.; Kuřina, F. Dítě, škola a matematika: konstruktivistické přístupy k vyučování. Praha: Portál, 2001.
[3] Hejný, M.; Novotná, J.; Stehlíková, N. Dvacet pět kapitol z didaktiky matematiky. Praha: PedF UK, 2004.
[4] Fischer, R.; Malle, G. Človek a matematika, Bratislava: SPN, 1992.
[5] Vondrová Naďa a kol. Kritická místa matematiky základní školy v řešení žáků. Praha: Karolinum, 2016.
[6] Textbooks and collections of problems and taks for secondary and middle school.
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Activity.
3. Homework and written tests.
4. Seminar work and its presentation at the seminar - lesson plan on the selected topic
Conditions for successful completion of the course:
1. Participation in teaching in accordance with the study regulations and according to the instructions of the teacher;
2. Credits will be awarded to a student who scores at least 50% on homework assignments, at least 50% on written tests, and at least 50% on a seminar work. A grade of A requires at least 90%, a grade of B requires at least 80%, a grade of C requires at least 70%, a grade of D requires at least 60%, and a grade of E requires at least 50%.
Slovak
The content is based on current research findings related to mathematics teacher’s specialised knowledge model. We focus mainly on pedagogical content knowledge, specifically knowledge of features of learning mathematics, knowledge of mathematics teaching, and knowledge of mathematics learning standards.
This knowledge is developed in the context of the five essential topics:
- Numbers, variables and numerical operations with numbers
- Relationships, functions, tables, diagrams
- Geometry and measurement
- Combinatorics, probability, statistics
- Logic, reasoning, proofs.
Within these essential topics we deal with the cognitive process of students, different representations of mathematical concepts, students' difficulties and their possible causes, teaching mathematical proofs, developing students' creativity, ways of motivating pupils, and also some didactical theories, such as Van Hiele's theory of geometric thinking. In each topic area we focus on critical points in terms of students' learning and the teaching of mathematics, preferably in secondary school.
The student demonstrates a shift in students' cognitive understanding specifically by orienting to some familiar general student problems (e.g., distinguishing between sentences and definitions) and to specific problems in some areas of mathematics (e.g., incorrect use of the equals sign) when solving a homework assignment.
While solving problems on written tests, the student will show that he or she has a conceptual understanding of mathematical concepts, properties and methods from school mathematics and is familiar with some standard and nonstandard procedures that students use when learning mathematics.
When presenting the seminar work, the student demonstrates that he/she is aware of the potential of the chosen topic, the necessary input knowledge of the pupils and the connections within the topic and with other topics, and has developed the objectives of the lesson properly. Furthermore, he/she demonstrates that he/she is aware of the possibilities of the proposed activities, teaching methods, selected tasks (what are their weaknesses and strengths). Demonstrates that he/she reflects on the response to a pupil's mistake in order to help him/her in his/her learning.
Vaníček, J.: Počítačové kognitivní technologie ve výuce geometrie, Pedagogická fakulta Univerzity Karlovy, 2009
Stahl, G.: Dynamic-Geometry activities with GeoGebra for Virtual Math Teams, The Math Forum at Drexel University, 2012.
De Villiers, M., D.: Rethinking proof with the Geometer's Sketchpad. Key Curriculum Press, 2003.
Master the concept of dynamic geometric systems and commands for creating and modifying dynamic constructions. To be able to use dynamic geometric systems in the study of the properties of geometric shapes and the discovery of geometric patterns. To be able to effectively use the commands of dynamic geometric systems for modeling various situations, solving geometric problems, exploring geometric transformations, exploring graphs of functions, data processing.
Rating:
Test requiring the solution of geometric problems using classical tools and the use of a dynamic geometric system - 16 b.
Elaboration of a project focused on the use of a dynamic geometric system in solving geometric problems on a selected topic - 16 b.
Classification scale:
A: 91 % - 100 %, B: 81 % - 90 %, C: 71 % - 80 %, D: 61 % - 70 %, E: 51 % - 60 %, FX: 0 % - 50 %.
Slovak
1.-4. Constructions and investigation of properties and geometric relations in triangles, quadrilaterals, circles and their use in solving construction problems. Menelaos's theorem, Ceva's theorem, Varignon's theorem, Ptolemy's theorem, cyclic and tangential quadrilaterals, center of gravity of triangles and quadrilaterals.
5. Investigation of sets of points with a given property.
6. Discovering and testing geometric relationships.
7. Composing congruent transformations. Use of congruent and similar transformations and circular inversion for solving tasks.
8. Mathematical modeling, investigation of functional dependencies between quantities, solving problems to find extremes.
9.-10. Constructions of bodies, mutual positions of geometric shapes in space, sections of bodies, intersection of a line with a body.
Skills to create dynamic constructions in a dynamic geometric system and to use commands usable in solving geometric problems. Knowledge and skills to effectively use geometric, algebraic and other types of tools in experimenting with geometric objects and their attributes, in discovering invariant properties of geometric shapes and geometric relationships between objects in triangles, quadrilaterals, conic sections and in basic types of spatial bodies. Be able to use geometric transformations in solving more complex constructing tasks.
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.
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.
The recommended literature is determined individually in accordance with the topic of the diploma thesis.
The diploma thesis is the result of the student's own work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavol Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the process of supervision and in the process of thesis defense. Failure to do so is reason for disciplinary action.
Slovak
1. Elaboration of the diploma thesis in accordance with the instructions of the supervisor.
2. Presentation of the results of the diploma thesis before the examination commission.
3. Answering questions related to the topic of the diploma thesis within the discussion.
The diploma thesis demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competencies in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them creatively in solving selected field problems. Student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details on the diploma thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice.
1. Brunovský, P. , Diferenčné a diferenciálne rovnice (vysokoškolský učebný text), FMFI UK, 2011
http://www.iam.fmph.uniba.sk/skripta/brunovsky/ddrtext.pdf
2. L. Kluvánek, I. Mišík, M. Švec: Matematika II, SVTL, Bratislava, 1961.
3. N. M. Matvejev: Zbierka príkladov z obyčajných diferenciálnych rovníc, ALFA, Bratislava,
4. Stuart, A.M.; Humphries, A.R. (1996), Dynamical Systems and Numerical Analysis, Cambridge University Press
5. Jacques M. Bahi and Christophe Guyeux. 2013. Discrete Dynamical Systems and Chaotic Machines: Theory and Applications. CRC Press, Inc., Boca Raton, FL, USA. 1970.
6. Kelley, C. T. (1995). Iterative Methods for Linear and Nonlinear Equations. SIAM.
7. Kelley, C.T. (1999) Iterative Methods for Optimization. In: Frontiers in Applied Mathematics, Vol. 18, SIAM
Ongoing evaluation takes the form of a written test during the semester. The overal evaluation is based on a result of mid-term evaluation (60%) and the result of final written and oral examination (40%).
Slovak
1. Basic notions of the theory of dynamical systems and their properties.
2. Differential equations of n-th order and systems of differential equations - their relationship, methods of solution.
3. Difference equations and systems - methods of solution.
4. Existence, uniqueness and continuation of Cauchy problem.
5. Applications of dynamical systems.
The course provides students deep knowledge of the theory of dynamical systems from the theoretical and practical point of view (their modeling, their properties and numerical simulation). Emphasis is put on an interdisciplinary approach and hte usage of software.
1. M. Sekanina et al, Geometry 2, SPN, 1988 (in slovak).
2. O. Šedivý et al, Geometry 2, SPN, 1987 (in slovak).
3. H.S.M. Coxeter, Introduction to geometry, Wiley, 1989.
4. J.T. Smith, Methods of geometry, Wiley, 2000.
In the covered areas of geometry, the ability to formulate definitions and statements, to present proofs of statements, to explain individual steps in proofs and to solve selected problems related to given topics is required. During the semester (continuous assessment) two tests take place, from which 50% of points can be obtained, and from the oral exam alike 50% can be obtained. Evaluation: A ... at least 90%, B ... at least 80%, C ... at least 70%, D ... at least 60%, E ... at least 50%, FX ... less than 50%
Slovak
- (week 1-2) Quadric surfaces (circular and general quadric surfaces)
- (week 3-7) Affine transformations (associated transformation, matrix representation, affinities, fixed points and lines, pseudo-reflections)
- (week 8-10) Isometric transformations (matrix representation, isometries, classification in the plane, composiion of reflections)
- (week 11-12) Similarity transformations (matrix representation, similarities, homothety, composition of homotheties)
- (week 13-14) Geometry of circles (the power of a point with respect to a circle, radical axis of two circles, pencils of circles)
Acquired knowledge of the properties of affine, isometric and similarity transformations, understanding of important statements and methods, knowledge of the use of isometric and similarity transformations in construction and optimization problems and the ability to solve other problems in this area.
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.
E. Mendelson, Introduction to Mathematical Logic, van Nostrand 1964.
Exam
Slovak
Set as a mathematical formularization of an infinity. Properties of the set of reals. Relations and mappings.
Finite and countable sets. Cardinality of continuum. Elementary cardinal arithmetics.
Sentential calculus, an axiomatization. Completness Theorem. Methods of proofs. Language of predicate calculus, examples. Axiomatizations of predicate calculus and the notion of a proof. Methods of proofs in predicate calculus.
To obtain a basic knowledge on the mathematical notion of an infinity. Analysis of the notion of a proof.
Information sources recommended within individual profile courses.
Appropriate knowledge and competencies from the profile courses of specialisation Teaching mathematics, demonstrating the ability to synthesise the acquired knowledge and procedures and apply them to problems concerning mathematics teaching and learning.
Slovak
1. Number sets
2. Sets and statements
3. Number theory
4. Powers, polynomials, fractional expressions
5. Equations and inequalities
6. Planimetry
7. Stereometry
8. Analytical geometry
9. Elementary functions, basic properties
10. Goniometry
11. Sequences and series
12. Combinatorics
13. Probability and statistics
Within each topic, the student has to demonstrate:
• An overview of and understanding of the key mathematical ideas that underpin secondary school mathematics.
• An understanding of the important principles that must be considered when teaching a given topic.
• The ability to apply knowledge in school mathematics, for example, to know what types of problems the pupil is expected to solve, what are the objectives of teaching, how the ideas about basic concepts from the topic are created, and so on.
Verification of acquired student competencies in accordance with the graduate profile.
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 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.
Hecht, T., Sklenáriková, Z., Metódy riešenia matematických úloh, Bratislava, SPN, 1992.
Hecht, T. a kol., Matematika pre 1.-4. ročník gymnázií a SOŠ, OrbisPictusIstropolitana, Bratislava 1999-2002.
Krantz, S.G., Techniques of Problem Solving, AMS, 1997.
Larson, L.C., Metódy riešenia matematických problémov, Bratislava, Alfa, 1990.
Assessment is given on the basis of the results of written examinations carried out during the semester and active participation in exercises.
Classification scale:
A: 91%-100%, B: 81%-90%, C: 71%-80%, D: 61%-70%, E: 51%-60%, FX: 0%-50%.
Slovak
Basic knowledge of school mathematics, Euclid's algorithm, Diophantine equations, Number systems, Divisibility rules, Congruence classes of integers, Algebraic numbers, Motion problems, Working together word problems, Mixture Word Problems, Optimization word problems.
Students become familiar with the tasks, methods of problem solving, solving strategies and with specific problems of teaching mathematics at primary and secondary schools. The student will
1. familiarise themselves with mathematical culture, ways of thinking, self-expression and putting forward arguments,
2. gain a deeper understanding of the base terminology of real analysis, their properties and interconnections,
3. be able to define and interpret key terms, prove their basic properties and relationships,
4. know how to solve tasks focused on utilising the aforementioned concepts and interpret the obtained results.
1. Skřivánková V.: Pravdepodobnosť v príkladoch, UPJŠ, Košice, 2006
2. Skřivánková V.-Hančová M.: Štatistika v príkladoch, UPJŠ, Košice, 2005
3. Casella, G., Berger, R., Statistical Inference, 2nd ed., Chapman and Hall/CRC, 2024
4. DeGroot, M. H., Schervish, M. J.: Probability and Statistics, 4th ed., Pearson, Boston, 2012
5. Anděl J.: Základy matematické statistiky, MatfyzPress, Praha, 2011(in Czech)
Total evaluation based on two written tests during the semester (2x40p) and the result of the written (30p) and oral part of the exam (30p).
At least 50% must be obtained from each part.
Final evaluation: ≥90% A; ≥80% B; ≥70% C; ≥60% D; ≥50% E; <50% FX.
Slovak
1. Random vectors (definition, distributions, characteristics, joint and marginal distributions).
2. Covariance, correlation and regression.
3. Random sample, sampling distributions and characteristics.
4. Some important statistics and their distributions.
5. Point estimators and their properties.
6. Maximum likelihood method.
7. Interval estimates, confidence interval construction (2 weeks).
8. Testing of statistical hypothesis (critical region, level of significance and power of test, methods for searching optimal critical regions).
9. Some important parametric tests (2 weeks).
10. Some important nonparametric tests (2 weeks).
Student should obtain the knowledge about basic statistical methods and the ability to apply theoretical knowledge in practical problems solving.
1. Kohanová, I., Slavičková, M.: Finančná matematika pre budúcich učiteľov matematiky.
Knižničné a edičné centrum FMFI UK, 2013.
2. Larson, L.C., Metódy riešenia matematických problémov, Bratislava, Alfa, 1990.
3. Lengyelfalusy, T., Kochol, M., Zábojníková, N.: Metódy riešenia matematických úloh 2. Žilinská univerzita v Žiline, 2009.
4. Učebnice a zbierky úloh z matematiky.
Improving knowledge and skills from the use of standard methods in solving mathematical problems in the topics: sequences, infinite series, financial mathematics. Developing the ability to analyze and explain various problem-solving strategies.
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Active participation in the exercises.
3. Elaboration of two tests.
Conditions for successful completion of the course:
A grade of A requires at least 90%, a grade of B requires at least 80%, a grade of C requires at least 70%, a grade of D requires at least 60%, and a grade of E requires at least 50%.
Slovak
Sequences, sequence properties, limit of a sequence, convergence and divergence of sequences.
Arithmetic and geometric sequence and their use in solving problems.
Infinite series, convergence of infinite series, infinite geometric series.
Basic concepts, methods, models in financial mathematics: currency, exchange rate, insurance, taxes, interest, simple and compound interest, regular deposits and withdrawals, loan repayment, mortgages.
The student is able to explain the basic concepts and methods of solving mathematical problems selected from various areas of school mathematics. The student is able to apply the acquired knowledge in finding and using various strategies for solving problems. The student will get acquainted with typical and more demanding tasks from school mathematics and with specific knowledge gaps and misconceptions that occur in their solution in the teaching of mathematics in primary and secondary school. The student will learn to use different models in solving problems in financial mathematics, which will support the development of his/her financial literacy.
The student is able to assess whether the student's non-standard solution is correct or not, and can explain his decision.
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.
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
Burton, D. M.: The History of Mathematics: An Introduction. McGraw−Hill, 2007.
Devlin, K.: Jazyk matematiky. Dokořán, 2002. (in czech)
Čižmár, J . Dejiny matematiky (Od najstarších čias po takmer súčasnosť) Perfekt, 2017. (in slovak)
Mareš , M . Příběhy matematiky. Pistorius, 2011. (in czech)
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Activity.
3. Homework and tests.
4. Seminar work and its presentation at the seminar – poster from history of mathematics on the selected topic
Conditions for successful completion of the course:
1. Participation in teaching in accordance with the study regulations and according to the instructions of the teacher;
2. Credits will be awarded to students who score at least 50% on homework assignments and tests. Additional points can be achieved for the presentation of a seminar paper.
Slovak
Prehistory, ontogeny and phylogeny.
Mathematics in ancient cultures: Egypt, Mesopotamia, China, India.
Mathematics in ancient Greece: Origins of Greek natural philosophy and mathematics. The discovery of incommensurability and its consequences (Pythagoras and his school). Classical problems of Greek mathematics. Problems with infinity (Zeno). Eudoxus' method. Plato, Aristotle, Euclid and his Foundations. Archimedes of Syracuse, Eratosthenes, Apollónios, Claudios Ptolemy, Diophantos.
Arabic mathematics and its relation to medieval European mathematics.
The origins of modern mathematics. The search for the roots of polynomial equations. The origins of analytic geometry. Probability. Infinitesimal calculus. Number theory. Non-Euclidean geometry. The origin of set theory.
Development of mathematical symbolism.
Selected topics in school mathematics from the perspective of the history of mathematics.
The student knows the main stages of the development of mathematics, the history of the development of the language of mathematics, the development of selected concepts and some mathematical disciplines. The student understands the parallels between the phylogeny and ontogeny of mathematical thinking.
Berlinghoff, W.P., Gouvea, F.Q.: Math through the Ages, MAA Press, 2015.
Čižmár, J . Dejiny matematiky (Od najstarších čias po takmer súčasnosť) Perfekt, 2017.
Hairer, E., Wanner, G.: Analysis by its History, Springer, 2008.
Mareš , M . Příběhy matematiky. Pistorius, 2011.
Conditions for continuous evaluation:
1. Participation in teaching in accordance with the study rules and instructions of the teacher.
2. Activity.
3. Homeworks.
4. Seminar work on the selected topic and its presentation at the seminar
Conditions for successful completion of the course:
1. Participation in teaching in accordance with the study regulations and according to the instructions of the teacher;
2. Credits will be awarded to students who score at least 50% on homework assignments and tests. Additional points can be achieved for the presentation of a seminar paper.
Slovak
1. Algebra and geometry of 16th and 17th century - Tartaglia, Vieta, Descartes
2. Beginning of modern number theory - Mersenne, Fermat
3. Development of infinitesimals -- Newton, Leibniz, Bernoulliovci
4. Complex and hypercomplex numbers -- Hamilton, Cayley, Clifford
5. Combinatory and probability - Pascal, Fermat
6. Algebra in the 18th and 19th century - Gauss, Abel, Galois
7. Non-Euclidean geometries - Gauss, Lobačevskij, Bolyai
8. Mathematical analysis in the 19th century - Cauchy, Bolzano, Weierstrass
9. Set theory - Bolzano, Cantor, Zermelo, Franklin
10. Mathematics in the beginning of 20th century - Peano, Hilbert, Gödel
Students will demonstrate an understanding of the history of the development of some mathematical disciplines and selected concepts. They will demonstrate this understanding by scoring at least 50% on previous topics and homework assignments.
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.
With respect to the research problematics (article in journals, books).
Slovak or English
Individual scientific work of students. Publishing of obtained results in a written form and as a
public presentation.
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.
Mathematics curricula and textbooks for middle and secondary schools
Hejný, M.: Teória vyučovania matematiky 2. Bratislava : SPN 1989
M. Hejný, J. Novotná, N. Stehlíková: Dvacet pět kapitol z didaktiky matematiky 2, Univerzita Karlova v Praze - Pedagogická fakulta, Praha, 2004
Teaching of a specified number of hours and visitations of specified number of classes (1 teaching and 11 visitation of classes).
Submission of written assignments (reflection on teaching practice, statement of teaching hours and classes visitations, selected lesson plans).
Slovak
Visitations of classes in selected lessons
Analysis of lessons
Lesson plans preparation
Classes managed according to prepared lesson plan
Reflection on realized classes
Application of the knowledge acquired in didactic courses focused on teaching mathematics in pedagogical practice. Development of the student's self-reflection within the framework of the analysis of the lessons taught by the student. Identification of the student's weaknesses in order to shift his/her knowledge. To acquaint students with the atmosphere and the organization of school.
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.
Mathematics curricula and textbooks for middle and secondary schools
Hejný, M.: Teória vyučovania matematiky 2. Bratislava : SPN 1989
M. Hejný, J. Novotná, N. Stehlíková: Dvacet pět kapitol z didaktiky matematiky 2, Univerzita Karlova v Praze - Pedagogická fakulta, Praha, 2004
Teaching of a specified number of hours and visitations of specified number of classes (18 teaching and 6 visitation of classes).
Submission of written assignments (reflection on teaching practice, statement of teaching hours and classes visitations, selected lesson plans).
Slovak
Visitations of classes in selected lessons
Analysis of lessons
Lesson plans preparation
Classes managed according to prepared lesson plan
Reflection on realized classes
Application of the knowledge acquired in didactic courses focused on teaching mathematics in pedagogical practice. Development of the student's self-reflection within the framework of the analysis of the lessons taught by the student. Identification of the student's weaknesses in order to shift his/her knowledge. Acquaint students with the atmosphere and the organization of school.
Mathematics curricula and textbooks for middle and secondary schools
Hejný, M.: Teória vyučovania matematiky 2. Bratislava : SPN 1989
M. Hejný, J. Novotná, N. Stehlíková: Dvacet pět kapitol z didaktiky matematiky 2, Univerzita Karlova v Praze - Pedagogická fakulta, Praha, 2004
Teaching of a specified number of hours and visitations of specified number of classes (30 teaching and 8 visitation of classes).
Submission of written assignments (reflection on teaching practice, statement of teaching hours and classes visitations, selected lesson plans).
Slovak
Visitations of classes in selected lessons
Analysis of lessons
Lesson plans preparation
Classes managed according to prepared lesson plan
Reflection on realized classes
Application of the knowledge acquired in didactic courses focused on teaching mathematics in pedagogical practice. Development of the student's self-reflection within the framework of the analysis of the lessons taught by the student. Identification of the student's weaknesses in order to shift his/her knowledge. Acquaint students with the atmosphere and the organization of school.
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.