Theory and practice of forming chemical educational tasks - MC280P16A
Title: Teorie a praxe tvorby učebních úloh v chemii
Czech title: Teorie a praxe tvorby učebních úloh v chemii
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.:1/1, C+Ex [HT]
Capacity: 10
Min. number of students: 2
4EU+: no
Virtual mobility / capacity: no
State of the course: taught
Language: Czech
Note: enabled for web enrollment
priority enrollment if the course is part of the study plan
Guarantor: prof. RNDr. Hana Čtrnáctová, CSc.
Opinion survey results   Examination dates   
Annotation -
Theory and practice of forming chemical educational tasks
Anotation: The education is aimed on basic aspects of theory and practice of creating educational tasks and making chemistry task collections. The stress is laid on both content and form of the tasks and further on different ways of using educational tasks in the education and real life.
Last update: Čtrnáctová Hana, prof. RNDr., CSc. (02.10.2024)
Literature -

Čtrnáctová, H.: Problem Tasks in Chemistry. Karolinum, Praha 1998.
Petty, G.: Modern Education. Portál, Praha 1996 (1. ed.), 2002 (2. ed.).
Catalog of Requirements for the Common Part of the Chemistry Graduation Exam. MŠMT ČR, Praha 2000.
Collection of Problems for the Common Part of the Chemistry Graduation Exam. Tauris, Praha 2001.
Collection of Chemistry workbooks. Prospektrum, Praha 1994 - 2000.

Last update: Čtrnáctová Hana, prof. RNDr., CSc. (02.10.2024)
Requirements to the exam -
The subject Theory and practice of creating learning tasks in chemistry is concluded with a credit and an exam. To obtain credit, 80% participation in classes and activity within the seminars is required. The exam requires the completion of a total of 20 learning tasks from the selected topic of the chemistry curriculum (10 tasks for the learning phase and 10 tasks for verifying the learned content) and their presentation. As part of the exam, these tasks will be commented on by the student and the teacher's questions about them will be answered.
Last update: Čtrnáctová Hana, prof. RNDr., CSc. (02.10.2024)
Syllabus -

Schedule:

1. **Introduction to chemistry didactics** - Basic concepts and meaning of learning tasks.

2. **Creating learning tasks** - Content and formal aspects of tasks; types of tasks (theoretical and practical tasks, tasks for mastering the subject matter, tasks for testing).

3. **Application in practice** - Methods of using learning tasks in teaching; case studies.

4. **Presentation of learning tasks** - Techniques for effective presentation of learning tasks.

5. **Requirements for students** - Active participation and development of 20 learning tasks for elementary or secondary school chemistry lessons.

6. **Aim of the course** - Developing skills for effective chemistry teaching through quality learning tasks.

Last update: Čtrnáctová Hana, prof. RNDr., CSc. (02.10.2024)
Learning outcomes -

Expected outputs:
 The student analyzes the basic aspects of theory and practice of creating learning tasks
in chemistry.
 The student compiles sets of chemistry problems focusing on content and form.
 The student applies different ways of using learning tasks in practice.
 The student presents 20 learning tasks from a selected chemistry topic for upper
secondary school.
 The student comments on his/her learning tasks and answers the teacher's questions
during the exam.
 The student develops the competencies needed for effective chemistry instruction.

Last update: Čtrnáctová Hana, prof. RNDr., CSc. (02.10.2024)