Current school documents in the Slovak Republic.

Other sources are listed in the recommended literature of profile subjects, which are followed by a state exam.

1. Environment of organisms and basic ecological factors and conditions. Laws of minimum and tolerance. Habitat, ecological niche. Examples.

Secondary school: Strategy for problem teaching of biology. Create a problematic task to monitor and evaluate the interaction of abiotic and biotic components of the environment.

2. Abiotic environmental factors and their effects on organisms and ecosystems. Biological significance of light and heat. Examples.

Elementary school: Analysis of advantages and disadvantages of individual forms of student recording (table, drawing, photo, video recording). Design a student observation or experiment and a way to record the effects of light and temperature on organisms.

3. Composition and properties of the air environment, impact on organisms. Atmospheric pollution. Examples.

Elementary school: Characteristics of project teaching of biology. Design a specific topic and motivation for the student project in order to monitor the air pollution around the school / residence and to draw consequences for the organisms living in the given place.

4. Composition and properties of the aquatic environment, eutrophication and saprobite. Classification of aquatic organisms and their morphological and physiological adaptations. Examples.

Elementary school: Modeling of phenomena in biology. Characterize the content of the curriculum "Water community" and design educational procedures and tools so that students at the end of the lesson can justify the food relationships of organisms living in the model water community.

5. Composition and properties of the soil environment. Classification of soil organisms and their morphological and physiological adaptations. Examples.

Elementary school: Research cycle in biology teaching. Design a research activity with the observation of soil organisms.

6. Classification of organisms according to nutrition. Participation of organisms in the flow of energy and the cycle of substances, types of food chains. Examples.

Elementary school: Hierarchy and scope and content of biological concepts. Design a procedure for making the terms producer, consumer, reducer available using specific examples.

7. Intraspecific and interspecies relationships and interactions. Neutral, positive and negative relationships. Territory, "home range". Examples.

Elementary school: Concept maps - importance for teaching biology and examples of software for their creation. Concretize the task for students in order to create a concept map of the interrelationships of organisms.

8. Population. Population types, their external and internal parameters, life strategies, population dynamics (population growth, gradology) and population structure.

Elementary school: Discussion and its importance for the practice of argumentation. Suggest a methodological procedure for initiating a discussion on the topic "Causes of overgrowth of certain species of organisms and consequences for forest and field communities".

9. Ecosystem. Food chains. Primary and secondary production of ecosystems and its measurement. Successive development of ecosystems. Examples.

Secondary school: Errors in the formation process in biology. Examples of misconceptions. Design tasks to promote understanding of the concepts of neutralization, symbiosis, competition, predation, parasitism.

10. Communities (cenoses). Quantitative features and structure of communities, methods of studying communities.

Elementary school: Worksheets and formative assessment tools. Suggest at least two exercises for community curriculum and one formative assessment tool.

11. Biocenosis, types, characteristics. Regularities of formation and spatio-temporal dynamics of biocenoses. Properties of biocenoses. Examples.

Secondary school: Preparation of teachers and students for the excursion. Design the content, educational goals and organization of an excursion to study biocenosis near your home.

12. Biomes of the world. Classification of terrestrial, marine and limnic biodes, characteristics, distribution, anthropogenic influences. Examples.

Secondary school: Educational functions of botanical and zoological gardens, educational activities offered by various organizations to learn about the defining species of various biomes.

13. Hydrological cycle, circulation of substances in the environment, biogenic elements in the biosphere.

Elementary school: Compare school biological experiment and observation. Design a task to understand and evaluate the circulation of substances and the presence of biogenic elements in the environment.

14. Biodiversity. Alpha, beta, gamma and global diversity. Number of species-area size and distance effect, cryptic diversity. Classification of species from the point of view of nature protection.

Elementary school: Characteristics of controlled research. Concretize the assignment where students have to analyze and compare the artificial and natural ecosystem in terms of species diversity.

15. Biosphere. Biosphere cycles. Global biosphere change. Gaia theory.

Secondary school: Characteristics of reflection as the final phase of the EUR framework. Suggest three different ways to lead the discussion to three different issues applicable in the reflection of the biosphere curriculum.

16. Microbiology as a biological science. History of microbiology, discovery of the microscope, refutation of the theory of self-reproduction, Koch's postulates. Molecular microbiology.

Secondary school: Evocation functions within EUR. Design two different ways of evocation before teaching the subject of microscopic organisms and explain how they fulfill all these functions.

17. Comparison of prokaryotic and eukaryotic cell organization, external and internal cell structures.

Secondary school: Training of basic skills in the preparation and observation of the native preparation. Design didactically suitable objects for observing a prokaryotic and eukaryotic cell with an optical microscope.

18. Methods of study of microbial cells, microscopy, staining techniques, Gram staining, culture methods, molecular techniques

Secondary school: Principles of work safety with biological material in school. School laboratory regulations. Cultivation and observation of microorganisms - examples of suitable organisms and goal, which observation demonstrates to students.

19. Physiology, genetics and metabolism of microorganisms, trophic modes - phototrophy, chemotrophy, autotrophy, heterotrophy.

Secondary school: Biological databases and possibilities of their use in teaching biology.

20. Morphology and multiplication of bacteria. Influencing the growth of microorganisms, antibiotics, antibiotic resistance.

Elementary school: Developing students' health literacy in the field of communicable disease prevention. Introduce a procedure for initiating a discussion on the effectiveness of antibiotics in the treatment of infectious diseases and the development of resistance.

21. Archeons, their physiology and metabolism, classification, the most important representatives, ecological, biological and economic importance.

Secondary school: Development of biological sciences and implementation of new elements of content into teaching. Explain the archaeological curriculum.

22. Gram-positive bacteria with low content of GC pairs - streptococci, staphylococci, bacilli and clostridia, sporulation, the most important representatives, ecological, biological and economic importance.

Secondary school: School educational program. Microorganisms in practice. Define the content of the school curriculum topic into two lessons.

23. Gram-positive bacteria with a high content of GC pairs, actinobacteria, mycobacteria, streptomycetes, the most important representatives, ecological, biological and economic importance.

Secondary school: Formative assessment tools. Design two tools to assess the understanding of the difference between the ecological, biological and economic importance of bacteria.

24. Proteobacteria, classification, most important representatives, ecological, biological and economic importance.

Secondary school: Types of concept maps. Design two concept maps that classify proteobacteria according to different criteria and justify their choice of form.

25. Eukaryotic microorganisms, classification, the most important representatives, ecological significance, micromycetes.

Secondary school: Forms of student documentation of practical observation of eukaryotic organisms (including macroscopic). Design suitable objects for didactic observation of single-cell eukaryotic microorganisms, including material preparation.

26. Microorganisms in the environment, microbiology of water, air, soil.

Elementary school: Field work, principles and safety. Sampling of organisms from water and soil. Water quality assessment - an example of the procedure.

27. Symbiotic relationships between micro- and macro-organisms, biofilms, lichenism, symbiosis with plants, nitrifying bacteria, mycorrhiza, symbiosis with animals, interactions in the digestive tract.

Elementary school: Material means of teaching biology - division. Demonstrate nature as an object of observation on the example of lichens. Suggest two different tasks for students.

28. Microbiology of the human body, normal microflora, important causes of microbial diseases, mechanisms of virulence and pathogenicity, probiotics.

Elementary school: Directional research - characteristics. Design a topic and a guided research aimed at realizing the importance of probiotics.

29. Applied microbiology, use of microorganisms in biotechnological processes, ethanol fermentation, lactic acid bacteria, biofuels, bioremediation.

Secondary school: The influence of technology development on the teaching of biology. Illustrate with examples how biotechnology and digital technologies are penetrating the content and teaching methods of biology today.

30. Basics of virology, properties, classification, nomenclature and architecture of viruses. Virus-host cell interactions. Methods of studying viruses. Virus life cycle. Bacteriophage. Subviral agents: viroids, prions.

Secondary school: Simulation and modeling. Introduce the SIR model as an example of the spread of a viral infection.

State exams in the subject of biology and didactics of biology are held in the form of an oral exam. The student has to demonstrate professional knowledge of the drawn topic and present it in a broader context. Each topic is assigned a didactic problem, which is to explain and apply to the teaching of the content at the secondary (secondary) or primary (primary) school level (marked).

SK

Wider context of general ecology and biology of multicellular organisms and microorganisms.

Didactic elements of teaching biology and their application to specific didactic problems and given content at the level of primary and secondary school.

Strategies and trends in teaching biology and examples of their application in school practice.

Same as stated in the prerequisites of the course.

Graduates will gain the ability to teach biology at lower and upper secondary education.

Listed in the approved thesis assignment.

Presentation of work results and answers to opponents' questions.

Qualified discussion on the topic with the commission for master's state final exams.

The diploma thesis is the result of the student's own creative work. It must not show elements of academic fraud and must meet the criteria of good research practice defined in the Rector's Decision no. 21/2021, which lays down the rules for assessing plagiarism at Pavel Jozef Šafárik University in Košice and its components. Fulfillment of the criteria is verified mainly in the training process and in the process of job defense. Failure to do so is grounds for disciplinary action.

Preparation and submission of the diploma thesis to the CRZP.

Submission of the printed version to the opponent.

Presentation of work results and answers to opponents' questions.

Qualified discussion on the topic with the commission for master's state final exams.

With the diploma thesis the student demonstrates mastery of extended theory and professional terminology of the field of study, acquisition of knowledge, skills and competences in accordance with the declared profile of the graduate of the study program, as well as the ability to apply them in an original way. The student demonstrates the ability of independent professional work in terms of content, formal and ethical. Further details of the diploma thesis are determined by Directive no. 1/2011 on the basic requirements of final theses and the Study Regulations of UPJŠ in Košice for the 1st, 2nd and joint 1st and 2nd degree.

Čapek, R.: Moderní didaktika. Praha: Grada, 2016.

Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.

Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.

Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.

Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.

Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.

Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.

Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.

The areas of the state final examination are listed in the information sheet of the course in the section a brief syllabus of the subject.

Obtaining the required number of credits in the prescribed composition by the study plan.

1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines.

2. Education, pages and functions of education, educational process, self-education.

3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.

4. School education, family education.

5. Educational goals, taxonomy, requirements, classification of educational goals.

6. Methods of education.

7. Pedagogical principles.

8. School system of the Slovak Republic.

9. Didactics, basic questions of didactics, current starting points of didactics.

10. Objectives of the teaching process, the teacher's work with the objectives of teaching.

11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum.

12. Assessment in school education, types, functions and criteria of assessment.

13. Pedagogical control, methods and forms of pedagogical control.

14. Teacher's work planning, written preparation of the teacher for teaching.

15. Teaching process, stages of the teaching process and their didactic functions.

16. Organizational forms of teaching, lesson, stages, types of lessons.

17. Teaching methods, classification, functions, selection of teaching methods.

18. Didactic principles of the teaching process.

19. Basic pedagogical documents, textbook, functions and structural components of the textbook.

20. Current concepts of the teaching process.

The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.

Pedagogika:

Čapek, R.: Moderní didaktika. Praha: Grada, 2016.

Dytrtová, R., Krhutová, M. Učitel. Příprava na profesi. Praha: Grada, 2009.

Kalhous, Z. – Obst, O. 2002. Školní didaktika. Praha: Portál, 2002.

Petlák, E.: Kapitoly zo súčasnej didaktiky. Bratislava: IRIS, 2005.

Prucha, J.: Moderní pedagogika. Praha: Portál, 2012.

Turek, I.: Didaktika. Bratislava: Wolters Kluwer, 2014.

Vališová, A., Kasíková, H.: Pedagogika pro učitele. Praha: Grada, 2010.

Zormanová, L.: Obecná didaktika. Praha: Grada, 2014.

Psychológia:

Mareš, J.: Pedagogická psychologie. Praha : Grada 2013.

Mareš, J., & ČÁP, J.: Psychologie pro učitele. Praha: Portál, 2001.

Džuka, J.: Základy pedagogickej psychológie. Prešov: UK 2003.

Orosová, O. a kol: Psychológia a pedagogická psychológia 1. Košice: UPJŠ, 2005.

Orosová, O. a kol.: Základy prevencie užívania drog a problematického používania internetu v

školskej praxi. Košice: UPJŠ 2012.

Bačíková, M., Janovská, A. (2019) . Základy metodológie pedagogicko-psychologického výskumu. Sprievodca pre študentov učiteľstva. 2. rozšírené vydanie. Šafárik press, Košice.

Gavora, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. Bratislava: Univerzita Komenského, 2010. dostupné online na www. e-metodologia. fedu. uniba. sk.

Vágnerová, M.: Základy psychológie. Praha : Karolinum 2005.

Vágnerová, M.: Vývojová psychológie. Praha : Karolinum 2005.

Vágnerová, M.: Škoní podadenská psychologie pro pedagogy. Praha : Karolinum 2005. Výrost,

J., Slaměník, I.: Sociální psychologie. Praha : Grada 2008.

Výrost, J., Salměník, I.: Aplikovaná sociální psychológie I. Praha: Portál 1998.

Strana: 2

Fontana, D. : Psychologie ve školní praxi. Praha: Portál 1997.

Zelina, M.: Stratégie a metódy rozvoja osobnosti. Bratislava, Iris: 1996.

Křivohlavý, J.: Pozitívni psychologie. Praha: Portál 2004.

Křivohlavý, J.: Psychologie zdraví. Praha: Portál 2003.

The areas of the state final examination are listed in the information sheet of the course.

Obtaining the required number of credits in the prescribed composition by the study plan.

Pedagogy: 1. Pedagogy, basic pedagogical categories, system of pedagogical scientific disciplines. 2. Education, pages and functions of education, educational process, self-education.3. Factors of education, educated individual, pedagogue, pedagogical profession, professional competencies.4. School education, family education. 5. Educational goals, taxonomy, requirements, classification of educational goals.6. Methods of education. 7. Pedagogical principles. 8. School system of the Slovak Republic. 9. Didactics, basic questions of didactics, current starting points of didactics. 10. Objectives of the teaching process, the teacher's work with the objectives of teaching.11. Content of education, basic curriculum, extension curriculum, elements and components of curriculum. 12. Assessment in school education, types, functions and criteria of assessment.13. Pedagogical control, methods and forms of pedagogical control.14. Teacher's work planning, written preparation of the teacher for teaching.15. Teaching process, stages of the teaching process and their didactic functions.16. Organizational forms of teaching, lesson, stages, types of lessons.17. Teaching methods, classification, functions, selection of teaching methods. 18. Didactic principles of the teaching process. 19. Basic pedagogical documents, textbook, functions and structural components of the textbook.20. Current concepts of the teaching process.

Psychology: 1.Psychology as a science, goals and subject of psychology in terms of influential psychological directions.2.Pedagogical psychology in teacher training, its subject, function.3.Psychology in school practice: professional forms of control and assistance, psychological examination, counseling process. Crisis intervention. Code of ethics.4.Psychology in school practice: approaches and models of prevention, prevention spectrum, protective and risk factors of risk behavior of schoolchildren in the context of the theory of triadic influence.5.Psychology in school practice: effective strategies for prevention of substance use.6.Psychology of education from from the point of view of psychodynamic approach (Psychoanalysis and Individual Psychology) .7.Psychology of education from the point of view of humanistic psychology.8.Psychology of education from the point of view of cognitive psychology.9.Psychology of learning and types of learning supplemented by examples from school practice. / success in the context of individual theories of cognitive development.11. Nutritional peculiarities, school non-success / intelligence in terms of intelligence.12. Memory and developmental peculiarities, school non-success 13. Attention and developmental peculiarities, school non / success peculiarities of individual types of family, educational styles.15.Social relations at school, me modes of cognition of interaction U and Ž. Psychosocial climate of school class and school, methods of cognition, sociometry.16.Social influence: presence of others, interpersonal influences and meaningful understanding of social influence in teacher's work.17.Teacher as a professional, his professional ability, teaching style, attitudes towards students, expectations towards students, coping with stress, burnout syndrome.18.Students: gifted and talented, school failure, non-thriving pupils and failing pupils, pupils' self-efficacy.19. Types of research plans and their creation (setting goals, hypotheses, variables, selection of research sample) in the context of pedagogical-psychological research.20. Selected methods of pedagogical-psychological research - questionnaire, interview, observation and possibilities of their use in school practice.

The student is able to demonstrate the acquired competencies in accordance with the profile of the graduate.