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Lecturer(s)
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Kalová Jana, doc. RNDr. Ing. Ph.D.
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Course content
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BLOCK 1 STEM approaches in mathematics education - applications of mathematics in physics, biology, chemistry, geography BLOCK 2 Interdisciplinary approach to global environmental challenges - ecology and environmental geography, nature and landscape conservation, climate change, modeling in ecology, environmental systems and their changes, biodiversity and climate change, epidemiological model of socio-economic and population processes. BLOCK 3 ICT applications in STEM subjects - microcomputers, robotics, application software, ICT support for experiments BLOCK 4 STEM approach in chemistry, physics, geography - applications in teaching BLOCK 5 Project consultation
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Learning activities and teaching methods
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Dialogic (discussion, interview, brainstorming), Laboratory, E-learning, Work with multi-media resources (texts, internet, IT technologies), Individual tutoring
- Preparation for classes
- 200 hours per semester
- Class attendance
- 130 hours per semester
- Preparation for exam
- 27 hours per semester
- Semestral paper
- 150 hours per semester
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Learning outcomes
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The aim of the course is to introduce students to modern approaches to teaching mathematics, physics, chemistry, geography and biology, with particular emphasis on interdisciplinary integration including the extensive use of ICT. There is a need for the integration of STEM subjects not to be limited to selected appealing topics, but to systematically follow the educational objectives, forms and compulsory content of education. The course will discuss some of the core themes of each subject area, which form the basis for research and design of integrated STEM programmes in both primary and secondary schools. Instruction will be delivered through some form of active learning. During the course, students will learn through concrete examples the specifics of STEM course preparation, how to determine the objectives of the course, its syllabus, what are the specifics of teaching STEM subjects, how to integrate ICT into the teaching of STEM subjects. Parallel to the teaching of the subject, the student will work on the project of creating a STEM subject.
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Prerequisites
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Knowledge of STEM subject content at the high school level is assumed.
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Assessment methods and criteria
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Student performance assessment, Combined exam, Seminar work
Knowledge of STEM subject content at the high school level is assumed. The student must regularly consult and work on his/her project.
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Recommended literature
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Campbell Biology (Campbell Biology Series) 11th Edition. 2019. ISBN 978-3868943665.
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Princeton Review AP Chemistry Premium Prep. 2022. ISBN 978-0525570578.
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D. Adams, M. Hamm. Shaping the future with STEM instruction. Rowman & Littlefield, 2020. ISBN 978-1475856712.
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K. F. Riley, M. P. Hobson, S. J. Bence. Mathematical methods for Physics and Engineering. Cambridge, 2015. ISBN 978-0521679718.
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L. N. Conner. Integrating STEM in higher education: Addressing Global Issues. Routledge, 2021. ISBN 9781003130734.
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