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Course, academic year 2025/2026   
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Didactics of Organic Chemistry - MC280P10
Title: Didaktika organické chemie
Czech title: Didaktika organické chemie
Guaranteed by: Department of Chemistry Education (31-280)
Faculty: Faculty of Science
Actual: from 2024
Semester: summer
E-Credits: 2
Examination process: summer s.:
Hours per week, examination: summer s.:2/1, C+Ex [HT]
Capacity: unlimited
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Note: priority enrollment if the course is part of the study plan
Guarantor: doc. RNDr. Milada Teplá, Ph.D.
Teacher(s): doc. RNDr. Milada Teplá, Ph.D.
Incompatibility : MC280P06
Is incompatible with: MC280P06
In complex pre-requisite: MC280P08
Annotation -
The purpose of the course Didactics of Organic Chemistry is to prepare prospective chemistry teachers for secondary schools for their teaching practice, where they will apply their subject knowledge of organic chemistry in their pedagogical work at lower- and upper-secondary schools. In the seminar, students become acquainted with selected active learning methods both theoretically and, above all, practically. Emphasis is placed on students’ own activities, the integration of AI into teaching, and working with the Competency Framework for Graduates of Teacher Education ("KRAU" a "OSKR").

In demonstration outputs, students present selected topics from organic chemistry through model examples using chosen active learning methods.
Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)
Literature -
  • didaktikabiochemie.natur.cuni.cz
  • Robert Čapek - Modern Didactics
  • Robert Čapek - The Lazy Teacher
  • Carl Hendrick, Robin Macpherson - What Works in the Classroom?
  • Dylan Wiliam, Siobhán Leahy - Embedding Formative Assessment
  • Paul Ginnis - The Teacher’s Toolkit
  • Piaget - The Child's Psychology



Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Requirements to the exam -

80% attendance at seminars

Active participation in seminars.

Completion of assigned tasks.

Student presentations (selected activities).

Final test.

Last update: Teplá Milada, doc. RNDr., Ph.D. (30.09.2024)
Syllabus -

Methods and Forms of Work: The course is based primarily on discussion methods and the creation of model situations from the school environment.

Content / Topics:
(The methods listed below are always demonstrated on selected parts of the organic chemistry curriculum.)

  • Learning theories (forgetting curve, attention curve, memory theories, stages of the learning process, the role of motivation, educational objectives and their importance in teaching, Bloom’s taxonomy of objectives)

  • Models of organic compounds

  • Lesson preparation (INTRO)

  • Didactic cycle C.M.I.A.R.E

  • Active learning methods (selected by students), conceptual and thinking methods, peer learning

  • Working with educational videos / texts

  • Mobile applications in chemistry teaching (ChemTube, KingDraw, iMolview, Kahoot!, and others)

  • Online web tools (Padlet, Jamboard, Whiteboard.fi, Collboard, MFforms/Google Forms, Kahoot!, Wizer.me, Mentimeter, etc.)

  • Use of AI tools in the teaching of organic chemistry (advantages, disadvantages, suggestions, inspiration…)

  • Working with the Competency Framework for Graduates of Teacher Education "KRAU" a "OSKR"

It is further assumed that the following have already been covered in previous studies:

  • Educational documents (RVP – Framework Educational Programme, ŠVP – School Educational Programme, thematic plan), including the minor and major curriculum revisions

  • Chemistry textbooks

  • Educational objectives and their importance in teaching, Bloom’s taxonomy of objectives

  • Lesson preparation (INTRO)

  • Forms and methods of teaching

  • Educational psychology (especially Pygmalion effect, Golem effect, Halo effect, novelty effect, cognitive biases, cognitive load, …)

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)
Learning outcomes -

The student...

  • applies key elements of learning theory to the teaching of organic chemistry.

  • constructs various organic compounds from molecular models, including natural substances (e.g., cyclic and acyclic forms of monosaccharides).

  • analyzes, evaluates, and compares selected didactic methods and identifies their advantages and disadvantages in the teaching of organic chemistry.

  • creates teaching materials to support the teaching of organic chemistry by incorporating a mobile application / web tool (Padlet, Jamboard, etc.) / video.

  • designs quizzes using the Kahoot! application (or similar applications such as Wizer.me).

  • becomes acquainted with the philosophy of the Lazy Teacher and compares it with the philosophy of the “traditional” teacher; critically evaluates this philosophy and identifies the advantages and disadvantages of its integration into chemistry teaching.

  • designs one lesson in organic chemistry incorporating an active learning method (for the exposition of new content) and using the C-M-I-A-R-E cycle (defines the aim of the activity, selects appropriate methods, provides instructions to students, carries out the activity, and conducts final reflection and evaluation).

  • integrates elements for the development of students’ communication skills into teaching.

  • applies the Competency Framework for Graduates of Teacher Education when designing organic chemistry lessons ("KRAU" "OSKR").

  • considers and evaluates the possibilities of using AI tools in the teaching of organic chemistry, identifies their advantages and disadvantages, and presents inspirational examples.

Last update: Teplá Milada, doc. RNDr., Ph.D. (22.09.2025)
Entry requirements - Czech

Je vhodné, aby studenti již měli předem absolvovány související předměty didaktiky chemie:

Didaktika obecné chemie (MC280P01),

Didaktika anorganické chemie (MC280P02),

Počítače a internet v chemii I. (MC280P64),

pokud možno též Experimenty ve výuce chemie I. (MC280C04).

Last update: Rubešová Jana, RNDr., Ph.D. (24.02.2020)
 
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