To master the fundamentals of the common language and basic technical terms of particular fields of study; with pre-intermediate students emphasis on reading technical texts and presentations of technical articles, application of French Internet websites.
Capelle Guy, Menand Robert: Le Nouveau taxi 1, Hachette FLE Paris, France 2009, ISBN 978-2-01-155548 - 9
test
French language is taught at two levels: beginner and intermediate. Students opt for one of them depending on whether they wish to obtain the fundamentals of the language or wish to maintain and/or improve previous knowledge of French.
100/0
To master the fundamentals of the common language and basic technical terms of particular fields of study; with pre-intermediate students emphasis on reading technical texts and presentations of technical articles, application of French Internet websites.
Capelle Guy, Menand Robert: Le Nouveau taxi 1, Hachette FLE Paris, France 2009, ISBN 978-2-01-155548 - 9
test
The subject continues the program of French language (1) and provides courses of essential and intermediate French language.
100/0
To master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
Appropriate study material is supplied by teacher based on the participants’level of German proficiency.
test
German language is taught at three levels: beginner, intermediate and advanced. Students opt for one of them depending on whether they need to learn the fundamentals or maintain and/or improve their previous knowledge.
This course’s focus is to master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
100/0
To master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
To master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
Appropriate study material is supplied by teacher based on the participants’level of German proficiency
test
German language is taught at two levels: beginner and intermediate. Students opt for one of them depending on whether they wish to obtain the fundamentals of the language or wish to maintain and/or improve previous knowledge of German.
This course’s focus is to to master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
100/0
To master the fundamentals of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency )
To master the fundamentals of general Russian. The language level is A1.
Learning the Cyrillic (Russian) alphabet, gaining basic language competence, building up skills and confidence in dealing with unfamiliar authentic and semi-authentic texts.
The textbook: : Точка Ру A1 (Ольга Долматова, Екатерина Новачац), рracovné karty Падежи 1 (Л.С. Безкоровайная, В.Е. Штыленко).
test
To master the fundamentals of general Russian. The language level is A1.
Learning the Cyrillic (Russian) alphabet, gaining basic language competence, building up skills and confidence in dealing with unfamiliar authentic and semi-authentic texts.
The subject provides a course in Russian language for beginners.
100/0
Basic communication in Russian, developing other Russian language skills - listening comprehension, reading and writing.
To master the fundamentals of general Russian.
Learning the Cyrillic (Russian) alphabet, gaining basic language competence, building up skills and confidence in dealing with unfamiliar authentic and semi-authentic texts.
Textbook: Точка Ру A1 (Ольга Долматова, Екатерина Новачац), рracovné karty Падежи 1 (Л.С. Безкоровайная, В.Е. Штыленко).
test
To master the fundamentals of general Russian.
Learning the Cyrillic (Russian) alphabet, gaining basic language competence, building up skills and confidence in dealing with unfamiliar authentic and semi-authentic texts.
The subject continues the program of Russian language (1) and provides a course of Russian for beginners.
100/0
Basic communication in Russian, developing other Russian language skills - listening comprehension, reading and writing.
Krížom- Krážom Slovenčina 1, additional material to further support the covered topics.
tests
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
The sylabus is targeted at the comprehension of the basics of the Slovak language for the absolute beginners (A1).
100/0
This course is aimed for foreign students to learn the fundamentals of the Slovak language with the focus on basic communication as well as all other language skills- listening comprehension,reading and writing.
Krížom- Krážom Slovenčina 1, additional material to further support the covered topics
tests
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
The sylabus is targeted at the comprehension of the basics of the Slovak language for the absolute beginners (A1) and this course is a follow up course to the Slovak language course 1.
100/0
This course is aimed for foreign students to learn the fundamentals of the Slovak language with the focus on basic communication as well as all other language skills- listening comprehension,reading and writing.
Continual improvement of all language skills focused on communication/speaking, listening comprehension and writing. The emphasis is on discourse, lexicology and morphology, word-bank broadening of communicational English as well as English for specific purposes appropriate for university students. This course is a follow up of the previously taught ESP course.
Appropriate study material is supplied based on the participants’level of English by the lecturer.(Sources- The Guardian, The Herald Morning Sun. The Nine News, The West Australian, BBC News and podcasts, CNN podcasts).
tests, oral presentations, essays
tests, presentations, essays
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
This course’s focus is to broaden spoken/communicational English for students with B2/C1 level of English knowledge.
100/0
Continual improvement of all language skills focused on communication/speaking, listening comprehension and writing. The emphasis is on discourse, lexicology and morphology, word-bank broadening of communicational English as well as English for specific purposes appropriate for university students. This course is a follow up of the previously taught ESP course.
tests
Continual improvement of all language skills focused on communication/speaking, listening comprehension and writing. The emphasis is on discourse, lexicology and morphology, word-bank broadening of communicational/spoken English as well as English for specific purpose appropriate for university students. This course is a follow up of the Conversational English course 1.
Appropriate study material is supplied based on the participants’level of English by the lecturer.(Sources- The Guardian, The Herald Morning Sun. The Nine News, The West Australian, BBC News and podcasts, CNN podcasts).
tests, oral presentations, essays
tests, oral presentations, essays
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
This course’s focus is to broaden spoken/communicational English for students with B2/C1 level of English knowledge( Upper-Intermediate/Lower Advanced).
100/0
Continual improvement of all language skills focused on communication/speaking, listening comprehension and writing. The emphasis is on discourse, lexicology and morphology, word-bank broadening of communicational/spoken English as well as English for specific purpose appropriate for university students. This course is a follow up of the Conversational English course 1.
tests
Improvement of common language, deepening the knowledge of technical terms, reading technical texts, presentations of popular scientific articles.
Capelle Guy, Menand Robert: Le Nouveau taxi 1, Hachette FLE Paris, France 2009, ISBN 978-2-01-155548 - 9
test
The subject provides a course of intermediate French language, covering not only general, but also technical language.
100/0
Improvement of common language, deepening the knowledge of technical terms, reading technical texts, presentations of popular scientific articles.
Menand Robert: Le Nouveau taxi 2, Hachette FLE, Paris, France 2009, ISBN 978-2-01-155551 - 9
test
The subject provides a course of intermediate French covering not only general, but also technical French language.
100/0
Deepening the knowledge of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency).
Appropriate study material is supplied by teacher based on the participants’level of German proficiency.
test
The course is a follow-up to the German language (1,2). The subject provides a course of intermediate or advanced German language.
This course’s focus is to deepen the knowledge of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency).
100/0
Master the basics of general language and basic professional terminology of individual fields of study (depending on the advanced level of students)
Deepening the knowledge of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency).
Appropriate study material is supplied by teacher based on the participants’level of German proficiency.
test
The course is a follow-up to the German language (1-3). It provides a course of intermediate and advanced German language.
This course’s focus is to deepen the knowledge of the common language and basic technical terms of particular fields of study (depending on the student's level of German proficiency).
100/0
Master the basics of general language and basic professional terminology of individual fields of study (depending on the advanced level of students)
Learning the handwritten Russian (Russian Cursive Cyrillic), developing further language skills, gaining knowledge of Russian culture, history and way of life, pre-intermediate to intermediate grammar and vocabulary.
Точка Ру A2 (Ольга Долматова, Екатерина Новачац) a Short Stories in Russian (Olly Richards, Alex Rowlings)
test
Learning the handwritten Russian (Russian Cursive Cyrillic), developing further language skills, gaining knowledge of Russian culture, history and way of life, pre-intermediate to intermediate grammar and vocabulary.
The course "Russian for Intermediate Students" is a follow-up to "Russian for Beginners". The subject of the course is general Russian in the range appropriate to the given level.
100/0
Basic communication in Russian, developing other Russian language skills - listening comprehension, reading and writing.
Learning the handwritten Russian (Russian Cursive Cyrillic), developing further language skills, gaining knowledge of Russian culture, history and way of life, pre-intermediate to intermediate grammar and vocabulary.
Точка Ру A2 (Ольга Долматова, Екатерина Новачац) a Short Stories in Russian (Olly Richards, Alex Rowlings)
test
Learning the handwritten Russian (Russian Cursive Cyrillic), developing further language skills, gaining knowledge of Russian culture, history and way of life, pre-intermediate to intermediate grammar and vocabulary.
The course "Russian for Intermediate Students" is a follow-up to "Russian for Beginners". The subject of the course is general Russian in the range appropriate to the given level.
100/0
Learning the handwritten Russian (Russian Cursive Cyrillic), developing further language skills, gaining knowledge of Russian culture, history and way of life, pre-intermediate to intermediate grammar and vocabulary.
Krížom-Krážom Slovenčina 2, additional material to further support the covered topics.
tests
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
The sylabus is targeted at the comprehension of all the language skills of the Slovak language , and it is a follow up course to the Slovak language course 2.
100/0
This course is aimed for foreign students to better comprehend all the language skills important to enable correct usage of the Slovak language – listening comprehension, reading, writing and speaking.
Krížom-Krážom Slovenčina 2, additional material to further support the covered topics.
tests
Course prerequisites:
https://fmph.uniba.sk/microsites/kjp/katedra-jazykovej-pripravy/poziadavky-na-udelenie-priebezneho-hodnotenia-aj1aj2aj3-ostatne-kurzy/
The sylabus is targeted at the comprehension of all the language skills of the Slovak language , and it is a follow up course to the Slovak language course 3.
100/0
This course is aimed for foreign students to better comprehend all the language skills important to enable correct usage of the Slovak language – listening comprehension, reading, writing and speaking.
Basic practicing and improvement of locomotion skills in various selected sports: aerobics, basketball, volleyball, football, floorball, hockey, badminton, tennis, table tennis, swimming, body building, trampoline jumping, paddling. Development of a harmonic personality in the sense of “kalokagatia” – to cultivate the students´ mental and physical values.
Slovak, English
Practicing of the students´ game skills in collective sports: basketball, volleyball, football, floorball and hockey. Mastering of the basic technique of a particular sport discipline in other sports. In paddling, basic training on still and slightly flowing water. Development of coordination skills, improvement of articular mobility and cardiovascular system.
100/0
Grades: A 90%, B 80%, C 70%, D 60%, E 50%
The condition for the award of 1 or 2 credits is the completion of a multi-day course in its full scope, or the completion of one-day courses in the scope of 4 days. Candidates can apply to the leaders of individual courses. From the presented offer of courses, you can choose the one that suits your interests, abilities and deadlines.
Slovak
KTVŠ does not rent ski equipment.
The student can sign up for the outdoor sports courses offered by the department: skiing, snowboarding. The lessons in the courses are focused on the development of basic and special movement skills and mastering the techniques needed for the sports.
Acquisition and development of basic motor skills and abilities in selected sports: skiing and snowboarding. Mastering the correct technique of performing individual movements, which are necessary for skiing and snowboarding.
Grades: A 90%, B 80%, C 70%, D 60%, E 50%.
The condition for the award of 1 or 2 credits is the completion of a multi-day course in its full scope, or the completion of one-day courses in the scope of 4 days. Candidates can apply to the leaders of individual courses. From the presented offer of courses, you can choose the one that suits your interests, abilities and deadlines.
Slovak
KTVŠ will provide sports equipment.
The student can sign up for the outdoor sports courses offered by the department: water tourism - river rafting, windsurfing, beach volleyball, hiking and other hobby sports. The lessons in the courses are focused on the development of basic and special movement skills and, mastering the techniques needed for the sports.
Creating a positive and lasting relationship with physical activity. Acquisition and mastery of basic motor skills and abilities in outdoor sports: windsurfing, beach volleyball, water tourism - river rafting, hiking and other sports according to interest. Training and improving the technique needed for the sports.
Improvement training in a selected sport aimed at enhancing locomotion skills in the selected sport. To improve the students´ resistance against various vices, stresses and risk factors.
Slovak, English
Practicing of offensive and defensive game combinations and playing with modified rules in collective sports such as basketball, volleyball, football, floorball, hockey. Command of elements of higher difficulty in locomotion skills (swimming - crawl stroke, breast stroke, butterfly stroke, trampoline jumping and aerobics – practicing of areobics compositions, bodybuilding – development of the main muscle groups, paddling on running water. Testing of the level of physical fitness and coordination skills.
100/0
Russell S., Norwig P. (2010). Artificial Intelligence: A Modern Approach, (3rd ed.), Prentice Hall. Available in faculty library.
Marsland S. (2015). Machine Learning: An Algorithmic Perspective, (2nd ed.), CRC Press.
Passing the online course https://course.elementsofai.com/ (in Enlish or Slovak version).
Slovak or English
The course consists of 20 numerical and 5 text-based tasks. Numerical tasks are checked automatically, text-based tasks are evaluated anonymously by students.
1. What is artificial intelligence: related areas, AI philosophy.
2. Troubleshooting and UI: Browsing and troubleshooting, browsing and games
3. Probability and chance, Bayes' theorem, naive Bayesian classification.
4. Machine learning: nearest neighbor classifier, regression.
5. Neural networks: basics, creation, modern techniques.
6. Consequences: on predicting the future, the effects of AI on society, summary.
The student will get acquainted with selected basic concepts of artificial intelligence and their use in solving various practical tasks.
Russell S., Norwig P. (2010). Artificial Intelligence: A Modern Approach, (3rd ed.), Prentice Hall. Available in faculty library.
Marsland S. (2015). Machine Learning: An Algorithmic Perspective, (2nd ed.), CRC Press.
Passing the online course https://course.elementsofai.com/ (in Enlish or Slovak version).
Slovak or English
The course consists of 20 numerical and 5 text-based tasks. Numerical tasks are checked automatically, text-based tasks are evaluated anonymously by students.
1. What is artificial intelligence: related areas, AI philosophy.
2. Troubleshooting and UI: Browsing and troubleshooting, browsing and games
3. Probability and chance, Bayes' theorem, naive Bayesian classification.
4. Machine learning: nearest neighbor classifier, regression.
5. Neural networks: basics, creation, modern techniques.
6. Consequences: on predicting the future, the effects of AI on society, summary.
The student will get acquainted with selected basic concepts of artificial intelligence and their use in solving various practical tasks.
- Teachers' own electronic study materials published on the course website or in the Moodle system
- Gavora, Peter a kol. 2010. Elektronická učebnica pedagogického výskumu. [online]. Bratislava : Univerzita Komenského, 2010. Dostupné na: http://www.e-metodologia.fedu.uniba.sk/ ISBN 978–80–223–2951–4.
- Tharenou, P., Donohue, R. and Cooper, B., 2007. Management research methods. Cambridge University Press.
- Topping, A., 2015: The Quantitative-Qualitative Continium. In: Gerrish, K. and Lathlean, J., The Research Process in Nursing, p. 159-172
- Williamson, K. and Johanson, G. eds., 2017. Research methods: Information, systems, and contexts. Chandos Publishing.
Continuous assessment: active participation in research in an international student team (25%), presentation of work in a workshop (25%), scientific article (50%)
Indicative evaluation scale: A 90 %, B 80 %, C 70 %, D 60 %, E 50 %
English
- Research methodology
- Design and implementation of a research project in an international group (preferably interdisciplinary)
- Methods and tools for collaboration in virtual space, collaboration in science and practice
- Academic writing, presentation of research results through scientific articles; objectives, content and structure of scientific articles; forms of academic publication, publication forums and evaluation of their quality
- Quality assurance and feedback - peer review
- Communication of results through posters or conference presentations
100/0
Students will learn in the team to agree on a common research topic, formulate research questions, determine research methods for the problem, collect and evaluate data, discuss their findings, present research results to the professional public, analyze and evaluate the scientific work of their colleagues, prepare a scientific article suitable for publication
2/1 (lecture / individual work)
Clark, Timothy R., et al. Business Model Generation. Wiley, 2010
The condition for admission to the exam is active participation in at least 80% of the lessons.
The final assessment consists of a presentation of the semester project. To successfully complete the course, it is necessary to achieve at least 50% of the overall score.
Slovak
1. Commercialization of scientific research.
2. Fundamentals of entrepreneurship and startup terminology.
3. Identification of problems and customer needs analysis (design thinking).
4. Technology transfer. Technology Readiness Levels (TRL).
5. Intellectual property and its protection.
6. Market, customer, and market potential of a technological solution.
7. Business Model Canvas. Revenue models.
8. Sources of financing for technological projects.
9. Pitching and communication of the solution.
10. Fundamentals of management and leadership.
11. Innovation support and incubation structures at national and international levels.
0/100
After completing the course, students can describe the possibilities for commercialization of scientific and technological research. They can identify market needs, assess the market potential of a technological solution, and are familiar with the terminology of entrepreneurship, technology transfer, and intellectual property protection. They understand the overall structure of a business plan and the main forms of financing for technological projects. They are familiar with the principles of communication, teamwork, and team leadership and can apply them appropriately in project work and its presentation.
To improve the students´ physical fitness, health and sport performance through sport.
Slovak, English
To improve offensive and defensive game combinations in collective sports. Practicing of tactical and technical elements in individual sports. Compensatory exercises to correct wrong body posture. Stretching. Competition rules in sport disciplines.
100/0
To strengthen the procedural aspect of university sport, stressing its health and psychological importance. To improve the students´ physical fitness.
Slovak, English
Sport training for Faculty Championships in a selected sport with modified rules. Selection of sport-talented students into teams of the Faculty Sport League, University League of Bratislava Faculties, and participation in sport events of the Faculty and University.
100/0
During the semester the students chooses a project and presents it to the group (topic is related to those presented in lectures) – this is 60% of the final grade. The final exam has both a written and an oral part of the exam, together making up 40% of the final grade.
Slovak and English
During the semester, there will be two written examinations, from which the student can obtain max. 2x 20 marks. In the middle of the semester, the student submits a plan of semester work - max. 10 marks. At the end of the semester, the student submits a semester work - max. 20 marks. In the exam period, there will be a structured discussion, where the student can get max. 30 marks. Credits will not be awarded if the student scores less than 50% of the marks.
Slovak and English.
Statistical physics, Thermodynamics, Perspectives of theoretical physics on light, electricity, electromagnetism, nuclear physics, quantum mechanics, particle physics and cosmology.
The graduate will have advanced knowledge in selected areas of modern physics with a focus on higher secondary and high school physics teachers.
During the semester, there will be two written examinations, from which the student can obtain max. 2x 15 marks. In the middle of the semester, the student submits a plan of semester work - max. 10 marks. At the end of the semester, the student submits a semester work - max. 20 marks and lab reports (2x10 marks). In the exam period, there will be a structured discussion, where the student can get max. 20 marks. Credits will not be awarded if the student scores less than 50% of the marks.
Physics didactics and teacher training. Knowledge system and its structure. Cognition in cycles. Conditions necessary for the child to learn. Ways to support learning (scaffolding). Physics knowledge and teaching physics. Cognition, methods of cognition. Models and modelling in physics education. The function of experiments in physics education. Observation and measurement. Physical procedures in teaching science subjects. Solution and function of physical problems in teaching. Objectives of teaching physics.
Experiments and experiments mainly in the fields of geometric and wave optics, atomic physics.
Graduates will look at teaching physics from a teacher's perspective. They will know the goals, methods and styles of teaching physics.
Graduates will know commercially available and used teaching equipment; they will use them appropriately. They will be able to carry out experiments with simple tools and the use of modern technology and with the help of digital technologies. They will be able to plan lessons in which empirical methods are applied, both a teacher demonstration experiment and, in particular, a student heuristic experiment.
Continuous assessment: seminar activities (4x10 marks)
Exam: written (60 marks)
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
From learning sequence, through the topic in teaching to the thematic unit.
Objectives of teaching physics at primary and secondary school.
Physics as a part of science education and as a part of technology basics.
Specifics of teacher's work in non-formal education (physics circle, club, physical competitions), non-formal education of students outside school.
Examples of teaching sequences and topics for analysis are mainly in the areas of electromagnetic induction, mechanical and electromagnetic waves, geometric and wave optics.
Graduates will have developed skills needed in creating a lesson in physics, choosing the goals of the lesson, ways and means of fulfilling these goals. They will also have developed personal qualities, support for the assertive behavior and communication skills of the future physics teacher.
Continuous assessment: homeworks (4x10 marks), discussions (3x10 marks), tests (2x15 marks).
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Physics task, physics problem. Assignment. The general plan of the process of solving. Modelling in solving a physical problem. Mathematization of the task situation. Graphic and numerical solution of the problem. Dynamic modelling method. Solution methods using computer programs and audiovisual means. Solution methods using the system of computer-assisted science laboratory Coach.
The graduate will know several forms of physical problems, selected methods of assigning and solving physical problems and methods of evaluating students' solutions to physical problems. Will be able to actively use physics tasks in secondary school.
Continuous assessment: individual work - preparation and demonstration of the experiment (3x20 marks), lab reports (2x20 marks).
Indicative rating scale: A 90%, B 80%, C 70%, D 60%, E 50%.
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Experiments especially on the topics of pressure, compressive force, fluid mechanics, rigid body mechanics, properties of substances of different states, transformations of states, demonstration experiments in electromagnetism with non-traditional equipment.
Students will be familiar with a number of experiments with simple equipment. They will know the requirements for a simple physics experiment. Preparation of experiments using modern technology and using DT. They will gain experience in presenting simple experiments, consolidating and deepening knowledge of physics and examples of ways to help students develop their physical knowledge. They will know the sources of information about low-cost experiments.
Continuous assessment: project topic selection (10 marks), final project submission (20 marks), presentation (10 marks), peer-assessment of other projects (20 marks);
Examination: written (20 marks), oral (20 marks)
Indicative evaluation scale: A 90%, B 80%, C 70%, D 60%, E 50% .
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Basic pedagogical documents, standards. Current concepts of teaching physics. Activities in teaching physics and developing students' competencies. Creativity-developing tasks, contextual tasks, project-type tasks. Means for checking and evaluating students' knowledge, creating tests, wide-ranging testing. Work with students with increased interest in physics (physics circles, Correspondence seminar, Physics Olympiad, Tournament of young physicists.) Department of Physics and school agenda. Control of the teaching process. Beginner teacher, school expectations from physics teacher graduates, teacher qualification process.
The graduate will be didactically prepared for the tasks assigned to the beginning teacher. He will be able to choose from proven as well as modern methods and strategies in physics education.
Continuous assessment: individual work (30 marks), evaluation of micro-outputs at the seminar (2x15 marks)
Exam: test (20 marks), presentation of individual work results (20 marks)
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Implementation of simple experiments using basic electronic components. Analysis of possible directions of expansion and updating of the content of the current curriculum of physics of primary and secondary school in the field of electromagnetism (electromagnetic waves and signal transmission), optics (optical fibers) circuits with electric current (classification of electronic elements).
The graduate will understand the basic concepts of electronics, signal digitization and the physical nature of information transmission. The graduate will know the ways of including topics from the physical foundations of communication and electronics in the curriculum of primary and secondary schools in the selected foreign education system.
Vanýsek V. 1980, Základy astronómie a astrofyziky, Academia Praha
Beatty J. K., Petersen C. C., Chaikin A. eds.: 1999, The New Solar System, Sky Publ. Corp. and Cambridge Univ. Press
Netopil, R. a kol.: Fysická geografie 1. SPN, Praha, 1984, 272 s.
Zverev, A. S.: Synoptická meteorológia. Alfa, Bratislava, 1986, 711 s.
Munzar, J. a kol.: Malý průvodce meteorologií. Praha, 1989, 248 s.
Bednář, J.: Meteorologie. Portál, s.r.o., Praha, 2003, 224 s., ISBN 80-7178-653-5
Glossary of meteorology. Second edition. American Meteorological Society, Boston, 2000, 855 s., ISBN 1-878220-34-9
Continuous assessment: tests (2x30 marks), discussions (4x10 marks).
Indicative assessment: A: 100-90%, B: 90-80%, C: 80-70%, D: 70-60%, E: 60-50%.
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
History of astronomy, spherical astronomy (coordinate systems, stellar aberration, parallax, refraction), Solar system (Sun, planets, dwarf planets, comets, asteroids, meteors), origin and evolution of stars (Jeans critical mass, H-R diagram, nucleogenesis of elements, final evolution stages of stars), galactic astronomy, cosmology. Subject of meteorology, basic conceptions, role and organization of meteorological service. Basic meteorological elements and instrumentation of meteorological station. State equation, principal statics equation, barometric formula. Condensation and sublimation of water vapour. Adiabatic and pseudoadiabatic phenomenons. Thermal stratification. General circulation. Air masses. Atmospheric fronts. Pressure systems. Weather predictions. Human influence on climate.
100/0
Students will know the basic concepts in astronomy, the origin and development of individual cosmic bodies and structures, an explanation of the physical nature of atmospheric processes and processes taking place in the air, which create weather and climate, acquaintance with methods of forecasting synoptic situations and weather conditions.
Continuous assessment: Active participation and communication of students in solving assigned tasks and discussion is expected. During the semester, each student will present a separate paper on the topic chosen by him. In addition, he prepares his own photo or video of a physical phenomenon from everyday life. Outputs are evaluated. The correctness of physics and the didactic quality of the output is evaluated.
Indicative evaluation scale, the following mark must be achieved at least: A 90%, B 80%, C 70%, D 60%, E 50%. Credits will not be awarded if the student scores less than 50%.
Slovak and English.
The seminar is designed as a collection of relatively separate case studies analyzing situations or objects from everyday life, analyzing the physical laws operating in given situations with an emphasis not only on qualitative but especially quantitative characterization of relevant phenomena. The emphasis is on order estimates and calculations. Some typical case studies: Scaling - volume and content ratios, physics around a washing machine, physics of energy transport, vehicle cornering, music and physics, computational physics, planets and stars.
Graduates will have developed skills to apply the knowledge gained in physics, didactics and pedagogy to formulate and solve physical problems from home, leisure activities and similar areas of everyday life.
Continuous assessment: tests (4x10 marks), teaching-learning sequences (2x10 marks)
Exam: written (40 marks)
Indicative rating scale: A 90%, B 80%, C 70%, D 60%, E 50%.
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Graduates will have a basic understanding of the theory of relativity by understanding selected materials for advanced high school physical education and selected popular science articles in the field.
After the first part of the semester, the student chooses a topic for the semester work (10 marks), elaborates (20 marks for preliminary work), submits the semester work (30 marks evaluation of the submitted version) and defends it (10 marks). Peer assessment of the work of colleagues is for 30 marks. To obtain credits, the student must obtain at least 50% marks.
Slovak and English.
Design of the content of the text part, graphic design, stylistics, development of the pillars of the mind (according to Prof. Tokuham-Esponos), curriculum design (according to Klentschy). Approaches to the choice of topic for the elaboration of the semester work. Writing a term paper and defending it against peers.
The student will have developed skills to design materials for physics education.
Students will write a written semester work during the semester. Project of the work (10 marks), preliminary work (20 marks), final version (20 marks), defence (20 marks), peer-assessment of the work of colleagues (30 marks).
A = (90, 100]%, B = (80, 90]%, C = (70, 80]%, D: (60, 70]%, E: (50, 60]%)
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Physics properties of the cell membrane and transport processes. Physics basis of sensory perception, receptors. Physical principles of respiration. Physical principles applied in blood circulation. Electrical properties of tissues and organs. Own and mediated physical signals of tissues and organs, their recording. Interaction of ionizing radiation with matter. Imaging methods.
After completing the course, the student will be able to use physics knowledge in the context of living systems. Will understand the selected physics properties of cells, biological tissues, organs and organisms.
During the semester, there will be two written examinations, from which the student can obtain max. 2x 20 points. In the middle of the semester, the student submits a plan of semester work - max. 10 points. At the end of the semester, the student submits a semester work - max. 20 points. During the exam period, there will be a discussion, where the student can get max. 30 points. Credits will not be awarded if a student scores less than 50%.
Indicative final mark: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak and English.
Various approaches to science education in different education systems. The usual content of subjects science, biology, chemistry physics at the ISCED level 2. Empirical cognition and work with sources of information in science education at lower secondary school.
The student will have a deep knowledge of the boundaries between the subjects of physics, chemistry and biology, especially at the lower secondary school level.
Each student will present a separate paper during the semester. Outputs are assessed. In particular, the correctness of the physical information used is assessed (70%). Assessment of peers is for 30%.
Indicative rating scale: A 90%, B 80%, C 70%, D 60%, E 50%. Credits will not be awarded if the student scores less than 50%.
Slovak and English.
Solar constant, global climate change. Conventional and alternative energy sources. Lighting, light smog.
Graduates will be acquainted with the laws of physics and regularities that are related to environmental problems, focusing in particular on current environmental problems and alternative energy sources.
During the semester, each student will lead a teaching unit in the role of a teacher with the use of aids prepared or borrowed on a chosen topic (70%). Discussions during presentation of peers is for 30%.
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50% Credits will be awarded if the student obtains at least 50%.
Slovak and English.
The course is designed as a set of teaching units prepared and presented by students, on predetermined topics, models work in the classroom. The content is focused on the topics of physics and other science subjects of primary school, while the choice of contexts is adapted to the interests of students. The outputs will reflect mainly from the didactic side with regard to the results of the learning sciences.
Students will know selected current approaches to learning sciences and will be able to apply these to physics and science education in primary school. The focus is mainly on the use of research teaching methods, the development of critical and creative thinking and the building of transferable competencies.
Students will have experience in leading teaching sequences in a peer environment.
During the semester, each student will lead a teaching unit in the role of a teacher with the use of aids prepared or borrowed on a chosen topic (70%). Discussions during presentation of peers is for 30%.
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Credits will be awarded if the student obtains at least 50%.
Slovak and English.
The course is designed as a set of teaching units prepared and presented by students, on predetermined topics, models work in the classroom. The content is focused on the topics of high school physics, while the focus is adapted to the current interest of students. The outputs will reflect mainly from the didactic side with regard to the results of the learning sciences. From atmospheric pressure to absolute temperature zero, mechanics, electromagnetism, optics, atomic and nuclear physics.
Students will know selected current approaches to the sciences of learning and will be able to apply these to high school physics. The focus will be on the use of research teaching methods. Students will have experience in leading teaching sequences in a peer environment.
During the semester there will be two tests from which the student can obtain max. 2x 10 points. In the middle of the semester, the student submits a plan of semester work - max. 10 points. At the end of the semester the student defends the semester work - max. 20 points. Credits will not be awarded if the student scores less than 50% of marks.
Rating scale: over 90% A; 80% -90% B; 70% -80% C; 60% -70% D; 50% -60% E.
Slovak and English.
Symbols. Patterns. Order. Categories. Relationships.
Identification of ways of thinking in topics, contexts of physics and science education.
Students are familiar with current approaches to symbols, patterns, order, categories, and relationships in the context of human thinking. They know how to identify them in different topics, contexts and approaches to physical and science education.
During the semester, students will prepare five written preparations and make at least five micro-presentations. (5x20 marks)
Rating: A = (90, 100]%, B = (80, 90]%, C = (70, 80]%, D: (60, 70]%, E: (50, 60]%).
Credits will not be awarded if a student scores less than 50%.
Slovak and English.
Demonstrations, school experiments and experiments on the topics of force and motion, periodic events, mechanical oscillations and waves, rigid body mechanics, fluid mechanics, hydrostatics.
After completing the course, the student will be prepared for active management planning and support of empirical physics cognition by high school students. He will be able to appropriately select and implement activities with students in the field of observation, measurement and physics experiments.
Continuous assessment: discussions (3x20 marks), presentation of the results of individual work (40 marks)
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Credits will not be awarded if student scores less than 50%.
Slovenský a anglický.
Objectives of education, Taxonomy of objectives. Educational methods and methods of measuring educational results at the class and school level. Nationwide testing. High stakes testing. International measurements in science education.
The graduate will know the basic principles for creating goals of physics and science education for formal education and also the relationship between formal and non-formal education. They will know the basic ways of evaluating the results of physics and science education.
Literature recommended by subjects of master's study.
Physics textbooks for lower and higher secondary schools.
Selected foreign physics textbook.
Documents of the selected educational system.
The final examination is realized by the student's discussion with the members of the commission on two topics from the content exams. Assessed: illustration of concepts on suitable examples / contexts / situations 0-3 points;
correctness of physical terminology 0-3 points; intelligibility of statements 0-3 points; responding to
Commission questions concerning selected heading 0-3 points; responding to other commission questions
broader context 0-3 points. Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
The exam is successfully passed if the student obtains at least 50% of points.
Slovak and English.
Movement and force, movement on a circle. Movement of a mass point along a circle. Movements of bodies in the homogeneous gravitational field of the Earth from a kinematic point of view.
Movement and force, impulse of force and change of momentum Newton's laws of motion. Static and dynamic friction force during shear friction on a horizontal surface. Inclined plane, without friction, with friction. Momentum and impulse of force. The law of conservation of momentum.
Mechanical work, mechanical energy. The work of constant force. Variable force work - from a graph of force versus time. Working when stretching a linear spring. Potential energy of the body in a homogeneous gravitational field. Potential energy of the body in the radial gravitational field of the Earth. Kinetic energy of sliding motion. Mechanical energy conservation law.
Rigid body. Center of gravity. Equilibrium positions. Moment of force. Moment sentence. Simple machines - lever, pulley. Body stability.
Kinetic energy of a rotating body. The moment of inertia of a rigid body. Momentum. Momentum conservation. Steiner's theorem.
Radial gravitational field of the Earth. Newton's general law of gravitation. Movement of a body in a radial gravitational field, kinetic and potential energy of a body moving in a radial gravitational field. Geostationary satellite.
Fluid statics. Pressure. Hydrostatic pressure. Archimedes' law. Atmospheric pressure, changes in pressure and air density with altitude. Atmospheric pressure measurement.
Ideal fluid flow. Continuity equation. Bernoulli's equation for horizontal flow and for flow with vertical cant.
Heat and temperature. Mass heat capacity. Changes in energy states. Calorimetric equation.
It happens in an ideal gas, equation of state. Isothermal plot. Isobaric story. Isochoric plot. Adiabatic story. Equation of state of an ideal gas.
Electric voltage, electric current, electric resistance. Electromotive and terminal supply voltage. Work and power of direct current. Short circuit in electrical circuit.
DC circuit. Voltage and current measurement. Ohm's law for a part of an electrical circuit. The resulting resistance of resistors connected in series and side by side. Kirchhoff's laws. Dependence of conductor resistance on its temperature and dimensions. Volt-ampere characteristic of resistor and filament lamp.
Stationary magnetic field. Description of the magnetic field. Magnetic field of a permanent magnet. Magnetic field of a conductor with electric current. Electromagnet. Force of magnetic field on current conductor. Mutual force action of two conductors with current.
Unsteady magnetic field. Electromagnetic induction. Lenz's law. Transformation of alternating voltages. Power plant model, transmission system.
Oscillating movement. Spring oscillator. Mathematical pendulum. Relationship between harmonic oscillation and uniform motion along a circle. Kinematics and dynamics of the mentioned oscillators, graphs of dependences of instantaneous values of quantities describing oscillating motion from time and from instantaneous deviation from equilibrium position.
Waves. Equation of successive mechanical wave. Wave interference. Standing waves on a stretched fiber. Sound and its properties. Sound speed measurement.
Light and its properties. Light as an electromagnetic wave. Determination of water refractive index. Wave properties of light. Decomposition of light by a prism and an optical grating. RGB, CYM.
Atomic physics. Continuous and line emission and absorption spectra. Photoelectric effect, X-rays, origin and properties. Thomson's discovery of the electron. Rutherford's experiment.
Nuclear Physics. Radioactivity, half-life, fission and fusion.
Distances in space and basic concepts of stellar evolution.
Theoretical methods of cognition - classification, analytical-synthetic method, inductive-deductive method, analogy; Empirical methods of cognition - observation in physics education, developing students' skills associated with observation and communicating the results of observation; Empirical methods of cognition - measuring the values of a physics quantity, direct and indirect measurement; Empirical methods of cognition - measuring the interdependence of physical quantities; Empirical methods of cognition - experiment - student activity; Empirical methods of cognition - experiment - teacher planning; Classification of school experiments; Teaching methods - contextual teaching; Communication methods in school physics - graph linearization; Theoretical methods of cognition - graphic integration; Experiments and experiments with simple tools - their role and examples; Physics problem - formative function of a physics problem; Physics task - the function of the physics task in summative evaluation; The role of the teacher and the role of the student in physics education; Objectives of physics education; Defining the content of physics education curriculum. Application of interdisciplinary relationships in teaching physics. Realization of cross-curricular goals by physics education; Formal, non-formal and informal physics education.
The graduate is ready to perform the tasks assigned to a beginning physics teacher.
Continuous assessment: yes, homework (25%)/ tests (25%)
Exam: written
Indicative evaluation scale: A 90%, B 80%, C 70%, D 60%, E% 50%)
Brief introduction to the main concepts of theoretical computer science:
• Alphabets, Words, Languages and Algorithmic Problems
• computational model Finite automaton (KA),
• Configuration, calculation step, calculation, accepting and non-accepting calculation.
• Method of KA design: ad hoc and the need for proof of correctness resp. modular design
• Existence of problems that are unsolvable at KA. Evidence of non-existence
• Nondeterministic finite state machine (NKA), Configuration, calculation step, calculation, accepting and non-accepting calculation.
• Equivalence of KA and NKA (subsoil construction)
• Introduction to the computational model of the Turing machine
To introduce the issue of theoretical informatics, to acquaint students with classical and current areas of research, in which there are basic questions: Can all problems be solved algorithmically? How effective is the solution? What are the solution techniques? After completing the course, students will know what a computational model is. On the computational model, the finite state machine (KA) will know what the calculation step is, the calculation, the accepting calculation. They will be able to show (prove) that a specific problem (language recognition) is solvable or. unsolvable at KA. Students will understand the definition of nondeterminism and its use in solving simple problems. Students will be able to write simple programs for the Turing machine.
Continuous assessment: homework (25%)/ tests (25%)
Exam: written
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E% 50%
• Turing machines
• Computability
• Complexity theory
• Ways to solve difficult problems
• Cryptography
Students will deepen and expand their knowledge in the field of theoretical informatics, they will get acquainted with other current areas of research, they will further explore the basic questions of theoretical informatics: How effective is the solution? What are the solution techniques? Students will know the computational model of TS, they will be able to simulate several modifications of TS (multiband, nondeterministic). They will know that there are problems that cannot be solved on TS. They will be able to use the reduction between problems to prove both solvability and unsolvability.
• The teacher's own electronic study materials published on the subject's website, resp. in Moodle
• Ľubomír Salanci [et al.] Programming Didactics 1: Further education of qualified computer science teachers at the 2nd level of primary school and at secondary school. - 1st ed. - Bratislava: Štátny pedagogický ústav, 2010. - 36 s. - (In-service training of primary and secondary school teachers in computer science)
• Ľubomír Salanci [et al.]: Didactics of programming 2: Further education of qualified computer science teachers at the 2nd level of primary and secondary schools. - 1st ed. - Bratislava: Štátny pedagogický ústav, 2010. - 36 s. - (In-service training of primary and secondary school teachers in computer science)
• Vaníček, J., Nagyová, I., Tomcsányiová, M .: Programming in Scratch for the 2nd level of primary school. University of South Bohemia in České Budějovice, 2020. • Černochová, M., Vaňková, P., Štípek, J .: Scratch programming for advanced - projects for the 2nd grade of primary school. University of South Bohemia in České Budějovice, 2020.
Continuous assessment: The student can get 50% of points for the preparation of topics for computer science lessons, another 25% of points for the preparation of detailed methodological material for teachers. He can get the remaining 25% of points for the didactic output.
Indicative assessment scale: A 92%, B 84%, C 77%, D 68%, E 60%
Slovak
• Programming languages and environments in terms of programming didactics
• Basic programming constructions and their order in teaching programming for different programming languages
• Programming in the state educational program
• Teaching programming in primary school
• Didactics of teaching the topic of sequence of commands
• The topic of the cycle and various didactic procedures of its teaching
• Variables and students' ability to understand their meaning and how they are used in programming
• Construction of a conditional statement in programming languages, logical conditions and didactic procedures suitable for mastering a conditional statement
• Testing students in teaching programming
• The importance of student evaluation in didactics, project teaching, peer evaluation of programming projects
100/0
Students are able to analyze and evaluate programming languages, environments, textbooks and other materials from the perspective of programming didactics. They will compile and implement a lesson focused on programming in primary school with regard to the stages of the cognitive process.
• Electronic study materials published on the subject's website or moodle system
• Salanci, Ľ. A kol.: Didactics of programming for SS 1, Further education of primary and secondary school teachers in the subject of informatics, Bratislava: l State Pedagogical Institute, 2011 (in Slovak)
• Salanci, Ľ. A kol.: Didactics of programming for SS 2, Further education of primary and secondary school teachers in the subject of informatics, Bratislava: l State Pedagogical Institute, 2011 (in Slovak)
• Blaho, A. et al.: Programming in the Python for secondary schools (in Slovak)
• Mészárosová, E.: PYTHON AND TURTLE GRAPHIC, Methodological material for teaching the basics of programming for gymnasiums, Library and Publishing Centre FMFI UK, Bratislava, 2017 (in Slovak)
2-UIN-108/22 Didactics of Programming (1)
Interim evaluation: active participation (20%), homeworks (40%), didactic presentation (40%)
Test: -
Indicative rating scale: A 92%, B 84%, C 77%, D 68%, E 60%
• Programming in the official curriculum – programming in lower grades of grammar school and programming as part of the greduate examination
• Cognitive process and Bloom taxonomy of educational goals – applications in teaching programming
• Analysis of programming languages and environments in terms of their suitability for teaching programming
• Textbooks and methodological materials
• Different approaches to teaching programming
• Abstraction levels in solving a complex algorithmic task
• Creation and analysis of tasks from programming for the graduate exam and evaluation of the student's knowledge at the graduate exam.
• Ordering of topics in the field of Algorithmic problem solving and their teaching in individual years of upper secondary education
100/0
After completing the course, students are able to analyze and evaluate algorithmic tasks from the point of view of didactics of programming. They design and implement a didactic sequence of steps to support students solving an algorithmic problem. They will design and implement a lesson (possibly a sequence of lessons) focused on programming in secondary school with regard to the stages of the cognitive process and bloom taxonomy.
• The teacher's own electronic study materials published on the subject's website
• Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika : Počítačové systémy 1-3: 1.2 Vzdelávanie nekvalifikovaných učiteľov informatiky na 2. stupni ZŠ a na SŠ / Peter Gurský a kol., Bratislava : Štátny pedagogický ústav, 2010
• Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika : Operačné systémy a počítačové siete : 1.3 Ďalšie vzdelávanie kvalifikovaných učiteľov informatiky na 2. stupni ZŠ a na SŠ / Peter Tomcsányi a kol., Bratislava : Štátny pedagogický ústav, 2010
Continuous assessment: solving tasks (60%)
Exam: written (40%)
Indicative assessment scale: A 88%, B 75%, C 65%, D 58%, E 50%
Slovak
• Computer data representation
• Compilation and interpretation
• Symbolic address language
• Implementation of logic functions at the hardware level
• Implementation of memory functions at the hardware level
• Processor, memory, input and output
• Operating system (OS) tasks
• Process management - process and thread, process state diagram, time dependence and its solutions, process and thread communication
• Memory management - simple memory management, virtual memory, segmentation, paging
• Device management - input / output software layers and their tasks
• File management - typical operations over files and directories and their implementation, structure of disks and files on PCs
60/40
After completing the course, the student will be able to understand the activities of a simple compiler or interpreter and modify it. They will have an overview of the internal structure of operating systems, with their tasks, the problems they solve and with the theoretical foundations and algorithms they use to solve them. In the language of symbolic addresses it can solve simple algorithmic problems (at the level of working with memory, mathematical operations, comparisons and jumps). Using logic circuits, it can implement simple logic functions. They will understand the principle of computer operation at various levels - programming language, assembler, machine code, hardware layer.
• The teacher's own electronic study materials published on the subject's website or in the Moodle system
Continuous assessment: solving tasks
Indicative assessment scale: A 88%, B 75%, C 65%, D 58%, E 50%
Slovak
• basic concepts, history, origin and development of computer networks
• OSI reference model
• basics of topology and communication
• network technologies and protocols
• network hardware
• addressing, routing,…
• basics of computer network security
• specifics of network use in the school environment
100/0
After completing the course, students will have a basic overview of computer networks - the basics of network technology, communication principles, methods of interconnection and security in computer networks.
• the teacher's own electronic study materials published on the course website or in the Moodle system
• Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika : Úvod do databáz : 1.2 Vzdelávanie nekvalifikovaných učiteľov informatiky na 2. stupni ZŠ a na SŠ / Zuzana Kubincová ... [et al.]. Bratislava : Štátny pedagogický ústav, 2010
• An introduction to database systems / C. J. Date. Boston : Pearson/Addison-Wesley, 2004
Continuous assessment: active participation in educational activities (15%), project (45%)
Examination: test
Indicative grading scale: A 88 %, B 81 %, C 74 %, D 67 %, E 60 %
Slovak
- Databases around us. Spreadsheet and databases.
- Database system. Database models.
- Conceptual design of a database.
- Relational data model.
- Introduction to SQL.
- Normalization and denormalization, database design criteria.
- Databases and database software
60/40
The student will understand the basic concepts of the field, will have an overview of database models, will understand the problems that can arise when designing databases, will be able to use the SQL language to communicate with a database system, will be able to create a simple database.
• Kalaš, I. a kol.: Premeny školy v digitálnom veku. Bratislava: Slovenské pedagogické nakladateľstvo, 2013
• the subject lecturerr's own electronic texts
• selection of up-to-date professional materials from the world research literature
• Kalaš, I.: Informatika na križovatke. Didinfo 2021
• up-to-date materials for teaching informatics on the portal of the IT Akadémia and iMyšlení projects, materials of the DVUi project
In-term evaluation: Written assignments, active participation in class, and reports (60 %), didactic outputs, creation and analysis of methodological materials (20 %), study of professional materials (20 %).
The results of problems solved, discussed and active participation in seminars are counted towards the final maximum of 100 points a student can earn. Another regular obligation is weekly writing on the topic studied.
Indicative grading scale: A 90 %, B 82 %, C 74 %, D 67 %, E 60 %
Slovak, for the study of some items from the recommended literature, also English as a secondary language
Challenges of modern education, transformation of educational systems in the context of the development of informatics education. General didactics and disciplinary didactics. The role of digital technologies in the process of education and forms of their integration. Digital literacy and informatics. Different concepts of teaching informatics - at home and abroad. Problems of development of informatics education in different educational contexts. Holistic approach to pupil development and the potential of informatics in it. Modern view of programming and its role in the development of informatics thinking. Educational goals of informatics in different educational systems. Didactic situations in informatics and ways of solving them. Promotion of social constructivism in informatics. Objectives and forms of assessment in informatics education. Forms of cooperation with other teachers and cross-curricular activities.
100/0
The student acquires a synthesizing view of the issues of teaching informatics and cultivates an overall didactic overview and perception; reflects on the place of informatics in general education, considers the necessary reforms, innovations and obstacles in this context; knows and can compare these contexts in different countries at different stages of development of informatics education; is aware of the differences between the development of digital literacy in education and school informatics - their different and common goals and practices; knows in detail the curricula of the subject informatics at primary and secondary school and its extension forms at secondary school, up to thematriculation (final) exam; knows various didactic procedures for teaching informatics; knows how to deal with various common and specific didactic situations in informatics classes; understands the importance and potential of programming in the implementation of the educational content of other subject areas; knows modern methods of evaluation in informatics; knows various support activities related to informatics education; knows various project and cross-curricular methods suitable for the development of computational thinking; knows modern areas of informatics suitable as attractive topics for secondary school seminars. Thinks about, discusses, and implements productive collaboration between informatics and other subjects.
• Zbierka úloh Korešpondenčného seminára z programovania (1983-1997) / Michal Winczer. Bratislava : Metodické centrum, 1997
• Zbierka úloh Korešpondenčného seminára z programovania 1983-2001 / Zostavovateľ Michal Winczer. Bratislava : Fakulta matematiky, fyziky a informatiky UK, 2001
• Teacher's own electronic study materials published on the course website or in the Moodle systeme
Continuous assessment: homework (50%), active participation (50%)
Homework: the student chooses one of the assigned tasks and writes it out in writing.
Active participation: In the class, students present their solutions to others, resp. the presenter tries to simulate with others who did not solve the given task, as if they were high school students
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
• Complexity of algorithms, complexity analysis
• Methods of creating efficient algorithms (divide and conquer, greeds, dynamic programming, methods based on state space search)
• Search for a pattern in the text
• Graph algorithms
• Algorithms for NP difficult problems - probabilistic, approximate
100/0
The student will be acquainted with the methods of creating efficient algorithms and will be able to design and use algorithms for selected problems.
• Task archive on prask.ksp.sk
• The teacher's own electronic study materials published on the subject's website, resp. in Moodle
• Michal Forišek a Monika Steinová, Explaining Algorithms Using Metaphors, Springer, 2013
• Zbierka riešených úloh Korešpodenčného seminára z programovania (1998-2006), kolektív organizátorov KSP, FMFI UK, 2011
Continuous assessment: active work in seminars (20%), homework (40%), projects (40%)
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
Stručná osnova predmetu:
• recursion
• finding paths in graphs
• pattern matching
• computational geometry
• library algorithms of programming languages
• lesson plan creation based on programming competition task
• connecting computer science themes with algoritmic thinking and programming
• creation of tasks connected with real world (e. g. public transport lines)
• creation of tasks used in final exams
• solving of tasks from Olympiad in informatics
100/0
Students are able to use basic algorithms to solve presented tasks, e.g. shortest path problem, pattern matching.
Students can create complex tasks using theoretical knowledge in conjuction with programming.
Students gain experience in creation of tasks which can be used in developing or rehersing or testing their competences.
Students can use algorithmic tasks from common Slovak programming competitions and their solutions as methodical materials.
Students can analyse solutions of pupils/students and give them constructive feedback.
Recommended literature:
• Kalaš, I. a kol.: Premeny školy v digitálnom veku. Bratislava: Slovenské pedagogické nakladateľstvo, 2013
• the subject lecturerr's own electronic texts
• selection of up-to-date professional materials from the world research literature
• Kalaš, I.: Informatika na križovatke. Didinfo 2021
• up-to-date materials for teaching informatics on the portal of the IT Akadémia and iMyšlení projects, materials of the DVUi project
Written assignments, active participation in class, reports, didactic outputs, creation and analysis of methodological materials, study of professional materials.
The results of problems solved, discussed and active participation in seminars are counted towards the final maximum of 100 points a student can earn. Another regular obligation is weekly writing on the topic studied.
Indicative grading scale: A 92 %, B 84 %, C 76 %, D 68 %, E 60 %
Slovak, for the study of some items from the recommended literature, also English as a secondary language
Didactic situations in the teaching of informatics at the 2nd level of primary and secondary school. Preparation, implementation and evaluation of the lesson. Comparison of actual curriculum with educational contents in some other countries with developed informatics education. Relationship between methodology and didactics of informatics. Assessment in the subject of informatics, its different forms and functions. Matriculation (final) examination in informatics, matriculation requirements, analysis of matriculation questions. Work in informatics classes with talented pupils. Project teaching in informatics and cross-curricular projects.
100/0
Learning outcomes:
This course is an immediate continuation and part of the course Didactics of Informatics (1). The student will further develop and deepen the knowledge and skills acquired during the first part of the course. It will delve deeper into the concepts and issues involved in teaching informatics, this semester with a particular emphasis on secondary school. Further develops a synthesizing view of issues in computer science teaching and cultivates overall didactic insight and perception; reflects on the place of informatics in general education, considers needed reforms, innovations and obstacles in this context; knows and can compare these contexts in different countries at different stages of development of informatics education; is aware of the differences between the development of digital literacy in education and school informatics - their different and common goals and practices; knows in detail the curricula of the subject informatics at the primary and secondary school level and its extension forms at the secondary school level, up to the matriculation (final) examination; knows various didactic procedures for teaching informatics; knows how to deal with various common and specific didactic situations in informatics classes; understands the importance and potential of programming in the implementation of the educational content of other subject areas; knows the modern methods of informatics classroom teaching; knows the various support activities related to informatics education; knows the various project and cross-curricular methods suitable for the development of computational thinking; knows the modern areas of informatics suitable as attractive topics for secondary school seminars. Thinks about, discusses and implements productive collaboration between informatics and other subjects
• own electronic texts published on the website or in the Moodle environment
• actual documentation for each technology
• w3schools.com
Intermediate assessment: practical assignments
Indicative evaluation scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
- HTML5 - Canvas, Web Storage, Media, Drag&Drop
- AJAX - manipulation of objects with their properties (also CSS), effects, event handling, efficient work with forms, etc.
- Two-way communication between server and client
- JQuery, JQueryUI, Vue.js, or other suitable framework
100/0
The student will be able to create a more complex educational web application using databases, or other repositories and modern technologies for the development of dynamic web applications.
• The teacher's own electronic study materials published on the subject's website, resp. in Moodle
• Ďalšie vzdelávanie učiteľov základných škôl a stredných škôl v predmete informatika : Didaktika robotických stavebníc : 1.2 Vzdelávanie nekvalifikovaných učiteľov informatiky na 2. stupni ZŠ a na SŠ / Martina Kabátová, ... [et al.]. Bratislava : Štátny pedagogický ústav, 2010 Premeny školy v digitálnom veku / Ivan Kalaš a kolektív. Bratislava : Slovenské pedagogické nakladateľstvo - Mladé letá, 2013
• Various materials from manufacturers of selected robotic kits such as LEGO, Ozobot, Micro: bit, etc.
Interim evaluation: creation of activities during seminars (50%) and methodological materials and parallel testing of these activities for selected robotic toys (50%)
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
• Work with a selected robotic kit
• Didactic analysis of the curriculum in educational robotics
• Taxonomy in the context of robotic toy programming
• Preparation and analysis of methodological materials for robotic kits
• Verification of proposed materials
100/0
Students will be at the end of the semester:
- Able to work with one or two robotic toys
- Know and apply the criteria for creating methodological materials for working with robotic toys
and kits
- They will have experience in verifying proposed activities
- They will be able to look at teaching robotics from the perspective of taxonomies
- They will know the risks and benefits of educational robotics and its impact on the development of students' skills
The teacher's own electronic study materials published on the subject's website, resp. in Moodle
Beginning Android 4 application development / Wei-Meng Lee; Chaim Krause. Indianapolis, Ind. : Wrox / John Wiley & Sons, 2012
MIT App Inventor, website and educational materials from www.appinventor.mit.edu
Continuous assessment: The student can get 50% points for active participation in seminars and task development. He will get another 50% of points for the design and implementation of the project.
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
• Programming languages and environments for mobile devices
• Overview of mobile platforms and programming approaches for them
• Programming tools for programming mobile applications that are suitable for high school students.
• Multi-platform development environment versus platform-specific development environment
• Cycle and its use in the selected programming language
• Create and use variables in simple tasks for mobile devices
• Conditional statement construction
• Project specification and design
• Project implementation, debugging
• Project presentation, evaluation and project discussion
100/0
After completing the course the student
• has an overview of programming environments that are suitable for programming applications for mobile platforms
• is able to recognize which environment is suitable for high school students
• knows and is able to apply knowledge of other programming languages in a language that is suitable for programming mobile devices
• is able to assess which applications in the selected programming tool are suitable and reasonably demanding for high school students
• programs moderately demanding projects in the selected environment
• The teacher's own electronic study materials published on the course website or in the Moodle system
• Selection of recent publications in the field
Continuous assessment: active participation in class (15%), homework (25%), papers (25%), project (35%)
Indicative grading scale: A 90%, B 80%, C 70%, D 60%, E 50%
SLovak, English
- new interactive web tools - overview, technological and pedagogical background, relation to learning theories
- blog, vlog, microblog
- collaborative editors and other tools, wikis
- podcasting, social bookmarking and tagging
- social networks
- tools for evaluating activities on the interactive web, peer-review, peer-assessment, self-assessment
100/0
Students will be familiar with different tools based on the latest web technologies, will be able to decide which of these tools are suitable for which learning activities and will be able to suggest different ways of using them in school practice.
Continuous assessment: active participation in class (25%), homework (75%)
Students know how to search for basic information about the competition, find out for whom it is intended, rules, course, get acquainted with the types of tasks that are typical for the competition.
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
233 / 5 000
Výsledky prekladov
• Overview of IT competitions with a focus on programming, resp. Troubleshooting.
• Get acquainted with their rules, organization, target group and other specifics.
• Demonstrations of problems from these competitions and their solutions.
Students will have an overview of computer competitions for primary and secondary school, respectively. with competitions that have no restrictions on participants. They will know the characteristics of these competitions in order to be able to guide the students in which to participate. They will know the difficulty level of the tasks in each competition. They will know about possible sources of ideas for interesting examples in the competition archives.
• Electronic study materials published on the subject's website or moodle system
• Stair, R.,Reynolds G.: Principles of Information Systems, Thirteanth Edition, Thomson Course Technology, Boston, 2018, ISBN-10: 9781305971776.....
• Mihók P., Révészová, L.: Information Systems for Economists, Faculty of Economics of the Technical University of Košice, 2006, ISBN 80-8073-497-6 (in Slovak)
• Buchalceva, A.: Methodology of Information Systems Building, Oeconomica, 2009 , ISBN: 9788024515403 (in Slovak)
• Kalaš I. et al.: School transformations in the digital age, SPN - Young Summers, Bratislava, 2013, ISBN: 9788010024094 (in Slovak)
Interim evaluation: Solving specified tasks (85%) + contributions to discussion forums, project development (15%)
Exam: -
Indicative rating scale: A 90%, B 80%, C 70%, D 65%, E 60%
• The information society and its development in the history of mankind
• System and model of the system, information system and its characteristics
• Information systems at different levels of management (transaction systems, management systems, decision support systems, information systems for top management, business intelligence systems)
• Information systems applications (school IS, geographic IS, business IS)
• Design, development and maintenance of information systems (examples from practice).
100/0
After completing the course, students will understand the basic concepts in the field of information systems. They will know the different types of information systems used in different institutions and at different levels of management. They will gain practical experience in the use of existing information systems, with particular emphasis on school information systems. Students learn to specify and assess their characteristics. They will briefly familiarize themselves with the process of designing, creating and maintaining the information system.
• Electronic study materials published on the subject's website or moodle system
• Collection of innovative methodologies for the 2nd degree of university, IT Academy, 2020 (in Slovak)
• Varga, M. et al.: Further education of primary school and secondary school teachers in the subject of informatics, Didactics of Informatics at the University, Bratislava: State Pedagogical Institute, 2011 (in Slovak)
Interim evaluation: Active participation in lessons + participation in discussions
Test: -
Indicative rating scale: A 90%, B 80%, C 70%, D 65%, E 60%
• Discussions about observations during pedagogical practice.
• Demonstrations of teaching topics verified in practice.
100/0
Students are able to analyze and evaluate tasks from the point of view of teaching computer science. They can analyze the lesson in terms of required input knowledge, goals, tasks ordering, methodological procedures used.
• Electronic study materials published on the subject's website or moodle system
• Collection of innovative methodologies for the 2nd degree of university, IT Academy, 2020 (in Slovak)
• Lessner, D.: Basics of Informatics for Schools, Jihoče University in České Budějovice, 2020 (in Czech)
• Kalaš et al.: Informatics for Secondary Schools, SPN – Young Summers, 2002 (in Slovak)
Interim evaluation: Active participation in lessons + participation in discussions (60%), analysis of real lesson of informatics for upper secondary pupils (40%).
Indicative rating scale: A 90%, B 80%, C 70%, D 65%, E 60%
• Discussions about observations during pedagogical practice.
• Demonstrations of teaching topics verified in practice.
• Analysis of teaching lessons and problematic topics from informatics for upper secondary pupils.
100/0
Students are able to analyze and evaluate tasks from the point of view of teaching computer science. They can analyze the lesson in terms of required input knowledge, goals, tasks ordering, methodological procedures used.
• Electronic study materials published on the subject's website or moodle system
• Collection of innovative methodologies for RS (artificial intelligence section), IT Academy, 2020 (in Slovak)
• Lindner, A. et al.: Unplugged Activities in the Context of AI, In: ISSEP 2019
• Spano, M. Artificial Intelligence in a Nut Shell, Živé.sk, 2019 (in Slovak)
Interim evaluation: Active participation in lessons + participation in discussions (50%), design of methodology for one topic in the field of artificial intelligence (suitable for secondary education students) and its presentation (50%).
Test: -
Indicative rating scale: A 90 %, B 80 %, C 70 %, D 65 %, E 60 %)
• Artificial intelligence as a topic in the curriculum
• Classification by decision trees
• Machine learning or pattern recognition using neural networks
• Computer as a smart player in computer games
• Search for patterns in large amounts of data
• Turing test or how do we know if we are talking to a machine
100/0
After completing the course, students are able to prepare and implement attractive and age-appropriate educational activities in the field of artificial intelligence with secondary students. They will be able to discuss with students various aspects of the use of artificial intelligence in devices they know from everyday life.
• the teacher's own electronic study materials published on the course website or in the Moodle system
• Lee, K.D., Hubbard, S.: Data Structures and Algorithms with Python, Springer, 2015
• Ryant, I.: Algoritmy a datové struktury objektově, 2017, S. 288
• Wróblewski, P.: Algoritmy: Datové struktury a programovací techniky, Computer Press, 2004, S. 350
• Mehlhorn , K., Sanders, P.: Algorithms and data structures: The basic toolbox. Berlin: Springer, 2008
• Cormen, T.H., Leiserson, C.E., Rivest, R.L., Syein, C. : Introduction to Algorithms, MIT Press; 3rd edition, 2009
Continuous assessment: assessment of short tests (50%) and several smaller projects (50%)
Indicative grading scale: A 88%, B 81%, C 74%, D 67%, E 60%
Slovak, English
- Advanced balanced trees (B-tree, Red-Black tree, Splay tree)
- Lexicographic tree, Skip list
- Heap
- Advanced Hashing
- Other sorting algorithms
- Heuristic algorithms, probabilistic algorithms
100/0
After completion of the course, students will be familiar with more advanced data structures and algorithms, understand how they can be used in problem solving, be able to estimate the complexity of operations on individual structures, and compare programs solving the same complex problem in terms of efficiency.
seminar work / project
slovak, english
Flipped Classroom, Cooperative teaching, Brain-compatible teaching, method "Break", Realistic teaching (RME), Guided active learning, Jigsaw method, problem solving, rpg, simulation.
100/0
Students will be able to distinguish between different methods of education. They will have an overview of the principles and principles of each method and will be able to apply these principles in practice.
Computer Aided Science Laboratory / Peter Demkanin et al .. Bratislava: Knižničné a edičné centrum, 2006
Evidence based teaching: A practical approach / Geoff Petty. Cheltenham: Nelson Thornes, 2006
Modern teaching: practical guide / Geoffrey Petty; translated from English by Štěpán Kovařík. Prague: Portal, 1996
Own electronic texts of the subject published through the subject's website.
Continuous assessment: 2 micro-appearances in front of the audience, evaluation of micro-appearances of classmates
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
student-supported guided research in science subjects, research teaching methods, interface, sensors, measurement with sensors, computer control (programming in Coach language), basics of laboratory safety, measurement of physical quantities and processing of measured values, measurement with sensors in chemistry teaching and biology, the use of the CMA Coach system in students' hobby work (within non-formal education), basic rules for the creation of instructional materials for students
100/0
Students will develop the ability to use the resources of a computer-assisted science laboratory in teaching their approbation subjects in primary and secondary school. They will be able to plan the student's activity and the teacher's activity in the student's experiment, they will be able to use the CMA Coach science laboratory system and they will be able to evaluate the students' work in this laboratory.
- Teacher's own electronic study materials published on the course website or in the Moodle system
- Gruska, Havel, Zelený, Wiedermann. Počítačová revolúcia, Sofsem 1984
Continuous assessment: active participation in class, presentation
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
• History of storage, transmission and processing of information (various storage media: stone, clay, papyrus, parchment, paper, magnetic record;
• information transmission: messenger, sound and light signals, wire telegraph I wireless, radio, television, internet;
• information processing: fonts, positional systems, analog aids, the first calculators, the idea of a universal computer, digital machines, the first electromechanical and electronic computers, a brief look at the development of computer technology after the Second World War).
• History of informatics: algorithm, development in mathematics that influenced informatics: algebra, variables, mathematics mathematics, development of analysis, logic, decidability, computability, efficiency.
• Brief overview of the history of computer technology and informatics in Slovakia (within Czechoslovakia)
100/0
Students will know the basic milestones in the history of storing, transmitting and processing information from antiquity to the present day, as well as a brief history of computer science.
FONTANA, D. 2014. Psychology in school practice. Prague: Portal 2014. 384 p. ISBN 978-80- 262-0741-2
GAVORA, P. 2010. What are my students like? Nitra: Enigma, 2010. 224 p. ISBN 978-80-89132-91-1
JEDLIČKA, R. 2018. Pedagogical - psychological diagnostics (Chapter 7). In JEDLIČKA, R. et al. Educational psychology for teachers. Prague: Grada, 2018. p. 349-358. ISBN 978-80- 271-0586-1
DYTRTOVÁ, R. - KRHUTOVÁ, M. 2009. Teacher: příprava na profesi. Publisher information: Praha: Grada, 128 s. ISBN 978-80-247-2863-6
HRABAL, V. st. - HRABAL, V. Jr. 2004. Diagnostics: Pedagogical-psychological diagnostics of a pupil with an introduction to diagnostic application. Prague: Karolinum. 268 s. ISBN 80-246-0319-3
HELUS, Z. 2007. Social psychology for pedagogues. Prague: Grada, 2007. 280 p. ISBN 978- 80-247-1168-3
KOMPOLT, P. - TIMKOVÁ, B .: Pedagogical diagnostics and action research. Bratislava: UK, 2010. ISBN 978-80-223-2787-9
MIKULAJOVÁ, M. et al. 2012. Reading, writing and dyslexia. Bratislava: Slovak Association of Speech Therapy. 296 s. ISBN 978-80-89113-94-1
POKORNÁ, V. 2010. Theory and correction of learning and behavioral disorders. Prague: Portal. 336 s. ISBN 978-80-7376-817-3
MERTIN, V., KREJČOVÁ, L .: Methods and Procedures of Pupil Cognition. Pedagogical diagnostics. Wolters Kluwer CR, 2016;
GINNIS, P .: Effective Teaching Tools for Teachers. Universum Publishing House, 2019;
FLETCHER-WOOD, H .: Responsive Teaching. Cognitive sciences and formative assessment in practice. Universum, 2021.
The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course = active participation in classes (30%), homework (20%), reading literature (20%)
The course is completed by an exam (30%).
The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
Slovak, Czech
Diagnosis as standard, resp. intuitive process of detailed cognition and evaluation of the pupil's personality, pupil groups, resp. family environment. Diagnosis as a "court" about a student (student groups), various types of diagnoses, including case studies. Diagnostic procedures and techniques (product analysis of pupils 'activities, performance tests, design techniques and traditional testing methods. The essence of school evaluation and its types. Evaluation of pupils' results, effects and school conditions. Action research as a specific professional activity of a teacher. Observation method. Interview method. Sociometers, self-diagnostics of pupils and teachers (self-evaluation, burnout diagnostics, diaries, questionnaires ...), diagnostics of classroom relationships, diagnosis of bullying.
70/30
Students will acquire key knowledge about the standard form of diagnostics, its basic stages and the formulation of diagnostic conclusions. They will acquire the necessary competencies in the use of diagnostic procedures and techniques for determining and evaluating students' performance in school conditions and in the reflection and evaluation of their own activities and professional growth.
own electronic texts published on the website, resp. in the Moodle environment
Qualitative research in pedagogical sciences / Švaříček, Roman and Klára Šeďová. Prague: Portal, 2007
Methods of pedagogical research: basics of quantitative research / Chráska, Miroslav. Prague: City, 2007
Guide to Qualitative Research Methodology / Peter Gavora. Bratislava: Comenius University, 2007
Basics of pedagogical-psychological research for student teachers / Martin Skutil et al .. Prague: Portal, 2011
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research / John W. Creswell. Pearson 2011
Methodology of pedagogical research
individual work during the semester, focused on the research part of the diploma thesis - depending on the type of research and after a personal agreement with the teacher (60%) - min. 3 individual consultations
Exam: comprehensive research chapter of the future diploma thesis (40%)
Assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Course contents:
- Repetition of the basics of qualitative and quantitative research, processing and interpretation of empirical data.
- Implementation of procedures and selection of appropriate research techniques.
- Acquiring field data collection skills and solving related problems.
- Evaluation and consultation of the analysis of research results.
- Submission and presentation of the final work.
60 / 40
The student:
- deepen their knowledge of the basic stages and methods of empirical research of educational phenomena related to their research topic of the diploma thesis
- design, implement and evaluate at least part of the research problem of their thesis
- write a comprehensive chapter in his diploma thesis on research activities
own electronic texts published on the website, resp. in the Moodle environment
Qualitative research in pedagogical sciences / Švaříček, Roman and Klára Šeďová. Prague: Portal, 2007
Methods of pedagogical research: basics of quantitative research / Chráska, Miroslav. Prague: City, 2007
Guide to Qualitative Research Methodology / Peter Gavora. Bratislava: Comenius University, 2007
Basics of pedagogical-psychological research for student teachers / Martin Skutil et al .. Prague: Portal, 2011
Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research / John W. Creswell. Pearson 2011
Methodology of pedagogical research
individual work during the semester, focused on the research part of the diploma thesis - depending on the type of research and after a personal agreement with the teacher (60%) - min. 3 individual consultations
Exam: comprehensive research chapter of the future diploma thesis (40%)
Assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Course contents:
- Repetition of the basics of qualitative and quantitative research, processing and interpretation of empirical data.
- Implementation of procedures and selection of appropriate research techniques.
- Acquiring field data collection skills and solving related problems.
- Evaluation and consultation of the analysis of research results.
- Submission and presentation of the final work.
60 / 40
The student:
- deepen their knowledge of the basic stages and methods of empirical research of educational phenomena related to their research topic of the diploma thesis
- design, implement and evaluate at least part of the research problem of their thesis
- write a comprehensive chapter in his diploma thesis on research activities
PROKŠA, M., HELD, Ľ. et al .: Methodology of pedagogical research and its application in didactics of natural sciences. Bratislava: Comenius University, 2008.
CHRÁSKA, M .: Methods of pedagogical research.Prague, Grada, 2007.
SILVERMAN, D .: How to do qualitative research. Bratislava, Ikar, 2005.
GAVORA, P .: Introduction to pedagogical research. Bratislava: UK, 1996, 1999, 2001, 2008.
GAVORA, P .: A Guide to Qualitative Research Methodology. Bratislava: UK, 2007.
MAŇÁK, J. - ŠVEC, V .: Ways of pedagogical research. Brno: Paido, 2004.
PELIKÁN, J .: Basics of empirical research of pedagogical phenomena. Prague: Karolinum, 1998, 2004, 2007.
ŠVEC, Š. et al .: Methodology of educational sciences. Quantitative-scientific and qualitative-humanities approaches. Bratislava: Iris, 1996. 2nd ed. Brno: Paido, 2009.
GAVORA, P. et al. 2010. Electronic textbook of pedagogical research methodology. (Online). Bratislava: Comenius University in Bratislava, 2010. Available online. ISBN 978-80-223-2951-4.
STRAUSS, A., CORBINOVÁ, J. 1999. Basics of qualitative research. Procedures and techniques of grounded theory. Boskovice: Nakladatelství Albert, 1999, 196p. ISBN 80-85834-60-X.
ŠEĎOVÁ, K., ŠVAŘÍČEK, R., 2007. Qualitative research in pedagogical sciences. Prague: Portal, 2007, 377 p. ISBN 978-80-7367-313-0.
ŠVAŘÍČEK, R - ŠEĎOVÁ, K .. et al .: Qualitative research in pedagogical sciences. Game rules. Prague: Portal, 2007
J.W. CRESWELL: Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research: International Edition. Pearson Education (US) 2011
J.W. CRESWELL, V.L. Plano CLARK .: Designing and Conducting Mixed Methods Researc. SAGE Publications Inc, 2017
Attendance at lectures is not necessary, but recommended. (20%)
The exercises evaluate active work, solving tasks such as. coding, analysis and data collection, etc. and solving beds at home. (60%)
The course is completed by a research project (20%)
The condition for successful completion of the course is to obtain at least 60% of the maximum possible evaluation of the course. The rating is given on a scale:
A (100-91%, excellent - excellent results),
B (90-81%, very good - above average standard),
C (80-73%, good - normal reliable work),
D (72-66%, satisfactory - acceptable results),
E (65-60%, sufficient - results meet minimum criteria),
Fx (59-0%, insufficient - additional work required)
Slovak
Research of educational phenomena. Action research as a specific professional activity of a teacher. Stages of empirical educational research. Procedures and techniques of research of educational phenomena (experiment, observation, scales and scaling, interview, questionnaire, sociometry and measurement of social climate, method of content analysis of school documents).
Qualitative research (characteristics, principles, use), collection of qualitative data (tools, conditions, tool creation), processing and interpretation of qualitative data (transcription, coding, theory creation, use), quantitative research (characteristics, principles, use), collection of quantitative data data (tools, conditions, tool creation), processing and analysis of quantitative data. (statistical methods, types, application, use), objectivity, reliability and validity of research, designs of qualitative, quantitative and mixed pedagogical research
80/20
At the end of the semester, students will receive:
Knowledge of basic stages and methods of empirical research of educational phenomena, basic methodological concepts, stages, methods and principles of quantitative and qualitative pedagogical research.
Skills needed to study and analyze scientific studies in pedagogy.
The teacher is able to design his / her own educational research, survey or action research and, with the support of the trainer, to carry out an independent research effort.
Ability to choose appropriate and meaningful research topics, deftly develop a research project, collect and empirically correct analysis of research data. They can interpret, defend and publish research data meaningfully and creatively.
Ability to critically evaluate various pedagogical researches, their implementation and their results.
They can create and choose the right type of research, with regard to solving a problem in the teaching process. They are able to create, implement and evaluate a test of knowledge and skills, according to the rules of creation and with regard to educational goals.
FFinancie v praxi A / Peter Tóth, Monika Dillingerová, Bratislava : ABCedu, a.s. 2019
Financie v praxi B / Peter Samuel Tóth, Monika Dillingerová, Bratislava : ABCedu, a.s. 2021,
Financie v praxi C / Peter Samuel Tóth, Monika Dillingerová, Bratislava : ABCedu, a.s. will be printed soon
my own electronic texts published on a website in LMS Moodle
Continuous assessment: active participation in seminars / elaboration of assignments
An exam:
Indicative evaluation scale: e.g. A 90%, B 80%, C 70%, D 60%, E 50%
slovak
- National standard financial literacy
- Origin and development of money;
- Financial responsibility of consumers;
- Planning, receiving and working;
- Consumer decision-making and management;
- Credit and debt;
- Saving and investing;
- Risk management and insurance;
100/0
The student:
- knows the target requirements for a financially literate student
- propose activities and be able to assess their suitability
- can solve and prepare his / her own tasks in every topic of financial literacy.
- own electronic texts published on the website, resp. in the Moodle environment
- Cárová, T. and Kohanová, I. 2012. Global primary school education - mathematics - methodical manual. [online] Slovak AID, Human at Risk, 2012. ISBN: 978-80- 970900-4-3 Available on the Internet: https://globalnevzdelavanie.sk/globalne-vzdelavanie-na-zs-matematika/
- Kireš. M., Ješková, Z., Ganajová, M., Kimáková, K. Research activities in science education. Bratislava: ŠPÚ, 2016.
- outputs from the IT academy project, where digital technologies are implemented in various subjects.
Continuous assessment: Active participation in classes (50%), design and implementation of a project with the implementation of a cross-cutting theme (50%).
An exam: -
Indicative evaluation scale: e.g. A 90%, B 80%, C 70%, D 60%, E 50%
Weight of the mid-term / final evaluation: e.g. 100/0
Slovak
- Cross-cutting themes according to the official curriculum and the possibilities of their implementation in various subjects.
- Topics found in the intersection of various subjects.
- Authentic learning aimed at solving real problems of life.
- Design and implementation of a project with the implementation of a cross-cutting theme.
- Presentation of the results of the implemented project.
100 / 0
The student:
- is able to include cross-cutting themes in the teaching of their subject in an appropriate way (especially environmental, multicultural, regional and media education),
- learn about the possibilities of connecting approbation subjects in the form of project teaching,
- gets ideas and inspirations for interdisciplinary projects.
ANZENBACHER, Arno: Introduction to Philosophy. Prague: SPN, 1991. ISBN: 80-04-26038-1.
BREZINKA, Wolfgang: Filozofické základy výchovy. Prague: Zvon, 1996. ISBN: 80-7113-169-5
CORETH, Emerich: What is a human being? Fundamentals of philosophical anthropology. Prague: Zvon, 1994. ISBN: 80-7113-098-2
POPKIN, Richard. H., STROLL, Avrum: Philosophy for Everyone. Prague: Ivo Zelezny, 2000. ISBN: 80-240-0257-4
PELCOVÁ, Naděžda: Philosophical and pedagogical anthropology. Prague: Karolinum, 2000. ISBN: 80-246-0076-5
Complementary literature and literature that is not in AK UK will be presented at the beginning and during the semester. Teachers' presentations and non-AK UK literature are available at MS Teams.
During the teaching period of the semester: participation, activity, elaboration of assignments or final test. The test or assignments will be from the material covered during the semester. The student can get a maximum of 50 points, the minimum for successful completion of the course is 30 points.
Classification scale: A: 100-92%, B: 91-84%; C: 83-76%, D: 75-68%, E: 67-60% FX: 0-59%
Violation of academic ethics results in the cancellation of the obtained points in the relevant evaluation item. The teacher accepts max. 2 absences with proven documents.
Interim / final evaluation weight: 100% in the examination period
Slovak
1. The concept and structure of philosophy
2. Philosophical and pedagogical anthropology
3. Philosophical anthropology and axiology
4. Philosophy of education I.
5. Philosophy of education II.
6. Philosophy of culture and values
7. Ethical issues and perspectives of education
Upon successful completion of the course, students will know:
A: in the field of knowledge:
• What is philosophy, its basic structure, goals and mission
• What issues do philosophy of education and philosophical anthropology address, what are their goals and mission?
• What is the significance of philosophy for solving problems of theory and practice of education
B: in the field of skills:
• Orientation in basic philosophical problems, disciplines and concepts
• Ask questions and formulate answers regarding philosophical questions of education
• Think independently about philosophical issues of education
šeďová, K. et al .: Výukova komunikace, Masarykova Univerzita, Brno 2019.
Svoboda, M .: Psychosocial interaction training in pedagogical practice, University of West Bohemia in Pilsen, 2017.
Continuous assessment: active work in class (interactive presentation and practical solution of tasks - 50% of continuous assessment), submission and presentation of assignments (preparation for class and completion of lessons - 50% of continuous assessment).
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak
- Key competencies of the teacher, influential theories about concepts in communication
- Verbal and nonverbal communication in the classroom
- Evaluation of verbal outcomes - SOLO taxonomy
- Argumentation as a part of critical thinking, conceptual comics
- Teacher questions
- Feedback
- Pupils' participation in learning communication
- Dialogue teaching
- Use of psychosocial interaction training in school practice
- Silent video as a means of developing communication skills
100 / 0
The student will be at the end of the semester:
- know specific activities focused on psychosocial interaction
- have experienced and practiced application of selected communication skills
- familiar with the rules and implications of best practices for effective communication
- know the rules and structure of arguments
- be able to appropriately apply the knowledge of solo taxonomy in evaluating the quality of verbal statements of the student
own electronic texts published on the website, resp. in the Moodle environment
GINNIS, P .: Effective Teaching Tools for Teachers. Universum Publishing House, 2019.
GORDON, T .: School without Losers. Malvern. 2015.
BREAUX, A .: Quick help for teachers. Portal. 2020.
SMETÁČKOVÁ, I., ŠTECH, S .: Učitelské vyhoření. Portal. 2020.
ČAPEK, R .: Lazy Teacher. How to teach well and effectively. Raabe. 2019
BUCHWALD, P .: Stress at school and how to manage it. Edika. 2013.
JANÍK, T .: Myths of False Error. About chibas in education and pedagogy. Masaryk University. 2020.
ČOKYNA, J .: And where are your edges? N Press. 2019
Continuous assessment: active participation in seminars + preparation for classes (80%), project / report (20%)
A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
- first year of the teacher (holidays, payslips, attendance, introductory teacher, training, ...)
- work of subject commissions and pedagogical documentation
- class
- coordination of school activities and events
- communication with parents
- crisis situations at school
- professional development and mental health care
- toxic stress and inappropriate behavior
- bullying at school, mobing and bossing
- working with students with special educational needs
100 / 0
The student:
- gets a concrete idea of the teacher's responsibilities
- will be acquainted with the recommended procedures and effective ways of solving various situations in pedagogical practice
- propose activities and be able to assess their suitability for application to different problems with different groups of students
- can plan their own personal development in addition to professional development and take a critical approach to self-reflection
5 pillars of Mind / T.Tokuhama-Espinosa
The Learning Science / R.K.Sawyer
Course materials
During the semester, the student, based on information from lectures, prepares a proposal for a semester work (10 points) in the required structure, defends it (10 points) and implements it (20 points).
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak in combination with English (study literature also in English).
Selected approaches to cognitive psychology. The theory of the 5 pillars of the mind. Knowledge-in-Pieces Theory. Principles and tenets of learning. Applying the acquired knowledge in design a series of teaching sequences in approbation subject.
100 / 0
The student knows selected approaches to current principles and tenets of learning formulated on knowledge of neuroscience results. In accordance with these principles and tenets can design a series of teaching sequences in his approbation.
Selection of literature according to the chosen topic of the thesis;
The current directive of the Rector of Comenius University on the basic requirements of theses;
KATUŠČÁK, D.: Ako písať záverečné a kvalifikačné práce. Nitra: Enigma 2007.
Active participation, ongoing reporting on work on the thesis. A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Choice of thesis topic.
Review of literature on the topic.
Basic material research and the procedure of its processing.
Methods of processing and producing the thesis (citation standards, manuscript editing, note-taking apparatus).
Presentation of a partial output (e.g. in the form of one chapter of the thesis).
100/0
Definition of the thesis topic, overview of the current state of problem solving, choice of the theoretical-methodological concept of the thesis and the ability to work selectively and correctly with secondary literature.
Creswell JW. Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ; 2002.
Sources listed in the thesis assignment.
Sources available in databases (e.g. wos, scopus, researchgate).
Textbook on research methodology in science teaching recommended by the thesis supervisor.
active participation in the seminar, on time submission of assignments and presentation of preliminary results
A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Formulating the objectives of the thesis on the basis of its assignment; obtaining, sorting and using available resources; working with electronic information sources; formulating research questions, searching for research methods suitable for the topic of the thesis.
100/0
The graduate of the course is able to obtain and sort information from information sources, especially from monographs, journal articles, conference proceedings and university textbooks. The graduate is able to plan research in the area of the thesis.
Creswell JW. Educational research: Planning, conducting, and evaluating quantitative. Prentice Hall Upper Saddle River, NJ; 2002.
Sources listed in the thesis assignment.
Sources available in databases (e.g. wos, scopus, researchgate).
Textbook on research methodology in science teaching recommended by the thesis supervisor.
Active participation, ongoing reporting on work on the thesis.
A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
Development of argumentation skills, causal thinking and creativity in the area of the thesis topic. Development of abilities to present the results of own work in the field of the thesis topic.
100/0
The graduate is able to elaborate the chosen topic at the level of a scientific study with a representative selection of literature, with appropriately chosen scientific procedures and hypotheses that can be verified. The graduate is able to formulate the contribution of his/her own work in the field of informatics/mathematics/physics teaching.
According to the topic of the master thesis.
Examination: state examination
Indicative assessment scale: A 90%, B 80%, C 70%, D 60%, E 50%
Slovak, English
1. The contribution of the final work for the given field of study depending on its nature and degree of study. The evaluation of the diploma thesis takes into account whether the student adequately processes the selected topic at the level of scientific study with a representative selection of professional literature, whether the chosen scientific procedures are appropriate and appropriate, and whether he adequately works with hypotheses that can be verified. The diploma thesis should be a clear contribution in the relevant field of study;
2. Originality of the thesis (the final thesis must not have the character of a plagiarism, must not infringe the copyrights of other authors), part of the documentation for the defense of the final thesis as a subject of state examination is the protocol of originality from the central register.
3. Correctness and correctness of citation of used information sources, research results of other authors and author groups, correctness of description of methods and working procedures of other authors or author groups;
4. Compliance of the structure of the final work with the prescribed composition defined by Internal Regulation no. 12/2013;
5. Respecting the recommended scope of the final thesis (the recommended scope of the diploma thesis is usually 50 - 70 standard pages - 90,000 to 126,000 characters, including spaces), the adequacy of the scope of the thesis is assessed by its supervisor;
6. Linguistic and stylistic level of work and formal arrangement;
7. The method and form of the defense of the final thesis and the student's ability to adequately respond to comments and questions in the opinions of the supervisor and the opponent.
8. In the teaching of art-educational subjects, the final work and its defense may also include the presentation of artistic outputs and performances.
0/100
The student is able to work on the chosen topic at the level of scientific study with a representative selection of professional literature, with appropriately selected scientific procedures and hypotheses that can be verified. The diploma thesis is a contribution in the relevant field of study.