Course: Children's University: Experience of Non-formal Education II

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Course title Children's University: Experience of Non-formal Education II
Course code DPF/DUPX2
Organizational form of instruction Seminary
Level of course Bachelor
Year of study not specified
Semester Winter and summer
Number of ECTS credits 2
Language of instruction Czech
Status of course Optional
Form of instruction Face-to-face
Work placements This is not an internship
Recommended optional programme components None
Lecturer(s)
  • Roučová Eva, PhDr. Ph.D.
Course content
1. Introductory meeting of all participants: familiarization with the learning objectives, organizational issues, definition of roles and nature of participants' activities, definition of education outcomes. 2. Research of effectiveness of teaching: measuring the entry level of subjective student perception of key concepts of integrated teaching and non-formal education at elementary school 3. - 6. Students' output practice during teaching at the Children's University at the Faculty of Education, didactic analysis and reflection. 7. - 8. Students' field and supporting practice during real teaching at the Children's University at the Faculty of Education, didactic analysis and reflection. 9. - 11. Designing and constructing other preparation for teaching in the Children's University project: consultations with mentors and the supervisors of individual subject didactics and unassisted work of the student. 12. - 14. Final Colloquium: presentation presentations of didactic analyzes, videos and photos from the practical realization of the project of the Children's University, of all students' lesson plans, detailed didactic analysis and reflection. Research of effectiveness of teaching: measuring the output level of subjective student perception of key concepts of integrated teaching and non-formal education at elementary school.

Learning activities and teaching methods
Monologic (reading, lecture, briefing), Dialogic (discussion, interview, brainstorming), Monitoring, Excursion, Experiment
Learning outcomes
The aim of the subject is to prepare acquiring practical experience and skills for designing and implementation of the integrated project of the Children's University, non-formal learning of pupils at elementary schools, for more effective application of cross-curricular links within school subjects and, above all, for interconnecting theoretical knowledge with practical activities in integrated education.
Extending and deepening of all key competences of a teacher, mastering the competence model of research-oriented education in non-formal education (key, basic and threshold competencies of a teacher). Increase of future teachers' competencies to work in the context of integrated education and to implement the cross-curricular approach.
Prerequisites
DPF/DUPX1

Assessment methods and criteria
Student performance assessment, Systematic student observation, Questionnaire, Colloquium, Self-reflection, Interim evaluation

Realization of teaching a specific integrated topic within the Children's University project.
Recommended literature
  • Důvody nezájmu žáků o přírodovědné a technické obory [online]. 2008. Výzkumná zpráva. MŠMT, [cit. 2018-07-31]. Dostupné z: http://ipn.msmt.cz/data/uploads/portal/Duvody_nezajmu_zaku_o_PTO.pdf..
  • Integrace ve výuce. [online] 2011 Metodický portál RVP, Praha: NÚV [cit. 2018-07-31]. Dostupné z: https://clanky.rvp.cz/clanek/c/Z/12039/integrace-ve-vyuce.html/.
  • ABELS, S. (2014). Inquiry-Based Science Education and Special Needs - Teachers' Reflections on an Inclusive Setting. Journal of Education. roč. 2, č. 2, s. 124 - 154.
  • ALLAKE- TUENTER, E., H., BIEMAN, J. A., TOBI, H., WALS, A. E. J., OOSTERHEERT, I., MULLDER, M. (2012). Inquiry-Based Science Education Competencies of Primary School Teachers: A literature study and critical review of the American National Science Education Standards. International Journal of Science Education. roč. 34, č. 17, s. 2609-2640.
  • ANDERSEN, M., BINTEROVÁ, H., GEHRING, C., HERBST, M., PECH, P., ULM, V.(2015). Key Competences for Lifelong Learning: Concepts for Initial Teacher Education. In Gehring, Ulm, Developing Key Competeces by Mathematics Education. Germany : University of Bayreuth, s. 18-22. ISBN 978-3-00-05067-0.
  • BERGER, M. C., CURCI, A. M., GASPARRO, A. (2003) Deutsch nach Englisch: good + gut = ottimo. Mailand: Goethe-Institut Inter Nationes.
  • BERGSTEDT, CH. (2005) Člověk a příroda: Učebnice pro integrované vyučování - Energie. Plzeň: Fraus, 64 s.
  • BERGSTEDT, CH. (2005) Člověk a příroda: Učebnice pro integrované vyučování - Půda. Plzeň: Fraus, 64 s.
  • BERGSTEDT, CH. (2005) Člověk a příroda: Učebnice pro integrované vyučování - Voda. Plzeň: Fraus, 64 s.
  • BINTEROVÁ, H., HAŠEK, R., PECH, P., PETRÁŠKOVÁ, V. (2015). Klíčové kompetence v badatelsky orientované výuce matematiky. České Budějovice: Jihočeská univerzita v Českých Budějovicích, 100 s. ISBN 978-80-7394-516-9.
  • ČÁSTKOVÁ, P., KROPÁČ, J., PLISCHKE, J. (2016). Přínos informálního a neformálního vzdělávání pro technické vzdělávání žáků základní školy. Journal of Technology and Information Education, Roč. 8, čís. 2, s. 53-66. ISSN 1803-537X.
  • DIETRICH, V., MEDEROW, G. (2005) Člověk a příroda: učebnice pro integrované vyučování. Plzeň: Fraus, 64 s.
  • GRECMANOVÁ, H., URBANOVSKÁ, E., NOVOTNÝ, P. (2000):. Podporujeme aktivní myšlení a samostatné učení žáků. 1. vyd. Olomouc: HANEX. 159 s. ISBN 80-85783-28-2..
  • HAVLÍČKOVÁ, D., ŽÁRSKÁ, K. (2012). Kompetence v neformálním vzdělávání. 1. Vyd. Praha: NIDM. 24 s. ISBN 978-80-87449-18-9.
  • HEJNOVÁ, E. (2011) Integrovaná výuka přírodovědných předmětů na základních školách v českých školách - minulost a současnost. Scientia in educatione. Roč. 2, č. 2, s. 77-90 ISSN 1804-7106.
  • CHRÁSKA, M. (2016) Metody pedagogického výzkumu: Základy kvantitativního výzkumu. 2., aktualizované vydání. Praha: Grada, 256 s. ISBN: 978-80-247-5326-3..
  • KALHOUS, Z., OBST, O. Školní didaktika. 1. vyd. Praha: Portál, 2002. 447 s. ISBN 80-7178-253-X.
  • KLAWITTER, E., LAMFRIED, D., LEPEL, W. (2005) Informace a komunikace: Učebnice pro integrované vyučování. Plzeň: Fraus, 63 s.
  • KLEPEL, G. (2005) Člověk a příroda: učebnice pro integrované vyučování - Zdraví. Plzeň: Fraus, 64 s.
  • KOVALIK, S. D., OLSEN, K. (1995) Integrovaná tematická výuka: model. Kroměříž: Spirála, ISBN 80-901873-0-7.
  • KURSIŠA, A., NEUNER, G. (2006) Deutsch ist easy! Ismaning: Hueber Verlag.
  • PODROUŽEK, L. (2002) Integrovaná výuka na základní škole v teorii a praxi. 1. vyd. Plzeň: Fraus. 96 s. ISBN 80-7238-157-1.
  • ROUČOVÁ, E. (2013). Vnímání pojmu technická gramotnost u studentů učitelství pro primární školu a učitelů na primární škole. Journal of Technology and Information Education. Olomouc: Univerzita Palackého, Ročník 5, Číslo 3, s. 35 - 43. ISSN 1803-537X (print). ISSN 1803-6805 (on-line).
  • SPILKOVÁ, V. (2010). Evropské přístupy k pojetí kvality učitele - optikou formálních dokumentů. Pedagogika. roč. 60, č. 3-4, s. 70 - 80. ISSN 0031-3815.


Study plans that include the course
Faculty Study plan (Version) Category of Branch/Specialization Recommended year of study Recommended semester
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Teaching for the First level of primary school (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Teaching for the First level of primary school (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (2) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -
Faculty: Faculty of Education Study plan (Version): Common module (1) Category: Pedagogy, teacher training and social care - Recommended year of study:-, Recommended semester: -