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Course, academic year 2023/2024
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Ph.D. Students' Seminar f12 II - NDFY065
Title: Doktorandský seminář f12 II
Guaranteed by: Department of Physics Education (32-KDF)
Faculty: Faculty of Mathematics and Physics
Actual: from 2022
Semester: summer
E-Credits: 1
Hours per week, examination: summer s.:0/1, C [HT]
Capacity: unlimited
Min. number of students: unlimited
4EU+: no
Virtual mobility / capacity: no
State of the course: not taught
Language: Czech
Teaching methods: full-time
Teaching methods: full-time
Note: you can enroll for the course repeatedly
Guarantor: RNDr. Marie Snětinová, Ph.D.
RNDr. Petr Kácovský, Ph.D.
Annotation -
Last update: RNDr. Jitka Houfková, Ph.D. (17.02.2022)
The seminar is intended for PhD students in the study programme Physics Education and General Problems of Physics (f12) and it follows the NDFY064 course from the winter term. The aim of the seminar is an active meeting of PhD students and an exchange of experience both with the teachers and with each other. The course includes presentations by PhD students depicting the progress of their studies and work, as well as discussions and information related to the current agenda (new developments in the field of research, new publications, grant calls, upcoming conferences, common agenda etc.).
Course completion requirements -
Last update: RNDr. Petr Kácovský, Ph.D. (15.02.2022)

A condition for receiving a credit is active participation in at least 70% of the seminars. Participation in seminars cannot be replaced by any test or written work.

Literature -
Last update: RNDr. Petr Kácovský, Ph.D. (12.02.2022)
  • Bell, J. (2005). Doing your research project: A guide for first-time researchers in education, health and social science. Open University Press.
  • Bennett, J. (2003). Teaching and learning science. Continuum.
  • Chvál, M., Straková, J., & Procházková, I. (2015). Hodnocení výsledků vzdělávání didaktickými testy. Česká školní inspekce.
  • Janík et al. (2016). Kvalita (ve) vzdělávání: obsahově zaměřený přístup ke zkoumání a zlepšování výuky. Masarykova univerzita.
  • Lederman, N. G., & Abell, S. K. (2007). Handbook of Research on Science Education. Routledge.
  • Osborne, J. & Dillon, J. (Eds.) (2010). Good Practice in Science Teaching: What Research Has to Say. 2nd ed. Open University Press.
  • Osborne, J. (2008). Best Practices in Quantitative Methods. SAGE Publications.
  • Salkind, N. J. (2010). Encyclopedia of Research Design. SAGE Publications.
  • Švaříček, M, & Šeďová, K. (2014). Kvalitativní výzkum v pedagogických vědách. Portál.
  • Taber, K. S., & Akpan, B. B. (2017). Science Education: An International Course Companion. Brill.

Relevant papers published in e.g. Am. J. Phys., Eur. J. Phys., Phys. Educ., TPT or in Czech journals dealing with physics education.

Syllabus -
Last update: RNDr. Petr Kácovský, Ph.D. (15.02.2022)

The seminar is intended for PhD students in the study programme Physics Education and General Problems of Physics (f12) and it follows the NDFY064 course from the winter term. The aim of the seminar is an active meeting of PhD students and an exchange of experience both with the teachers and with each other. The course includes presentations by PhD students depicting the progress of their studies and work, as well as discussions and information related to the current agenda (new developments in the field of research, new publications, grant calls, upcoming conferences, common agenda etc.).

 
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