Type of activities: 2S per week (seminar)

Educational activities are mainly carried out in full-time, but also in distance or combined form.

Scope (number of hours): 11 x 2 hours of direct teaching = 22 hours; 13 hours preparation of the seminar paper; 30 hours preparation for the mid-term evaluation; 25 hours preparation for the final evaluation. Total 90 hours of student work.

Methods of educational activities: explanation; lecture; discussion of the topic covered; demonstration methods, written work method, application methods, analysis of professional text, teaching based on practical experience.

Compulsory/Recommended readings:

GAVORA, P. 2008. Úvod do pedagogického výskumu. 4. prepracované a rozšírené vydanie.

Bratislava: Vydavateľstvo Univerzity Komenského.

GAVORA, P. 2007. Sprievodca metodológiou kvalitatívneho výskumu. 2. vyd. Bratislava: Vydavateľstvo Univerzity Komenského.

GAVORA, P., KOLLÁRIKOVÁ, Z., NOVÁKOVÁ, E. 2010. Manuál na tvorbu bakalárskej a diplomovej práce. Bratislava: PdF UK.

KATUŠČÁK, D. 2004. Ako písať záverečné a kvalifikačné práce. Bratislava: Enigma.

KOSTRUB, D. 2016. Základy kvalitatívnej metodológie. Bratislava: Vydavateľstvo Univerzity Komenského.

Course completion requirements:

1. During the semester, the student prepares a seminar paper in the context of the assignment given by the teacher, worth 20 points. The seminar paper will be based on the requirements for the thesis. This may be writing, for example, a preface or formulating a research problem, the conception of which will yield innovative knowledge. The seminar paper will also include a clear and comprehensible formulation of the aim of the thesis, i.e. a concrete proposal for a solution to a (non-trivial) problem or an answer to a specific research question. By submitting a seminar paper, the student demonstrates the ability to collect and interpret relevant data, usually based on the framework of the field of study.

2. There will be a midterm evaluation at approximately the sixth to seventh meeting. This will consist of the introductory thesis seminar topics. The bulk of the interim assessment will consist of the student's ability to construct bibliographic sources according to the citation standard being discussed. In doing so, the student will demonstrate the ability to write a scholarly text using cited and paraphrased sources according to the applicable citation standard and will be able to create bibliographic references. A passing grade of 40 points will be possible.

3. At the end of the semester during the assessment week, the student will be evaluated on a written test worth 40 points of the knowledge gained throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60 % of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results). The student actively acquires new knowledge and uses it in practical applications in his/her thesis. The student is self-initiative and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and is able to apply it in his/her thesis. His knowledge in the mid-term and final evaluation is at an excellent level. His/her interim and final assessment scores are excellent. The thesis is written clearly and clearly, and the student applies the knowledge gained in the introductory sessions of the seminar.

B (90-81%, very good - above average standard). The student applies his/her knowledge independently and creatively or with minor prompting from the instructor when evaluating phenomena and patterns. Acquires new knowledge in an active way and uses it in practical applications in his/her thesis. The student is self-initiative and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and is able to apply it in his/her thesis. His knowledge in the mid-term and final evaluation is at a very good level.

C (80-73%, good - normal reliable work): the student is able to apply the acquired knowledge and experience in the thesis with insignificant gaps. In evaluating phenomena and patterns, the student applies his/her knowledge independently or with minor prompting from the instructor. He/she acquires new knowledge in a routine manner and uses it in practical applications in his/her thesis. The student is self-initiated and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and can apply it in the context of his/her thesis. His/her knowledge in the mid-term and final assessment is at a good level.

D (72-66%, satisfactory - acceptable results): The student is able to apply the acquired knowledge and experience in his/her thesis at a satisfactory level. In evaluating phenomena and patterns, the student applies his/her knowledge independently or with minor suggestions from the teacher. He/she acquires new knowledge in a routine manner and uses it in practical applications in his/her thesis. He/she is not active during the teaching, does not bring new ideas, takes the role of a passive recipient. His knowledge in the mid-term and final assessment is at a satisfactory level.

E (65-60%, satisfactory - results meet minimum criteria): The student cannot apply the acquired knowledge and experience promptly enough in the thesis. The student does not apply his/her knowledge independently when evaluating phenomena and patterns. He/she acquires new knowledge in an inactive way and makes little use of it in the development of his/her thesis. The student does not take initiative and is not interested in the context of the problem addressed. The student is not oriented in methodological and professional literature and cannot apply it within the framework of his/her thesis. His/her knowledge in the interim and final evaluation meets the criteria only at a minimum level.

Fx (59-0%, insufficient - extra work required): awarded if the student fails to attend the regular assessment dates without giving a reason or if the student fails to meet the required level of the interim assessment, which is at least 50%.

Slovak language

Course outcomes of subject (content):

The diploma seminar is oriented towards the practical application of the topics addressed within the content of the course. Students in the course have to master the methodology of thesis conception. The aim is to practice individual aspects of pedagogical phenomena on model examples. Attention

is devoted to the selection of themes of the problem to the chosen topics, as well as the thematic, linguistic and stylistic construction of the professional text, observance of citation ethics and proper citation of the literature used.

1. Conception of the thesis as the final application completion of the master's degree. Presentation of approved thesis topics. Brief introduction of the thesis in relation to the extension of the Bachelor's thesis. Discussion of what lessons the student took away from the bachelor thesis defense. Thus, the student is able to apply his/her lessons learned from the creation and defense of the bachelor's thesis and understands in a way that indicates a professional approach to the creation of his/her thesis.

2. Characteristics of the thesis and development of the thesis structure. Introduction, main body of text, conclusion, appendices and other supplementary materials. Cover and title page of the thesis. Assignment, acknowledgements, abstract, preface. Table of contents, list of illustrations, list of tables, appendices, list of abbreviations and symbols.

3. Breakdown of the core of the thesis. Requirements for the thesis - quality indicators of the thesis. The current state of the problem solved at home and abroad, the aim of the thesis, the methodology of the thesis and methods of research, the results of the thesis, discussion. Analysis of the current state of the problem, its elaboration in the relevant literature.

4. Creation of the theoretical part of the thesis. Level of professional treatment of the problem, professional terminology of the author. Definition of basic terms. Logical sequence of the text, its clarity and readability, internal continuity and conceptuality.

5. Searching for literary sources. Evaluation of literary sources and the importance of authorial commentary. Opportunities for finding inspirational sources for research. Inspiration in the field, in the theoretical literature, in other published research. Searching print and electronic journals, databases, research monographs, the internet and qualifying papers. Use of other sources and publications that may be of benefit in the development of the thesis. The student demonstrates adequate knowledge of the subject matter and applies his/her skills in collecting, interpreting and processing the basic literature.

6. Continuous assessment of the introductory topics of the diploma seminar. The major portion of the interim evaluation will consist of the student's ability to construct bibliographic sources according to the citation standards covered. In doing so, the student will demonstrate the ability to write a scholarly text using cited and paraphrased sources according to the applicable citation standard.

7. Formal preparation of the thesis. Font type and size, line spacing, margin setting, scope of the thesis. Language of the thesis. Clarity and informative content. Professional style (factuality, clarity, precision of language). Spelling accuracy.

8. Problems of research implementation, errors in research implementation. Research based on quantitative and qualitative research methodology. Methods of research evaluation and possibilities of presenting research results in the diploma thesis. Analysis of the research problem and the importance of choosing an adequate methodology for research. Correctness of the problem formulation and its confrontation by studying the literature on the subject.

9. Problems of implementation of the application part, common mistakes in its implementation. Ways of interpreting the methodological part with emphasis on self-reflection and recommendations for pedagogical practice. Drawing relevant conclusions and discussion.

10. Analysis of one selected thesis that has already been submitted and defended and which received a negative evaluation. During the seminar, the failed parts of the thesis will be analyzed in detail by the students. Attention will be focused on the assessment of the formal aspect, on the assessment of the level of processing of the theoretical part of the thesis, on the assessment of the level of processing of the empirical or application part of the thesis, including the processing of the results and their interpretation. Students will analyse whether the results of the thesis are applicable to school practice and briefly evaluate whether the author presents original solutions and methods of treatment.

11. Thesis submission, licensing agreement, and originality check. Technical parameters of the thesis. Ethical aspects of the thesis. Final procedures: submission of the thesis, work with references and defence of the thesis. Commenting on comments. By producing a thesis, the student is able to communicate understandable, clear and distinct information, concepts, problems and solutions to both professional and lay audiences.

Learning outcomes/ Objectives and learning outcomes:

The diploma seminar is a bridge between the knowledge gained from the courses the student has taken so far and the consultations during the creation of the final thesis. The seminar aims to use concrete cases to show the possibilities of applying the theoretical knowledge in the thesis. As a rule, model situations are applied here, in which students specify the problem for specific solution topics, operationalise the phenomena related to it, formulate assumptions and choose appropriate methods of investigation and evaluation of the results. The experience gained from the seminar is intended to help students work independently in the process of developing their thesis.

The thesis is the final thesis of the 2nd stage of university studies (master's degree) and its defence forms an organic part of the state examination. With the thesis, the student treats the chosen topic at the level of a scientific study with a representative selection of professional literature, with appropriately chosen scientific procedures, research questions or hypotheses. In a specific diploma thesis, the student is able to implement, evaluate, justify and defend the application or empirical part with the simultaneous implementation of professional terminology.

Upon completion of the course, the student will understand the relevance of the thesis to his/her studies at the university. The student is able to think in context and has acquired professional competencies. He/she understands the laws of scientific research work and understands different research methodologies in pedagogy. Understands and can explain different research methods and how to obtain valid research results. If the subject of the student's thesis is not research but application, he/she will gain an overview of the possibilities of developing a good methodological part with detailed steps for its elaboration. The student will become familiar with the legislative regulations and the necessary formalities related to the creation and submission of the thesis. The student will also acquire the ability to present the thesis and will learn how to respond to opposing opinions in a sophisticated manner. The student will also develop his/her presentation skills through the use of digital technologies.

After completing the course, the student will be able to use the knowledge acquired during the university studies professionally, creatively and independently in solving the problems of the diploma thesis within the framework of the study programme. The student will understand the philosophical and propedeutic foundations of the investigation of pedagogical phenomena. The student will be able to characterize the various methods and techniques chosen. The student will be able to develop a basic design of a professional thesis (problem formulation, goal setting, sample selection, adequate choice of selected methods and methodologies).

Type of activities: 2S per week (seminar)

Educational activities are mainly carried out in full-time, but also in distance or combined form.

Scope (number of hours): 11 x 2 hours of direct teaching = 22 hours; 13 hours preparation of the seminar paper; 30 hours preparation for the mid-term evaluation; 25 hours preparation for the final evaluation. Total 90 hours of student work.

Methods of educational activities: explanation; lecture; discussion of the topic covered; demonstration methods, written work method, application methods, analysis of professional text, teaching based on practical experience.

Compulsory/Recommended readings:

GAVORA, P. 2008. Úvod do pedagogického výskumu. 4. prepracované a rozšírené vydanie.

Bratislava: Vydavateľstvo Univerzity Komenského.

GAVORA, P. 2007. Sprievodca metodológiou kvalitatívneho výskumu. 2. vyd. Bratislava: Vydavateľstvo Univerzity Komenského.

GAVORA, P., KOLLÁRIKOVÁ, Z., NOVÁKOVÁ, E. 2010. Manuál na tvorbu bakalárskej a diplomovej práce. Bratislava: PdF UK.

KATUŠČÁK, D. 2004. Ako písať záverečné a kvalifikačné práce. Bratislava: Enigma.

KOSTRUB, D. 2016. Základy kvalitatívnej metodológie. Bratislava: Vydavateľstvo Univerzity Komenského.

Course completion requirements:

1. During the semester, the student prepares a seminar paper in the context of the assignment given by the teacher, worth 20 points. The seminar paper will be based on the requirements for the thesis. This may be writing, for example, a preface or formulating a research problem, the conception of which will yield innovative knowledge. The seminar paper will also include a clear and comprehensible formulation of the aim of the thesis, i.e. a concrete proposal for a solution to a (non-trivial) problem or an answer to a specific research question. By submitting a seminar paper, the student demonstrates the ability to collect and interpret relevant data, usually based on the framework of the field of study.

2. There will be a midterm evaluation at approximately the sixth to seventh meeting. This will consist of the introductory thesis seminar topics. The bulk of the interim assessment will consist of the student's ability to construct bibliographic sources according to the citation standard being discussed. In doing so, the student will demonstrate the ability to write a scholarly text using cited and paraphrased sources according to the applicable citation standard and will be able to create bibliographic references. A passing grade of 40 points will be possible.

3. At the end of the semester during the assessment week, the student will be evaluated on a written test worth 40 points of the knowledge gained throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. To pass the course, a minimum of 60 % of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding results). The student actively acquires new knowledge and uses it in practical applications in his/her thesis. The student is self-initiative and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and is able to apply it in his/her thesis. His knowledge in the mid-term and final evaluation is at an excellent level. His/her interim and final assessment scores are excellent. The thesis is written clearly and clearly, and the student applies the knowledge gained in the introductory sessions of the seminar.

B (90-81%, very good - above average standard). The student applies his/her knowledge independently and creatively or with minor prompting from the instructor when evaluating phenomena and patterns. Acquires new knowledge in an active way and uses it in practical applications in his/her thesis. The student is self-initiative and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and is able to apply it in his/her thesis. His knowledge in the mid-term and final evaluation is at a very good level.

C (80-73%, good - normal reliable work): the student is able to apply the acquired knowledge and experience in the thesis with insignificant gaps. In evaluating phenomena and patterns, the student applies his/her knowledge independently or with minor prompting from the instructor. He/she acquires new knowledge in a routine manner and uses it in practical applications in his/her thesis. The student is self-initiated and asks questions in the context of the issues addressed and the proposed topics of the course. The student is well versed in the methodological and professional literature and can apply it in the context of his/her thesis. His/her knowledge in the mid-term and final assessment is at a good level.

D (72-66%, satisfactory - acceptable results): The student is able to apply the acquired knowledge and experience in his/her thesis at a satisfactory level. In evaluating phenomena and patterns, the student applies his/her knowledge independently or with minor suggestions from the teacher. He/she acquires new knowledge in a routine manner and uses it in practical applications in his/her thesis. He/she is not active during the teaching, does not bring new ideas, takes the role of a passive recipient. His knowledge in the mid-term and final assessment is at a satisfactory level.

E (65-60%, satisfactory - results meet minimum criteria): The student cannot apply the acquired knowledge and experience promptly enough in the thesis. The student does not apply his/her knowledge independently when evaluating phenomena and patterns. He/she acquires new knowledge in an inactive way and makes little use of it in the development of his/her thesis. The student does not take initiative and is not interested in the context of the problem addressed. The student is not oriented in methodological and professional literature and cannot apply it within the framework of his/her thesis. His/her knowledge in the interim and final evaluation meets the criteria only at a minimum level.

Fx (59-0%, insufficient - extra work required): awarded if the student fails to attend the regular assessment dates without giving a reason or if the student fails to meet the required level of the interim assessment, which is at least 50%.

Slovak language

Course outcomes of subject (content):

The diploma seminar is oriented towards the practical application of the topics addressed within the content of the course. Students in the course have to master the methodology of thesis conception. The aim is to practice individual aspects of pedagogical phenomena on model examples. Attention

is devoted to the selection of themes of the problem to the chosen topics, as well as the thematic, linguistic and stylistic construction of the professional text, observance of citation ethics and proper citation of the literature used.

1. Conception of the thesis as the final application completion of the master's degree. Presentation of approved thesis topics. Brief introduction of the thesis in relation to the extension of the Bachelor's thesis. Discussion of what lessons the student took away from the bachelor thesis defense. Thus, the student is able to apply his/her lessons learned from the creation and defense of the bachelor's thesis and understands in a way that indicates a professional approach to the creation of his/her thesis.

2. Characteristics of the thesis and development of the thesis structure. Introduction, main body of text, conclusion, appendices and other supplementary materials. Cover and title page of the thesis. Assignment, acknowledgements, abstract, preface. Table of contents, list of illustrations, list of tables, appendices, list of abbreviations and symbols.

3. Breakdown of the core of the thesis. Requirements for the thesis - quality indicators of the thesis. The current state of the problem solved at home and abroad, the aim of the thesis, the methodology of the thesis and methods of research, the results of the thesis, discussion. Analysis of the current state of the problem, its elaboration in the relevant literature.

4. Creation of the theoretical part of the thesis. Level of professional treatment of the problem, professional terminology of the author. Definition of basic terms. Logical sequence of the text, its clarity and readability, internal continuity and conceptuality.

5. Searching for literary sources. Evaluation of literary sources and the importance of authorial commentary. Opportunities for finding inspirational sources for research. Inspiration in the field, in the theoretical literature, in other published research. Searching print and electronic journals, databases, research monographs, the internet and qualifying papers. Use of other sources and publications that may be of benefit in the development of the thesis. The student demonstrates adequate knowledge of the subject matter and applies his/her skills in collecting, interpreting and processing the basic literature.

6. Continuous assessment of the introductory topics of the diploma seminar. The major portion of the interim evaluation will consist of the student's ability to construct bibliographic sources according to the citation standards covered. In doing so, the student will demonstrate the ability to write a scholarly text using cited and paraphrased sources according to the applicable citation standard.

7. Formal preparation of the thesis. Font type and size, line spacing, margin setting, scope of the thesis. Language of the thesis. Clarity and informative content. Professional style (factuality, clarity, precision of language). Spelling accuracy.

8. Problems of research implementation, errors in research implementation. Research based on quantitative and qualitative research methodology. Methods of research evaluation and possibilities of presenting research results in the diploma thesis. Analysis of the research problem and the importance of choosing an adequate methodology for research. Correctness of the problem formulation and its confrontation by studying the literature on the subject.

9. Problems of implementation of the application part, common mistakes in its implementation. Ways of interpreting the methodological part with emphasis on self-reflection and recommendations for pedagogical practice. Drawing relevant conclusions and discussion.

10. Analysis of one selected thesis that has already been submitted and defended and which received a negative evaluation. During the seminar, the failed parts of the thesis will be analyzed in detail by the students. Attention will be focused on the assessment of the formal aspect, on the assessment of the level of processing of the theoretical part of the thesis, on the assessment of the level of processing of the empirical or application part of the thesis, including the processing of the results and their interpretation. Students will analyse whether the results of the thesis are applicable to school practice and briefly evaluate whether the author presents original solutions and methods of treatment.

11. Thesis submission, licensing agreement, and originality check. Technical parameters of the thesis. Ethical aspects of the thesis. Final procedures: submission of the thesis, work with references and defence of the thesis. Commenting on comments. By producing a thesis, the student is able to communicate understandable, clear and distinct information, concepts, problems and solutions to both professional and lay audiences.

Learning outcomes/ Objectives and learning outcomes:

The diploma seminar is a bridge between the knowledge gained from the courses the student has taken so far and the consultations during the creation of the final thesis. The seminar aims to use concrete cases to show the possibilities of applying the theoretical knowledge in the thesis. As a rule, model situations are applied here, in which students specify the problem for specific solution topics, operationalise the phenomena related to it, formulate assumptions and choose appropriate methods of investigation and evaluation of the results. The experience gained from the seminar is intended to help students work independently in the process of developing their thesis.

The thesis is the final thesis of the 2nd stage of university studies (master's degree) and its defence forms an organic part of the state examination. With the thesis, the student treats the chosen topic at the level of a scientific study with a representative selection of professional literature, with appropriately chosen scientific procedures, research questions or hypotheses. In a specific diploma thesis, the student is able to implement, evaluate, justify and defend the application or empirical part with the simultaneous implementation of professional terminology.

Upon completion of the course, the student will understand the relevance of the thesis to his/her studies at the university. The student is able to think in context and has acquired professional competencies. He/she understands the laws of scientific research work and understands different research methodologies in pedagogy. Understands and can explain different research methods and how to obtain valid research results. If the subject of the student's thesis is not research but application, he/she will gain an overview of the possibilities of developing a good methodological part with detailed steps for its elaboration. The student will become familiar with the legislative regulations and the necessary formalities related to the creation and submission of the thesis. The student will also acquire the ability to present the thesis and will learn how to respond to opposing opinions in a sophisticated manner. The student will also develop his/her presentation skills through the use of digital technologies.

After completing the course, the student will be able to use the knowledge acquired during the university studies professionally, creatively and independently in solving the problems of the diploma thesis within the framework of the study programme. The student will understand the philosophical and propedeutic foundations of the investigation of pedagogical phenomena. The student will be able to characterize the various methods and techniques chosen. The student will be able to develop a basic design of a professional thesis (problem formulation, goal setting, sample selection, adequate choice of selected methods and methodologies).

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching: 2 hours of practice/week, total of 22 hours per semester,

Organizational form: combined form (primarily in-person teaching)

Student workload: 11 x 2 hours of direct teaching (total: 22 hours); 35 hours preparation of seminar work; 23 hours study of literature, 40 hours preparation for mid-term evaluation. Total 120 hours of student work.

Methods of education: A combination of monological methods (instruction), situational methods (case studies), dialogical methods (interview, discussion), and practical methods (induction, deduction, analysis, synthesis).

Compulsory readings:

BALCÁROVÁ, Božena. Integrovaná didaktiky hudobnej výchovy v primárnej edukácii. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta, 2004. ISBN 978-80-555-2324-8.

BOROŠ, Tomáš. Hudobná edukácia. Teória a prax. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4430-2.

FRIDMAN, Libor a kol. Aktuálne podnety modernizácie didaktiky hudobnej edukácie. Banská Bystrica: PF UMB, 2013. ISBN 978-80-8083-755-6.

BARANOVÁ, Eleonóra. Hudobná výchova – výchova hudbou k hudbe. Banská Bystrica: Pedagogická fakulta UMB, 2010. ISBN 978-80-8083-866-9.

Recommended readings:

BALCÁROVÁ, Božena. Alfa didaktiky hudobnej výchovy. Prešov: Súzvuk, 2004. ISBN 80-89188-00-1.

BARANOVÁ, Eleonóra. Ako učiť hudobnú výchovu. Ružomberok: Katolícka univerzita, 2001. ISBN 80-89039-03-0.

HURNÍK, Ilja. Umění poslouchat hudbu. 6 CD. Praha: Supraphon, 2004.

JENČKOVÁ, Eva. Hudba a pohyb ve škole. Hradec Králové: Tandem, 2002. ISBN 80-903115-7-1.

KODEJŠKA, Miloš. Integratívni hudební výchova dítěte předškolního věku. Praha: PF UK Praha, 2002. ISBN 80-7290-080-3.

SEDLÁK, František – VÁŇOVÁ, Hana: Hudební psychologie pro učitele. Praha: Karolinum, 2013. ISBN 978-80-246-2060-2.

Note: In the case of good language skills of the student, in addition to the literature in the Slovak language, we also provide relevant foreign language literature.

Course completion requirements:

There will be two written term papers of 50 points each during the semester. To get an A, the student needs to obtain at least 91 points; at least 81 points to get a B; at least 73 points to get a C, at least 66 points to get a D and at least 60 points to get an E. To complete the course successfully, it is necessary to obtain at least 60% of the points.

The grade is awarded on a scale:

A (100-91 %, excellent – outstanding results),

B (90-81 %, very good – above the average standard),

C (80-73 %, good – generally sound work),

D (72-66 %, satisfactory – fair but with significant shortcomings),

E (65-60 %, sufficient – performance meets the minimum criteria),

Fx (59-0 %, fail – further work required).

Slovak, Czech

Course outcomes of subject (content):

Teaching lesson - structure, stages, construction, principles. Music-educational activities, music-didactic games. Teacher's preparation for teaching - objectives, content, methodological procedure. Material-didactic means, up-to-date textbooks. Teacher's personality. Teacher-pupil interaction, artistic and pedagogical communication. Musico-didactic models and concepts. Creation of a music-pedagogical project. Management of the music-educational process.

Learning outcomes/ Objectives and learning outcomes:

The student knows both in theory and practice the problematics of building a lesson - its stages, structure, form, tectonics, as well as related activities - teacher's preparation for teaching. The student is oriented in music-pedagogical and didactic constructs (plans, curricula, standards, programs), in current textbooks, in the issue of material and didactical means. He (she) knows the basic principles of teacher-pupil interaction and pedagogical communication; is able to apply general didactic principles in music education. The student gains an overview of current progressive didactic models and concepts.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching: 2 hours of practice/week, total of 22 hours per semester,

Organizational form: combined form (primarily in-person teaching)

Student workload: 11 x 2 hours of direct teaching (total: 22 hours); 35 hours preparation of seminar work; 23 hours study of literature, 40 hours preparation for mid-term evaluation. Total 120 hours of student work.

Methods of education: A combination of monological methods (instruction), situational methods (case studies), dialogical methods (interview, discussion), and practical methods (induction, deduction, analysis, synthesis).

Compulsory readings:

BALCÁROVÁ, Božena. Integrovaná didaktiky hudobnej výchovy v primárnej edukácii. Prešov: Prešovská univerzita v Prešove, Pedagogická fakulta, 2004. ISBN 978-80-555-2324-8.

BOROŠ, Tomáš. Hudobná edukácia. Teória a prax. Bratislava: Univerzita Komenského, 2018. ISBN 978-80-223-4430-2.

FRIDMAN, Libor a kol. Aktuálne podnety modernizácie didaktiky hudobnej edukácie. Banská Bystrica: PF UMB, 2013. ISBN 978-80-8083-755-6.

BARANOVÁ, Eleonóra. Hudobná výchova – výchova hudbou k hudbe. Banská Bystrica: Pedagogická fakulta UMB, 2010. ISBN 978-80-8083-866-9.

Recommended readings:

BALCÁROVÁ, Božena. Alfa didaktiky hudobnej výchovy. Prešov: Súzvuk, 2004. ISBN 80-89188-00-1.

BARANOVÁ, Eleonóra. Ako učiť hudobnú výchovu. Ružomberok: Katolícka univerzita, 2001. ISBN 80-89039-03-0.

HURNÍK, Ilja. Umění poslouchat hudbu. 6 CD. Praha: Supraphon, 2004.

JENČKOVÁ, Eva. Hudba a pohyb ve škole. Hradec Králové: Tandem, 2002. ISBN 80-903115-7-1.

KODEJŠKA, Miloš. Integratívni hudební výchova dítěte předškolního věku. Praha: PF UK Praha, 2002. ISBN 80-7290-080-3.

SEDLÁK, František – VÁŇOVÁ, Hana: Hudební psychologie pro učitele. Praha: Karolinum, 2013. ISBN 978-80-246-2060-2.

Note: In the case of good language skills of the student, in addition to the literature in the Slovak language, we also provide relevant foreign language literature.

Course completion requirements:

There will be two written term papers of 50 points each during the semester. To get an A, the student needs to obtain at least 91 points; at least 81 points to get a B; at least 73 points to get a C, at least 66 points to get a D and at least 60 points to get an E. To complete the course successfully, it is necessary to obtain at least 60% of the points.

The grade is awarded on a scale:

A (100-91 %, excellent – outstanding results),

B (90-81 %, very good – above the average standard),

C (80-73 %, good – generally sound work),

D (72-66 %, satisfactory – fair but with significant shortcomings),

E (65-60 %, sufficient – performance meets the minimum criteria),

Fx (59-0 %, fail – further work required).

Slovak, Czech

Course outcomes of subject (content):

Teaching lesson - structure, stages, construction, principles. Music-educational activities, music-didactic games. Teacher's preparation for teaching - objectives, content, methodological procedure. Material-didactic means, up-to-date textbooks. Teacher's personality. Teacher-pupil interaction, artistic and pedagogical communication. Musico-didactic models and concepts. Creation of a music-pedagogical project. Management of the music-educational process.

Learning outcomes/ Objectives and learning outcomes:

The student knows both in theory and practice the problematics of building a lesson - its stages, structure, form, tectonics, as well as related activities - teacher's preparation for teaching. The student is oriented in music-pedagogical and didactic constructs (plans, curricula, standards, programs), in current textbooks, in the issue of material and didactical means. He (she) knows the basic principles of teacher-pupil interaction and pedagogical communication; is able to apply general didactic principles in music education. The student gains an overview of current progressive didactic models and concepts.

Type of activities, scope (number of hours) and methods of educational activities:

1 hour of lecture and 1 hour of seminar/week, a total of 22 hours per semester, combined (mostly face-to-face).

scope: 11 x 2 hours of direct teaching = 22 hours, processing the draft of two activities related to writing in the preparatory period = 15 hours, processing the activity proposal of a complete lesson = 23 hours, preparation for the final test = 30 hours. A total of 90 hours of student work.

methods: lecture, discussion of the topic covered, application of theoretical knowledge to examples from practice, e-learning, solving problem tasks by students, evaluation and self-evaluation of written writing,

- lecture (used when presenting each topic of the course),

- discussion on the topic covered (during and after the lecture, a discussion related to the topic is held, but students are gradually expected to connect the related topics that have been discussed, which are characteristic when synthesizing the content of the subject),

- application of theoretical knowledge on examples from practice (concrete methodological procedures will be incentives to search for possibilities of implementation in practice in the form of defined model situations),

- e-learning (use of Moodle, preparation of the final test, insertion of processed outputs),

- solving problem tasks by students (related mainly to the topic of assessment and self-assessment, top-down and bottom-up approaches, support for difficulties in writing and reading, where the student is expected to critically justify the validity of didactic decisions and procedures in student development),

- evaluation and self-evaluation of written writing (creates a space to demonstrate not only the skill of recording written writing according to the model, but also allows the student to define evaluation criteria, the method of providing feedback, as well as creating an opportunity for self-evaluation, which the teacher should have for pupils in the elementary year when writing and reading create).

Compulsory/Recommended readings:

Belásová, Ľ. (2010). Písmo a písanie - súčasť elementárnej gramotnosti. Prešov: PF PU.

Gavora, P., & Zápotočná, O. a kol. (2003). Gramotnosť. Vývin a možnosti jej didaktického usmerňovania. Bratislava: Univerzita Komenského. (selected parts of chapters)

Kožík Lehotayová, B. (2021). Rozvíjanie grafomotoriky v predškolskom veku. Bratislava: Univerzita Komenského v Bratislave. (selected chapter)

Kožík Lehotayová, B. (2022). Stratégie podpory v začiatočnom písaní. Ružomberok: VERBUM KU v Ružomberku. (vybrané kapitoly)

Kožík Lehotayová, B., & Osaďan, R. (2021). Možnosti podpory grafomotoriky z pohľadu učiteľa. In. Miňová, M., & Slováček, M. Výchova a vzdelávanie v materskej škole: otázky a odpovede. Prešov: Rokus. http://omep.sk/wp-content/uploads/2021/12/Zborn%C3%ADk-DM%C5%A0-2021.pdf

Lipnická, M., a kol. (2019). Rozvoj jazykovej a literárnej gramotnosti v predškolskej a elementárnej pedagogike [online] Banská Bystrica: Belianum. (selected parts of chapters)

Dostupné na: https://www.pdf.umb.sk/katedry/katedra-elementarnej-a-predskolskej-pedagogiky/publikacie/book-19442/rozvoj-jazykovej-a-literarnej-gramotnosti-v-predskolskej-a-elementarnej-pedagogike-online-dokument.html

ŠVP pre primárne vzdelávanie – 1. stupeň základnej školy [online]. Bratislava: ŠPÚ.

http://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/svp_pv_2015.pdf

Slovenský jazyk a literatúra 1. ročník.

https://www.statpedu.sk/files/articles/dokumenty/inovovany-statny-vzdelavaci-program/sjl_pv_2014.pdf

Course completion requirements:

The course ends with an assessment consisting of two mid-term assignments and a final test.

A maximum of 60 points can be obtained for ongoing assignments - application outputs, which are part of the management of the student's subject portfolio. Application outputs will include:

- proposal of activities and didactic means for practicing the graphic element in the preparatory period of writing (maximum 20 points),

- lesson project - methodical procedure for deriving the selected sound/letter and syllable, with specific methods, with the creation of your own didactic aid - syllabary period of writing and reading (maximum 40 points).

A student can get a maximum of 40 points for completing the final test. The final test will verify the level of mastery of the subject content, professional terminology, linking the theoretical and application levels of teaching writing and reading in the elementary grade.

The rating is given on a scale:

A (100-93 points, excellent - excellent results) - the student masters the theory, understanding of theoretical starting points and their connections, applies an understanding of didactic and methodological procedures, can critically justify the presented approaches in teaching writing and reading,

B (92-85 points, very good - above average standard) - the student has mastered the theory, understanding of the theoretical starting points and their connections, there are minimal inaccuracies when justifying the application proposals in the teaching of writing and reading,

C (84-77 points, good - ordinary reliable work) - the student masters the theory, understanding of theoretical starting points, the lower level is manifested in the application of didactic and methodical procedures in the teaching of writing and reading, as well as during the discussion when solving problem tasks during the course of the seminar,

D (76-69 points, satisfactory - acceptable results) - the student does not fully master the theory, there are significant inaccuracies in the application of didactic decisions and methodological procedures in the teaching of writing and reading,

E (68-60 points, sufficient - the results meet the minimum criteria) - the student achieves a low level with significant inaccuracies in the knowledge and application of didactic and methodological procedures in the teaching of writing and reading.

Fx (59-0 points, insufficient - additional work is required) - the student's knowledge and skills are below the threshold of meeting the minimum criteria for awarding a successful assessment.

Slovak language

Course outcomes of subject (content):

- Aim, content and structuring of the subject Slovak language and literature in the 1st year of elementary school. Dimensions of the development of communication literacy in the 1st year of elementary school in relation to the curriculum.

- Pedagogical and psychological aspects of writing and reading. Factors influencing reading and writing. The level of pre-literacy of the pupil when entering the 1st year of elementary school. Diagnosing children's literacy skills when entering school. Psychogenetic theory of literacy development E. Ferreiro. Methodology of observation and assessment of children's early manifestations of literacy in the period of the beginnings of acquiring written language in the 1st year of elementary school according to M. M. Clay.

- Didactic basics of initial reading and writing. Psychological, hygienic and technical principles and requirements in the development of reading and writing. Didactic games to develop the prerequisites for writing and reading (focusing mainly on the development of vocabulary, phonemic awareness, auditory and visual perception, fine motor skills, attention, memory).

- Basic theories of reading and writing – phonological, whole-word and dual approach to reading. Literacy development from a bottom-up and top-down perspective. Current approaches to teaching initial writing and reading - global method, genetic method, phonetic analytical-synthetic method.

- Stages in teaching writing and reading. Preparatory period in writing and reading. The syllabary period in writing and reading. Writing and reading in the reading period.

- Methods in teaching writing and reading. Didactic resources - syllabary, reading book, template books, workbooks, reference pictures, folding alphabet, etc.

- Shape elements and characters of the written script. Continuous and non-continuous font. Qualitative and quantitative features of writing and reading.

- Phases of reading and writing practice according to the phonetic analytical-synthetic method. Derivation and practice of reading and writing sounds/letters, syllables, words using the phonetic analytical-synthetic method.

- Diagnosing, evaluating and self-assessing reading and writing. Description, transcription, dictation, auto-dictation. Evaluation and self-evaluation of written writing based on personal experience.

- Support for problems in writing and reading. Individualization and differentiation of the teaching of writing and reading in the elementary year of elementary school.

Learning outcomes/ Objectives and learning outcomes:

The main goal of the course is for the student to acquire the knowledge necessary for the development of students in the educational field of language and communication in the subject Slovak language and literature in the 1st year of elementary school. Knowledge and understanding of theoretical principles and their application in specific didactic contexts creates the assumption that the student will acquire skills and competences related to the design, implementation and reflection of the teaching of writing and reading as an essential part of developing the student's elementary literacy.

After completing the course, the student will acquire the following knowledge:

- knows the currently valid curriculum for primary education in the educational field of language and communication,

- knows the difference between auditory and visual approaches to reading development,

- will understand the specifics of teaching beginning writing and reading, which are linked to didactic decisions and methodological procedures that interact with individual periods of writing and reading practice,

- knows the teaching methods of developing writing and reading in the elementary grade,

- differentiates and can justify the choice of individual methods in supporting writing and reading,

- knows the techniques of diagnosis and assessment of reading and writing,

- knows the strategies of individualized support and a differentiated approach to a student with difficulties in writing and reading.

After completing the subject, the student will acquire the following skills:

- draws a hint picture of the letter,

- writes letter shapes according to the template,

- records the shape of the letter according to the procedure of the method when inferring an unknown letter,

- creates pictograms and simple pictures for self-assessment of writing and reading.

After completing the course, the student will acquire the following competencies, including transferable skills:

- can apply didactic and methodical procedures with the application of methods of teaching initial writing and reading,

- can evaluate own letter shapes and graphic elements according to the criteria of a sample font,

- can implement the methodical procedure of the selected method of writing and reading within the micro output,

- can reflect and critically evaluate his own and others' proposals for didactic procedures of the preparatory and syllabary period,

- can create and assess tasks or activities suitable for developing writing and reading,

- applies interpersonal competences,

- applies communication skills (can present proposals, discuss), reasoning in contexts (can synthesize subject content by connecting related topics).

Type of activities, scope (number of hours) and methods of educational activities:

22 hours of full-time teaching; 15 hours of continuous preparation; 15 hours of continuous test preparation; 8 hours of reflection on presentations, 30 hours of preparation for final exam. Total 90 hours.

Learning methods: Lecture, group discussion, heuristic method, analysis of videos and real situations, realization of demonstrations learning, analysis of problem situations, guided self-study and work with text

Compulsory/Recommended readings:

Čáp, J., Mareš, J.( 2007).Psychológie pro učitele. Prague: Portal, 2007.

Valihorová,M., Gajdošová, E.(2009). Chapters from school psychology. Banská Bystrica: UMB, 2009.

Recommended reading:

Veselský, M.(2007). Pedagogical psychology 1. Theory and practice. Bratislava: Comenius University, 2007.

Jedlička, R., Kot'a, J., Slavík, J. (2018). Pedagogical psychology for teachers. Psychology in education.

and education. Prague: Grada. (selected chapters: 1.., 2., 3.2, 3.3. 3.4., 3.5, 3.6 but also 4., 5.6 and 9)

Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ., Sokolová, L. (2019). Attitudes,

inclusion and prejudice in Slovak schools. Bratislava. (Selected chapters.

Children's difference - a view from behind the teacher's chair and 2.3 Growth or fixed attitudes in perception

2.4 Prejudices of male and female teachers towards Roma ethnicity in relation to inclusion)

https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf

Sokolová, L., Jursová Zacharová, Z., Lemesová, M., Cabanová, K., Šramová, B. (2015). Personality and social

psychological competences of male and female teachers. Comenius University. s 7-69.

Brunclíková, Z. (2015). On the issue of bullying and manifestations of aggression in primary schools. In Psychologija

and pathopsychology of the child. Vol.l 49. no. 1-2. p. 10-18.

Website:

Association of School Psychology - http://www.aspsr.sk/skolska-psychologia

Educational and School Psychology (Textbook) https://pdf.truni.sk/e-ucebnice/psp/

Journal: School Psychologist/School Psychologist: https://journals.muni.cz/skolnipsycholog/index

Course completion requirements: Students will take one 30-point midterm test during the semester, present Seminar work of 20 minutes for 20 points, make a reflection on the presentations for 10 points. The final assessment will consist of a written part (40 points). A minimum of 91 points is required for a final grade of A and 91 points is required for a final grade of B. at least 81 points, for a grade C at least 73 points, for a grade D at least 66 points and for a grade E at least 60 points. Credit will not be awarded to a student who scores less than 50% on any of the assignments. For passing the course, a minimum of 60% marks is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

For an A grade, students need to submit outstanding results continuously throughout the semester,

be able to study independently, be able to reflect on the problems presented. Students are able to navigate through a variety of literary sources, are able to select relevant sources for their

study, they can analyse and select technical or scientific information and speak in front of a group, they can evaluate outcomes, know the basics of educational and school psychology and can apply this information in practice.

A grade of B indicates that students have performed above average throughout the semester, have been able to independent study, have mastered basic information related to educational and school psychology, are able to navigate the literature, are able to evaluate the outcomes and are able to apply the knowledge gained to practice, but their critical thinking is borderline.

A grade of C indicates that students performed at a standard level during the semester, their theoretical knowledge of the subject matter is at a good level, but the ability to apply this knowledge and critically evaluate it is lacking and compare individual literary sources and psychological knowledge.

A grade of D indicates that students were less prepared during the semester, have moderate deficiencies in theoretical knowledge related to the subject matter of the course, and have more difficulty in independently implementation work as well as in group work, they cannot critically analyse information and have difficulty applying knowledge to practice. A grade of E means that students fail in more than one of the assignments, lack the ability to analyse and compare multiple pieces of knowledge, and fail to think critically and apply theoretical knowledge to practice, but have mastered most of the theoretical knowledge of the subject.

Slovak and Czech

Course outcomes of subject (content): 1. System and methods of educational and school psychology, determinants of the formation of the individual's psyche

2. Social-psychological cognition in the pedagogical space (impression formation, distorting

mechanisms about others, attitudes, stereotypes)

3. Communication in the pedagogical process - conflict situations and their resolution

4. Psychological issues of learning. The concept of learning in terms of psychological theories of learning, types of learning,

laws of learning, control of learning processes, motivation and its influence on learning.

5. Developing creativity.

6. Psychological analysis of pupils' success and failure at school. Psychological aspects of personality

of the teacher/person working with the child. Socio-psychological competences of the teacher,

7. Psychological issues of education, logical implications

8. Counseling in schools, school psychologist and his/her roles in school, ethical standards of school psychologist's work

standards of the school psychologist.

9. Sequential model of the school psychologist's activity

10. Individual peculiarities of pupils and work with them. Multiculturalism

11. Presentation of new research findings in school and educational psychology

Learning outcomes/ Objectives and learning outcomes: Educational psychology provides knowledge of the psychological laws of the educational process. It clarifies concepts such as learning, education, creativity, performance. School psychology synthesizes knowledge of basic psychological disciplines and their use in school conditions. The aim is to explore the individual peculiarities and specificities of educated individuals and groups, with an orientation towards the design and optimization of their development. Students will be able to creatively and actively approach educational work with pupils in school, know their motivation and know how to select the right way of learning in individual conditions when working with a child, distinguish between different educational styles and educational situations, understand pupils' underachievement and know how to motivate them. They are also able to assess, analyse and compare information, they will be able to think critically and evaluate different models of learning in educational work with pupils.

Type of activities, scope (number of hours) and methods of educational activities:

22 hours of full-time teaching; 15 hours of continuous preparation; 15 hours of continuous test preparation; 8 hours of reflection on presentations, 30 hours of preparation for final exam. Total 90 hours.

Learning methods: Lecture, group discussion, heuristic method, analysis of videos and real situations, realization of demonstrations learning, analysis of problem situations, guided self-study and work with text

Compulsory/Recommended readings:

Čáp, J., Mareš, J.( 2007).Psychológie pro učitele. Prague: Portal, 2007.

Valihorová,M., Gajdošová, E.(2009). Chapters from school psychology. Banská Bystrica: UMB, 2009.

Recommended reading:

Veselský, M.(2007). Pedagogical psychology 1. Theory and practice. Bratislava: Comenius University, 2007.

Jedlička, R., Kot'a, J., Slavík, J. (2018). Pedagogical psychology for teachers. Psychology in education.

and education. Prague: Grada. (selected chapters: 1.., 2., 3.2, 3.3. 3.4., 3.5, 3.6 but also 4., 5.6 and 9)

Jursová Zacharová, Z., Lemešová, M., Miškolci, J., Cabanová, K., Horváthová, Ľ., Sokolová, L. (2019). Attitudes,

inclusion and prejudice in Slovak schools. Bratislava. (Selected chapters.

Children's difference - a view from behind the teacher's chair and 2.3 Growth or fixed attitudes in perception

2.4 Prejudices of male and female teachers towards Roma ethnicity in relation to inclusion)

https://www.havava.eu/accounts/Zlatica/Predsudky_inkluzia_monog_JZ_Final.pdf

Sokolová, L., Jursová Zacharová, Z., Lemesová, M., Cabanová, K., Šramová, B. (2015). Personality and social

psychological competences of male and female teachers. Comenius University. s 7-69.

Brunclíková, Z. (2015). On the issue of bullying and manifestations of aggression in primary schools. In Psychologija

and pathopsychology of the child. Vol.l 49. no. 1-2. p. 10-18.

Website:

Association of School Psychology - http://www.aspsr.sk/skolska-psychologia

Educational and School Psychology (Textbook) https://pdf.truni.sk/e-ucebnice/psp/

Journal: School Psychologist/School Psychologist: https://journals.muni.cz/skolnipsycholog/index

Course completion requirements: Students will take one 30-point midterm test during the semester, present Seminar work of 20 minutes for 20 points, make a reflection on the presentations for 10 points. The final assessment will consist of a written part (40 points). A minimum of 91 points is required for a final grade of A and 91 points is required for a final grade of B. at least 81 points, for a grade C at least 73 points, for a grade D at least 66 points and for a grade E at least 60 points. Credit will not be awarded to a student who scores less than 50% on any of the assignments. For passing the course, a minimum of 60% marks is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

For an A grade, students need to submit outstanding results continuously throughout the semester,

be able to study independently, be able to reflect on the problems presented. Students are able to navigate through a variety of literary sources, are able to select relevant sources for their

study, they can analyse and select technical or scientific information and speak in front of a group, they can evaluate outcomes, know the basics of educational and school psychology and can apply this information in practice.

A grade of B indicates that students have performed above average throughout the semester, have been able to independent study, have mastered basic information related to educational and school psychology, are able to navigate the literature, are able to evaluate the outcomes and are able to apply the knowledge gained to practice, but their critical thinking is borderline.

A grade of C indicates that students performed at a standard level during the semester, their theoretical knowledge of the subject matter is at a good level, but the ability to apply this knowledge and critically evaluate it is lacking and compare individual literary sources and psychological knowledge.

A grade of D indicates that students were less prepared during the semester, have moderate deficiencies in theoretical knowledge related to the subject matter of the course, and have more difficulty in independently implementation work as well as in group work, they cannot critically analyse information and have difficulty applying knowledge to practice. A grade of E means that students fail in more than one of the assignments, lack the ability to analyse and compare multiple pieces of knowledge, and fail to think critically and apply theoretical knowledge to practice, but have mastered most of the theoretical knowledge of the subject.

Slovak and Czech

Course outcomes of subject (content): 1. System and methods of educational and school psychology, determinants of the formation of the individual's psyche

2. Social-psychological cognition in the pedagogical space (impression formation, distorting

mechanisms about others, attitudes, stereotypes)

3. Communication in the pedagogical process - conflict situations and their resolution

4. Psychological issues of learning. The concept of learning in terms of psychological theories of learning, types of learning,

laws of learning, control of learning processes, motivation and its influence on learning.

5. Developing creativity.

6. Psychological analysis of pupils' success and failure at school. Psychological aspects of personality

of the teacher/person working with the child. Socio-psychological competences of the teacher,

7. Psychological issues of education, logical implications

8. Counseling in schools, school psychologist and his/her roles in school, ethical standards of school psychologist's work

standards of the school psychologist.

9. Sequential model of the school psychologist's activity

10. Individual peculiarities of pupils and work with them. Multiculturalism

11. Presentation of new research findings in school and educational psychology

Learning outcomes/ Objectives and learning outcomes: Educational psychology provides knowledge of the psychological laws of the educational process. It clarifies concepts such as learning, education, creativity, performance. School psychology synthesizes knowledge of basic psychological disciplines and their use in school conditions. The aim is to explore the individual peculiarities and specificities of educated individuals and groups, with an orientation towards the design and optimization of their development. Students will be able to creatively and actively approach educational work with pupils in school, know their motivation and know how to select the right way of learning in individual conditions when working with a child, distinguish between different educational styles and educational situations, understand pupils' underachievement and know how to motivate them. They are also able to assess, analyse and compare information, they will be able to think critically and evaluate different models of learning in educational work with pupils.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form

(in full-time study):

2 hours per week seminar, total per semester 22 hours, combined form (primarily attendance)

Student workload:

2 hours seminar (4 credits) for a full-time student:

11x 2 hours of direct teaching = 22 hours; 10 hours of independent study - study of legislative and curricular documents of primary education; 30 hours preparation of outputs from assigned semester tasks; 40 hours of preparation for the interim assessment.

A total of 102 hours of student work.

Teaching methods: activating methods; linking theory with practice, demonstration methods, discussion, group work, literature study, problem solving method

Compulsory/Recommended readings:

FUCHSOVÁ, M., ADAMKOVÁ, M., PIRHÁČOVÁ LAPŠANSKÁ, M., 2020. Uses of augmented reality in biology education. In: Augmented reality in educational settings. 1. vyd., Leiden: Brill, 2020, S. 168-194, ISBN 978-90-04-40883-8. Registrované v wos

HELD, Ľ. a kol. Výskumne ladená koncepcia prírodovedného vzdelávania - IBSE v slovenskom kontexte. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2011. ISBN 978-80-8082-486-0

KOPÁČOVÁ, J. Vývoj učebníc prírodovedy na Slovensku. Ružomberok: VERBUM – vydavateľstvo KU, 2012. ISBN 978-80-8084-4

ROCHOVSKÁ, I., AKIMJAKOVÁ, B. a kol. Prírodovedné vzdelávanie a prírodovedná gramotnosť v predškolskej a elementárnej pedagogike. Ružomberok: VERBUM – vydavateľstvo KU, 2012. ISBN 978-80-8084-926-9

Štátny vzdelávací program pre 1. stupeň základnej školy v Slovenskej republike ISCED 1 – primárne vzdelávanie. Štátny pedagogický ústav, 2008. Dostupné na: www.statpedu.sk

ZORMANOVÁ, L. Výukové metody v pedagogice. Praha: Grada, 2012. ISBN 978-80-247-4100-0.

ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Trnava: VEDA_TYPI Universitas Tyrnaviensis, 2006. ISBN 80-8082-095-3.

ŽOLDOŠOVÁ, K. Implementácia konštruktivistických princípov prírodovedného vzdelávania do školských vzdelávacích programov MŠ a 1. Stupňa ZŠ. Prešov: Rokus, 2010. ISBN 978-80-89510-00-9

Course completion requirements:

The student will be assessed continuously:

a/elaboration of two preparations for a lesson focused on the curriculum of primary science education (Primary, Science) with a value of 20 points

b/design and presentation of teaching material for selected subjects in primary science education that can be used for any part of the lesson with a value of 40 points

c/the subject will be completed by a written mid-term test with a value of 40 points.

At least 91 points are required to obtain a final grade A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student has an excellent command of the theoretical knowledge of primary science education, can analyse the teaching aids and methods used in primary education and reflect didactically on the process of primary science education

B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the theoretical knowledge of primary science education, but his ability to analyse teaching aids, methods and didactically reflect on the process of primary science education is borderline

C (80-73%, good – normal reliable work), good performance, although the student has a good command of the theoretical knowledge of primary science education, he can analyse the teaching aids, methods used in primary education and didactically reflect on the process of primary science education only partially

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially masters the theoretical knowledge of primary science education, is only able to partially analyse teaching aids, methods used in primary education, but the ability to reflect didactically is partially absent

E (65-60%, sufficient - the results meet the minimum criteria), satisfactory performance, the student controls the theoretical knowledge of primary science education at a minimum level and his ability to analyse teaching aids, methods and didactically reflect on the process of primary science education is partially absent.

Fx (59-0%, insufficient - additional work is required), insufficient performance, the student does not sufficiently master the basic knowledge of primary science education and is not able to analyse teaching aids, methods and didactically reflect on the process of primary science education.

Slovak, Czech and English language

Course outcomes of subject (content):

1. Natural science knowledge, education, scientific and natural science literacy. (The student becomes familiar with the principles of primary education, upbringing and development of children's knowledge and knows the basic components of science literacy of children of younger school age)

2. Content and goal of science education at the 1st grade of elementary school. Analysis of the State Education Program for the 1st grade of primary school in the Slovak Republic ISCED 1 – primary education. Principles of creating a school educational program with a focus on science education. Content and educational standard. Analysis of selected topics from the content of science education at the 1st grade of elementary school. Cross-cutting topics focused on environmental and ecological education. Possibilities of integrating science topics in various teaching subjects (the student can navigate and work with legislative and curricular documents in primary education and can apply and use them in pedagogical practice, the student can reflect didactically on the process of primary science education)

3. Activating didactic methods and strategies in the process of natural science learning. Organizational forms (walk, excursion, school in nature) in the process of science education. Observation, experiment and research activities in natural science learning. Alternative possibilities for the implementation of the teaching subject of natural science at the 1st grade of elementary school.

4. Didactic means in the process of natural science learning. Analysis of teaching materials available in Slovakia and abroad. (The student is able to analyse suitable teaching aids and teaching materials used in primary science education)

5. Evaluation, classification, diagnosis in primary science education. (The student masters the principles of classification and diagnosis in the process of primary science education)

Learning outcomes/ Objectives and learning outcomes:

After completing the subject, the student should have a comprehensive idea of the perception of the world by a child at a younger school age, with an emphasis on the perception of the environment and nature. The student should be able to identify, analyse and adequately eliminate children's naive ideas of younger school-aged children about natural phenomena. The emphasis is on the student to be able to didactically reflect on the process of primary science education at the end of the course, to analyse teaching aids (textbooks, worksheets) used in the process of primary science education in Slovakia, to compare and subsequently analyse various concepts and programs aimed at science education on Slovakia and abroad. At the same time, during the course, the student will strengthen his interpersonal skills, critical thinking skills, analytical skills and digital skills when creating and presenting outputs from assigned semester tasks.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form

(in full-time study):

2 hours per week seminar, total per semester 22 hours, combined form (primarily attendance)

Student workload:

2 hours seminar (4 credits) for a full-time student:

11x 2 hours of direct teaching = 22 hours; 10 hours of independent study - study of legislative and curricular documents of primary education; 30 hours preparation of outputs from assigned semester tasks; 40 hours of preparation for the interim assessment.

A total of 102 hours of student work.

Teaching methods: activating methods; linking theory with practice, demonstration methods, discussion, group work, literature study, problem solving method

Compulsory/Recommended readings:

FUCHSOVÁ, M., ADAMKOVÁ, M., PIRHÁČOVÁ LAPŠANSKÁ, M., 2020. Uses of augmented reality in biology education. In: Augmented reality in educational settings. 1. vyd., Leiden: Brill, 2020, S. 168-194, ISBN 978-90-04-40883-8. Registrované v wos

HELD, Ľ. a kol. Výskumne ladená koncepcia prírodovedného vzdelávania - IBSE v slovenskom kontexte. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2011. ISBN 978-80-8082-486-0

KOPÁČOVÁ, J. Vývoj učebníc prírodovedy na Slovensku. Ružomberok: VERBUM – vydavateľstvo KU, 2012. ISBN 978-80-8084-4

ROCHOVSKÁ, I., AKIMJAKOVÁ, B. a kol. Prírodovedné vzdelávanie a prírodovedná gramotnosť v predškolskej a elementárnej pedagogike. Ružomberok: VERBUM – vydavateľstvo KU, 2012. ISBN 978-80-8084-926-9

Štátny vzdelávací program pre 1. stupeň základnej školy v Slovenskej republike ISCED 1 – primárne vzdelávanie. Štátny pedagogický ústav, 2008. Dostupné na: www.statpedu.sk

ZORMANOVÁ, L. Výukové metody v pedagogice. Praha: Grada, 2012. ISBN 978-80-247-4100-0.

ŽOLDOŠOVÁ, K. Východiská primárneho prírodovedného vzdelávania. Trnava: VEDA_TYPI Universitas Tyrnaviensis, 2006. ISBN 80-8082-095-3.

ŽOLDOŠOVÁ, K. Implementácia konštruktivistických princípov prírodovedného vzdelávania do školských vzdelávacích programov MŠ a 1. Stupňa ZŠ. Prešov: Rokus, 2010. ISBN 978-80-89510-00-9

Course completion requirements:

The student will be assessed continuously:

a/elaboration of two preparations for a lesson focused on the curriculum of primary science education (Primary, Science) with a value of 20 points

b/design and presentation of teaching material for selected subjects in primary science education that can be used for any part of the lesson with a value of 40 points

c/the subject will be completed by a written mid-term test with a value of 40 points.

At least 91 points are required to obtain a final grade A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. To successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student has an excellent command of the theoretical knowledge of primary science education, can analyse the teaching aids and methods used in primary education and reflect didactically on the process of primary science education

B (90-81%, very good - above average standard), excellent performance, the student has a very good command of the theoretical knowledge of primary science education, but his ability to analyse teaching aids, methods and didactically reflect on the process of primary science education is borderline

C (80-73%, good – normal reliable work), good performance, although the student has a good command of the theoretical knowledge of primary science education, he can analyse the teaching aids, methods used in primary education and didactically reflect on the process of primary science education only partially

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student partially masters the theoretical knowledge of primary science education, is only able to partially analyse teaching aids, methods used in primary education, but the ability to reflect didactically is partially absent

E (65-60%, sufficient - the results meet the minimum criteria), satisfactory performance, the student controls the theoretical knowledge of primary science education at a minimum level and his ability to analyse teaching aids, methods and didactically reflect on the process of primary science education is partially absent.

Fx (59-0%, insufficient - additional work is required), insufficient performance, the student does not sufficiently master the basic knowledge of primary science education and is not able to analyse teaching aids, methods and didactically reflect on the process of primary science education.

Slovak, Czech and English language

Course outcomes of subject (content):

1. Natural science knowledge, education, scientific and natural science literacy. (The student becomes familiar with the principles of primary education, upbringing and development of children's knowledge and knows the basic components of science literacy of children of younger school age)

2. Content and goal of science education at the 1st grade of elementary school. Analysis of the State Education Program for the 1st grade of primary school in the Slovak Republic ISCED 1 – primary education. Principles of creating a school educational program with a focus on science education. Content and educational standard. Analysis of selected topics from the content of science education at the 1st grade of elementary school. Cross-cutting topics focused on environmental and ecological education. Possibilities of integrating science topics in various teaching subjects (the student can navigate and work with legislative and curricular documents in primary education and can apply and use them in pedagogical practice, the student can reflect didactically on the process of primary science education)

3. Activating didactic methods and strategies in the process of natural science learning. Organizational forms (walk, excursion, school in nature) in the process of science education. Observation, experiment and research activities in natural science learning. Alternative possibilities for the implementation of the teaching subject of natural science at the 1st grade of elementary school.

4. Didactic means in the process of natural science learning. Analysis of teaching materials available in Slovakia and abroad. (The student is able to analyse suitable teaching aids and teaching materials used in primary science education)

5. Evaluation, classification, diagnosis in primary science education. (The student masters the principles of classification and diagnosis in the process of primary science education)

Learning outcomes/ Objectives and learning outcomes:

After completing the subject, the student should have a comprehensive idea of the perception of the world by a child at a younger school age, with an emphasis on the perception of the environment and nature. The student should be able to identify, analyse and adequately eliminate children's naive ideas of younger school-aged children about natural phenomena. The emphasis is on the student to be able to didactically reflect on the process of primary science education at the end of the course, to analyse teaching aids (textbooks, worksheets) used in the process of primary science education in Slovakia, to compare and subsequently analyse various concepts and programs aimed at science education on Slovakia and abroad. At the same time, during the course, the student will strengthen his interpersonal skills, critical thinking skills, analytical skills and digital skills when creating and presenting outputs from assigned semester tasks.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching, and organizational form: teaching practice in the scope of 80 hours per semester in faculty training schools, combined form; (primarily face-to-face).

Student workload: 80sO (8 credits): 40 hours of practice + 40 hours of lesson analysis

implemented in cooperation between a student and a trainee teacher = 80 hours; 70 hours of preparation for teaching; 60 hours of preparation of the required documents documenting the implementation of practical educational and teaching activities and compilation of a practice diary (portfolio); 10 hours of instruction on implementation of practices and handing over documents for assessment; 20 hours of preparation for the colloquial exam. A total of 240 hours student work.

Educational methods: instruction and explanation of the method of implementation of pedagogical practice, observation, and analysis teaching hours in the primary education environment, analysis of teaching units, independent work, consultations with a practicing teacher, pedagogical practice, reflection, and self-reflection.

The basis is the implementation of a continuous pedagogical practice, which is divided into an initial inpatient pedagogical practice and continuous pedagogical practice during which the student plans and implements teaching. Before starting the internship, a student

completes a mandatory briefing on the course, implementation, and evaluation of pedagogical practice and is explained to him all terms and conditions relating to the practice. During practice, the student observes teaching hours and analyzes and evaluates the observed hours in a pre-prepared observation sheet. Practice teacher after each day provides feedback to the student in the form of an analysis of the teaching unit, which

it will focus on the professional and didactic side of the curriculum and the interaction between the teacher and the pupil/s. In preparation for

in teaching, the student uses the method of independent work and consults before teaching

with a trainee teacher or didactics from the faculty to check the student's preparation. To everyone, the student is obliged to develop a detailed self-reflection and evaluate his own lessons' pedagogical activity. During the period of pedagogical practice, they are assigned to one trainee teacher maximum of two students.

Didactics are also present in the pedagogical practice as a random control. They are for inspection by the faculty students informed as part of the briefing.

Compulsory/Recommended readings:

KOŽUCHOVÁ, M. a kol. (2019). Kurikulum primárneho vzdelávania. Bratislava: UK. ISBN 978-80-223-4767-

9.

 KOSOVÁ, B., TOMENGOVÁ, A. a kol. (2015). Profesijná praktická príprava budúcich učiteľov. Banská

Bystrica: Belianum. ISBN 978-80-557-0860-7. Dostupná na: https://www.minedu.sk/data/att/8032.pdf

 PETLÁK, E. (2002). Pedagogicko-didaktická práca učiteľa. Bratislava: IRIS. ISBN 80-89018-05-X.

 ZELINA, M. (2006). Kvalita školy a mikrovyučovacie analýzy. 1. vyd. Bratislava: OG-Vydavateľstvo Poľana.

ISBN 80-89192-29-7.

 GAVORA, P. a kol. (2003). Učiteľ a žiaci v komunikácii. Bratislava: Vydavateľstvo UK. ISBN 80-223-1716-0.

 PETLÁK, E., HUPKOVÁ, M. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava: Iris. ISBN 80-

89018-77-7.

 TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus. ISBN 978-80-

89510-61-0.

The subject is completed by continuous pedagogical practice,

from which the student must independently keep a summary of the required documents documenting the implementation practical educational and teaching activities. The student evaluation consists of the evaluation of the practicing teacher, from the evaluation of the pedagogical diary (portfolio) and the colloquial exam.

The trainee teacher assessment consists of a verbal assessment in which the trainee teacher assesses communication

and the student's cooperation with the training teacher, the student's readiness for practice, the student's interest and activity, his professional and methodical preparation, teaching organization, and communication and interaction with students. Practice teachers can award a student a maximum of 30 points.

A student can get a maximum of 40 points for a pedagogical diary (portfolio), which forms a summary of the required documents documenting the implementation of practical educational and teaching activities. The pedagogical journal has included an introductory page with an affidavit, elementary school and class characteristics, characteristics of the preferred teaching model, a selection of 8 observation sheets and their associated lesson analyses, a selection of 8 lesson preparations and accompanying lesson analyzes, and student self-reflection used teaching aids and pedagogical documentation. The student also puts in the portfolio an evaluation from the training teacher. After completing the internship and handing in the internship diary, the student takes a colloquial exam, for which he prepares a presentation about the practice and defends the practice before the committee. At the colloquial exam, the student can get another 30 points that are part of the assessment.

At least 91 points must be obtained to obtain a final grade A, to obtain a grade B at least 81 points, for grade C at least 73 points, for grade D at least 66 points and rating E at least 60 points. A minimum of 60% is required for successful completion of the course point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results): the student has an excellent command of theoretical knowledge about functioning of primary education and can apply theoretical knowledge to pedagogical practice at a high level.

The student can objectively analyze and evaluate the pedagogical process, independently and at a high level

design and implement the teaching of primary education. The student can react promptly and spontaneously during

pedagogical practice, is proactive and demonstrates creative and original solutions in practice.

B (90-81%, very good - above average standard): the student has mastered the theoretical knowledge of functioning

of primary education and can apply theoretical knowledge to pedagogical practice very well level. The student can objectively analyze and evaluate the pedagogical process, independently and very well level to project and implement the teaching of primary education. During the implementation of pedagogical practice the student shows only minor shortcomings, which he can do on the basis of self-reflection and the help of a practice teacher remove.

C (80-73%, good - regular reliable work): the student has mastered theoretical knowledge about the functioning of the primary education at an average level and can adequately apply theoretical knowledge in pedagogical practice.

The student can objectively analyze and evaluate the pedagogical process independently and at an average level

to design and implement the teaching of primary education. During the implementation of pedagogical practice, it shows the student has less initiative and needs regular help from a practice teacher. Shortcomings in practice can on based on self-reflection and the help of a trainee teacher to eliminate.

D (72-66%, satisfactory - acceptable results): the student has mastered theoretical knowledge about the functioning of primary education at a satisfactory level and can adequately apply them in pedagogical practice. The student can

analyze and evaluate the pedagogical process and project and implement the teaching of primary education at

a satisfactory level with the help of a practice teacher. During the implementation of pedagogical practice, the student shows less initiative, does not come up with his own solutions and needs regular help from a training teacher. Deficiencies in practice can remove based on self-reflection and the help of a training teacher.

E (65-60%, sufficient – the results meet the minimum criteria): the student masters the theoretical knowledge of

the functioning of primary education at a low level and has shortcomings in applying theoretical knowledge to

pedagogical practice. The student needs regular help from the practice teacher in analyzing and evaluating the pedagogical process, also in the design and implementation of primary education teaching. During the implementation of pedagogical practice, the student shows less initiative and needs regular help from the trainee teacher. Deficiencies in practice can be eliminated based on self-reflection and the help of a trainee teacher.

Fx (59-0%, insufficient - more additional work required): student has significant deficiencies in the area

of theoretical knowledge about primary education and/or their application in pedagogical practice. Rating

the student gets if he gets less than 60 points from the total evaluation.

Evaluation of the trainee teacher 30%, evaluation of the pedagogical diary 40%, defense 30% of the total 100%

evaluations. Credits will not be granted to a student who does not complete any of the assigned topics and tasks.

Slovak language

Course contents:

Subject content with specific topics contributes to the profile of the graduate (aim a

education output), which focuses on:

- Goals and organization of continuous pedagogical practice, the structure of the semester project.

- Analysis of the lesson in terms of goals, methods, teaching forms, and didactic means.

The skills of analysis and reflection on the lesson are developed. It examines whether and how the specifics were filled objectives, appropriateness and benefit of methods, organizational forms, and didactic means for fulfillment

set goals.

- Analysis of the lesson from the point of view of the development of student's cognitive functions. Skills are developed analysis and reflection of the lesson with an emphasis on student learning and cognitive functions.

- Analysis of the lesson in terms of student motivation and activation. Analysis of ways of motivation

and student activation and their subsequent impact on the course of the lesson.

- Analysis of the lesson from the point of view of the teacher's communication with the students. Development of pedagogical communication and communication competencies of the student.

- Designing and implementing primary education teaching. The given content contributes to the development

pedagogical and didactic competencies of the student, so that he can independently project and implement

primary education teaching and to effectively design the teaching process.

- 4 weeks of continuous pedagogical practice. During pedagogical practice, the student develops the ability to perform to design and implement educational activities per applicable school legislation educational activities in all educational areas and choose appropriate organizational forms and teaching methods.

Educational goals and outcomes: the goal of the course is to apply theoretical knowledge in pedagogical practice.

The student observes the educational process, then prepares, implements, and reflects on the process

of teaching. The goal is to develop the teacher's professional competencies with an emphasis on subject-professional, didactic and psychodidactic, pedagogical, social, communicative, and managerial. After completing the course, the student:

- can analyze lessons in terms of goals, methods, teaching forms, didactic

resources, from the point of view of the development of pupils' cognitive functions, from the point of view of pupils' motivation and activation,

from the point of view of the teacher's communication with the pupils,

- can design effective lessons,

- independently design and implement the teaching of primary education,

- can assess own lessons learned and carry out reflection and self-reflection on them,

- can apply theoretical knowledge to one's pedagogical practice,

- effectively manage the teaching process.

As part of completing the subject, the student will develop the following transferable skills: communication,

organizational, digital, analytical, interpersonal, metacognitive, as well as creativity and critical thinking skills

thinking, motivation, and the ability to learn and think in context. In the case of participation in online education during teaching practice, the student also develops the necessary competencies to planning and implement online teaching. The student also develops competencies in the field of use of digital technologies in teaching, depending on the material provision of a particular training school, na

which he is enrolled.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching, and organizational form: teaching practice in the scope of 80 hours per semester in faculty training schools, combined form; (primarily face-to-face).

Student workload: 80sO (8 credits): 40 hours of practice + 40 hours of lesson analysis

implemented in cooperation between a student and a trainee teacher = 80 hours; 70 hours of preparation for teaching; 60 hours of preparation of the required documents documenting the implementation of practical educational and teaching activities and compilation of a practice diary (portfolio); 10 hours of instruction on implementation of practices and handing over documents for assessment; 20 hours of preparation for the colloquial exam. A total of 240 hours student work.

Educational methods: instruction and explanation of the method of implementation of pedagogical practice, observation, and analysis teaching hours in the primary education environment, analysis of teaching units, independent work, consultations with a practicing teacher, pedagogical practice, reflection, and self-reflection.

The basis is the implementation of a continuous pedagogical practice, which is divided into an initial inpatient pedagogical practice and continuous pedagogical practice during which the student plans and implements teaching. Before starting the internship, a student

completes a mandatory briefing on the course, implementation, and evaluation of pedagogical practice and is explained to him all terms and conditions relating to the practice. During practice, the student observes teaching hours and analyzes and evaluates the observed hours in a pre-prepared observation sheet. Practice teacher after each day provides feedback to the student in the form of an analysis of the teaching unit, which

it will focus on the professional and didactic side of the curriculum and the interaction between the teacher and the pupil/s. In preparation for

in teaching, the student uses the method of independent work and consults before teaching

with a trainee teacher or didactics from the faculty to check the student's preparation. To everyone, the student is obliged to develop a detailed self-reflection and evaluate his own lessons' pedagogical activity. During the period of pedagogical practice, they are assigned to one trainee teacher maximum of two students.

Didactics are also present in the pedagogical practice as a random control. They are for inspection by the faculty students informed as part of the briefing.

Compulsory/Recommended readings:

KOŽUCHOVÁ, M. a kol. (2019). Kurikulum primárneho vzdelávania. Bratislava: UK. ISBN 978-80-223-4767-

9.

 KOSOVÁ, B., TOMENGOVÁ, A. a kol. (2015). Profesijná praktická príprava budúcich učiteľov. Banská

Bystrica: Belianum. ISBN 978-80-557-0860-7. Dostupná na: https://www.minedu.sk/data/att/8032.pdf

 PETLÁK, E. (2002). Pedagogicko-didaktická práca učiteľa. Bratislava: IRIS. ISBN 80-89018-05-X.

 ZELINA, M. (2006). Kvalita školy a mikrovyučovacie analýzy. 1. vyd. Bratislava: OG-Vydavateľstvo Poľana.

ISBN 80-89192-29-7.

 GAVORA, P. a kol. (2003). Učiteľ a žiaci v komunikácii. Bratislava: Vydavateľstvo UK. ISBN 80-223-1716-0.

 PETLÁK, E., HUPKOVÁ, M. (2004). Sebareflexia a kompetencie v práci učiteľa. Bratislava: Iris. ISBN 80-

89018-77-7.

 TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. (2017). Žiak, učiteľ a výučba. Prešov: Rokus. ISBN 978-80-

89510-61-0.

The subject is completed by continuous pedagogical practice,

from which the student must independently keep a summary of the required documents documenting the implementation practical educational and teaching activities. The student evaluation consists of the evaluation of the practicing teacher, from the evaluation of the pedagogical diary (portfolio) and the colloquial exam.

The trainee teacher assessment consists of a verbal assessment in which the trainee teacher assesses communication

and the student's cooperation with the training teacher, the student's readiness for practice, the student's interest and activity, his professional and methodical preparation, teaching organization, and communication and interaction with students. Practice teachers can award a student a maximum of 30 points.

A student can get a maximum of 40 points for a pedagogical diary (portfolio), which forms a summary of the required documents documenting the implementation of practical educational and teaching activities. The pedagogical journal has included an introductory page with an affidavit, elementary school and class characteristics, characteristics of the preferred teaching model, a selection of 8 observation sheets and their associated lesson analyses, a selection of 8 lesson preparations and accompanying lesson analyzes, and student self-reflection used teaching aids and pedagogical documentation. The student also puts in the portfolio an evaluation from the training teacher. After completing the internship and handing in the internship diary, the student takes a colloquial exam, for which he prepares a presentation about the practice and defends the practice before the committee. At the colloquial exam, the student can get another 30 points that are part of the assessment.

At least 91 points must be obtained to obtain a final grade A, to obtain a grade B at least 81 points, for grade C at least 73 points, for grade D at least 66 points and rating E at least 60 points. A minimum of 60% is required for successful completion of the course point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results): the student has an excellent command of theoretical knowledge about functioning of primary education and can apply theoretical knowledge to pedagogical practice at a high level.

The student can objectively analyze and evaluate the pedagogical process, independently and at a high level

design and implement the teaching of primary education. The student can react promptly and spontaneously during

pedagogical practice, is proactive and demonstrates creative and original solutions in practice.

B (90-81%, very good - above average standard): the student has mastered the theoretical knowledge of functioning

of primary education and can apply theoretical knowledge to pedagogical practice very well level. The student can objectively analyze and evaluate the pedagogical process, independently and very well level to project and implement the teaching of primary education. During the implementation of pedagogical practice the student shows only minor shortcomings, which he can do on the basis of self-reflection and the help of a practice teacher remove.

C (80-73%, good - regular reliable work): the student has mastered theoretical knowledge about the functioning of the primary education at an average level and can adequately apply theoretical knowledge in pedagogical practice.

The student can objectively analyze and evaluate the pedagogical process independently and at an average level

to design and implement the teaching of primary education. During the implementation of pedagogical practice, it shows the student has less initiative and needs regular help from a practice teacher. Shortcomings in practice can on based on self-reflection and the help of a trainee teacher to eliminate.

D (72-66%, satisfactory - acceptable results): the student has mastered theoretical knowledge about the functioning of primary education at a satisfactory level and can adequately apply them in pedagogical practice. The student can

analyze and evaluate the pedagogical process and project and implement the teaching of primary education at

a satisfactory level with the help of a practice teacher. During the implementation of pedagogical practice, the student shows less initiative, does not come up with his own solutions and needs regular help from a training teacher. Deficiencies in practice can remove based on self-reflection and the help of a training teacher.

E (65-60%, sufficient – the results meet the minimum criteria): the student masters the theoretical knowledge of

the functioning of primary education at a low level and has shortcomings in applying theoretical knowledge to

pedagogical practice. The student needs regular help from the practice teacher in analyzing and evaluating the pedagogical process, also in the design and implementation of primary education teaching. During the implementation of pedagogical practice, the student shows less initiative and needs regular help from the trainee teacher. Deficiencies in practice can be eliminated based on self-reflection and the help of a trainee teacher.

Fx (59-0%, insufficient - more additional work required): student has significant deficiencies in the area

of theoretical knowledge about primary education and/or their application in pedagogical practice. Rating

the student gets if he gets less than 60 points from the total evaluation.

Evaluation of the trainee teacher 30%, evaluation of the pedagogical diary 40%, defense 30% of the total 100%

evaluations. Credits will not be granted to a student who does not complete any of the assigned topics and tasks.

Slovak language

Course contents:

Subject content with specific topics contributes to the profile of the graduate (aim a

education output), which focuses on:

- Goals and organization of continuous pedagogical practice, the structure of the semester project.

- Analysis of the lesson in terms of goals, methods, teaching forms, and didactic means.

The skills of analysis and reflection on the lesson are developed. It examines whether and how the specifics were filled objectives, appropriateness and benefit of methods, organizational forms, and didactic means for fulfillment

set goals.

- Analysis of the lesson from the point of view of the development of student's cognitive functions. Skills are developed analysis and reflection of the lesson with an emphasis on student learning and cognitive functions.

- Analysis of the lesson in terms of student motivation and activation. Analysis of ways of motivation

and student activation and their subsequent impact on the course of the lesson.

- Analysis of the lesson from the point of view of the teacher's communication with the students. Development of pedagogical communication and communication competencies of the student.

- Designing and implementing primary education teaching. The given content contributes to the development

pedagogical and didactic competencies of the student, so that he can independently project and implement

primary education teaching and to effectively design the teaching process.

- 4 weeks of continuous pedagogical practice. During pedagogical practice, the student develops the ability to perform to design and implement educational activities per applicable school legislation educational activities in all educational areas and choose appropriate organizational forms and teaching methods.

Educational goals and outcomes: the goal of the course is to apply theoretical knowledge in pedagogical practice.

The student observes the educational process, then prepares, implements, and reflects on the process

of teaching. The goal is to develop the teacher's professional competencies with an emphasis on subject-professional, didactic and psychodidactic, pedagogical, social, communicative, and managerial. After completing the course, the student:

- can analyze lessons in terms of goals, methods, teaching forms, didactic

resources, from the point of view of the development of pupils' cognitive functions, from the point of view of pupils' motivation and activation,

from the point of view of the teacher's communication with the pupils,

- can design effective lessons,

- independently design and implement the teaching of primary education,

- can assess own lessons learned and carry out reflection and self-reflection on them,

- can apply theoretical knowledge to one's pedagogical practice,

- effectively manage the teaching process.

As part of completing the subject, the student will develop the following transferable skills: communication,

organizational, digital, analytical, interpersonal, metacognitive, as well as creativity and critical thinking skills

thinking, motivation, and the ability to learn and think in context. In the case of participation in online education during teaching practice, the student also develops the necessary competencies to planning and implement online teaching. The student also develops competencies in the field of use of digital technologies in teaching, depending on the material provision of a particular training school, na

which he is enrolled.

Type of activities, scope (number of hours) and methods of educational activities: Type, scope and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week lecture + seminar; total 22 hours per semester; combined form (primarily full-time)

Student workload:

11 x 2 hours of direct teaching = 22 hours;

5 hours of continuous class preparation;

20 hours of preparation for the midterm test;

9 hours of preparation for the seminar paper;

34 hours of preparation for the final test.

Total 90 hours of student work.

Teaching methods:

Problem-based interpretation of the material, discussion of the topic, problem solving, practical problem solving, e-learning

Compulsory/Recommended readings:

Required reading:

Palenčárová, Jana - Kesselová, Jana - Kupcová, Jana. 2004. Learning Slovak communicatively and experientially. Bratislava : SPN, 2004. 221 p. ISBN 80-10-00328-X.

Recommended reading:

Liptáková, Ľudmila (et al.). 2015. Integrated didactics of Slovak language and literature for primary education. Second, revised and supplemented edition. Prešov: University of Prešov Press, 2015. 490 p. ISBN 978-80-555-1252-5.

On the child, language, literature. Ed. M. Klimovič. Prešov : Publishing house of the University of Prešov.

Gianitsová-Ološtiaková, Lucia - Ološtiak, Martin. 2018. Slovak language in a nutshell. Bratislava : Fragment Publishing House, 2018. 112 p. ISBN 9788056605974.

Course completion requirements: The student will be evaluated during the semester in the form of:

- a midterm test (30 points);

- seminar paper (20 points).

In the exam period, he/she will be evaluated by a final test (50 points).

The tests will assess the degree of acquisition of theoretical knowledge and practical skills necessary for teaching the Slovak language.

To obtain the final grade A, you must obtain at least 91 points; to obtain grade B, 81 points; to obtain grade C, 73 points; to obtain grade D, at least 66 points; and to obtain grade E, at least 60 points out of the total number of points. A student who obtains less than 25 points in the continuous assessment will not be admitted to the examination. To pass the course, a minimum of 51% of the marks must be obtained.

The grade is awarded on a scale:

A (100 - 91 %, excellent - outstanding results), the student has excellent knowledge, the acquired knowledge can be creatively applied in practice. The student has the ability to creatively and independently solve individual tasks and assignments.

B (90 - 81 %, very good - above average standard), the student has excellent knowledge, can apply the acquired knowledge very well in practice, has the ability to solve individual tasks and assignments independently.

C (80 - 73 %, good - normal reliable work), the student has good knowledge, can apply the acquired knowledge well in practice, solves individual tasks and assignments reliably.

D (72 - 66%, satisfactory - acceptable performance), the student has satisfactory knowledge, can apply it satisfactorily in practice, can solve individual tasks and assignments satisfactorily.

E (65 - 60 %, satisfactory - results meet minimum criteria), the student demonstrates a minimum amount of knowledge, can solve individual tasks and assignments at a minimum level, can apply them in practice to a minimum extent.

Fx (59 - 0 %, insufficient - extra work required), the student does not demonstrate sufficient knowledge, cannot apply it in practice and cannot solve individual tasks and assignments.

Slovak

Course outcomes of subject (content):

1.Teaching morphology. Verbs.

The student will be able to identify the cognitive and communicative goal in the teaching of morphology in primary education, will know the content of the morphology curriculum in primary education and will be able to define the specifics in the teaching of morphology in each grade of primary education. The student will understand the central place of verbs in the utterance and the didactic reasoning about verbs in the classroom. The student will know the grammatical categories of verbs taught in primary education. The student will be able to infer the verb person, number and tense of a verb and apply the theoretical knowledge in solving and designing concrete exercises.

2. Nouns.

The student will be familiar with the specifics of teaching nouns in the different grades of primary education. He/she will acquire knowledge about the derivation of gender and generic nouns, general and proper nouns and about the specifics in the perception of nouns, which result from the cognitive assumptions of the child of younger school age. The student will know and be able to apply the exercises to the grammatical categories of nouns and evaluate them correctly.

3. Adjectives.

The student will know the specifics of teaching adjectives in each grade of primary education. He/she will acquire knowledge about the expansion of children's adjectival lexis and about synonymous variations of multi-sense adjectives. The student will know and be able to apply exercises on the grammatical categories of adjectives and evaluate them correctly.

4. Adverbs.

The student will know the basic characteristics of adverbs and their classification. The student will understand the cognitive and communicative aspects of teaching adverbs in primary education and will be able to apply both cognitive and communicative exercises with adverbs.

5. Pronouns. Adverbs. Prepositions. Conjunctions.

The student will know the basic characteristics of pronouns, numerals, prepositions and conjunctions and the extent of their application in the teaching of the Slovak language in primary education. The student will become familiar with the ways of their derivation and with the types of exercises on individual word types, as well as with the way of their evaluation.

6. Teaching syntax. Semantic syntax in Slovak language teaching.

The student is familiarized with the orientation to semantic syntax in the teaching of Slovak language in primary education. He/she will understand the concepts of predicator, valence, constitutive components and will be able to apply them in his/her own production of a coherent, comprehensible and appropriate to the communicative situation speech expression, which he/she will take into account in the analysis of individual language exercises focused on the syntactic level.

7. Undeveloped sentences. Developed sentences. Sentences according to communicative intention. Verbal sequence.

The student will have acquired and verified in practical exercises the knowledge of undeveloped sentences, developed sentences and sentences according to communicative intention. The student will consolidate his/her knowledge of word order in sentences, which he/she will be able to apply in exercises aimed at the correct word order in sentences.

8. Teaching stylistics. Communication-style education. Methods and forms of work.

The student will understand the concept of communication and style, will know the meaning of communication-style education as an integrating element of the individual components of the subject Slovak language, which promotes functional literacy. He/she will be able to define the essence of reception and production of communicative texts, define the aim and content of communication-style education in each grade of primary education. The student will be familiar with and be able to practically apply exercises aimed at practising communication.

9. Phases of composition activity.

The student will be able to define and practically apply the phases of compositional activity. The student will know and be able to apply practically the preparatory phase, invention and selection, will be able to create an outline, composition and stylization, concept and apply control of expression.

10. The style of oral and written language expressions.

The student will understand the differences in oral and written communicatives and will be familiar with methods for developing oral and written communicatives (oral dialogic exercises, oral monologic exercises, preparatory and self-exercises for developing oral communicatives). The student will know and be able to apply motivational activities, conceptualization, editing, and revising that lead to the construction of a written speech. The student will be familiar with the conditions of evaluation and classification of spoken and written communications and will be able to apply them in practice.

11. The use of essay procedures and formations.

The student will be able to define a style procedure and a style unit and will be familiar with their application in the teaching of Slovak language in primary education. The student will become familiar with the characteristics of narrative, informative and descriptive essay procedures and with didactic procedures that develop the ability to form individual oral and written communications.

The student will consolidate the basic knowledge of the morphological, syntactic and stylistic levels of the Slovak language and acquire the basic knowledge of the didactics of the Slovak language related to the teaching of the above-mentioned linguistic levels in primary education at least within the scope of the educational standards of the linguistic and stylistic component of the subject Slovak language in order to be able to apply them reliably in pedagogical practice. The student will be able to creatively apply the acquired knowledge in the analysis and use of didactic material, as well as in the design of their own language exercises.

Learning outcomes/ Objectives and learning outcomes:

The student will consolidate the knowledge of selected morphological, syntactic and stylistic phenomena and acquire the competence to teach these linguistic phenomena in primary education. The student will be able to identify and critically evaluate these linguistic phenomena in didactic materials intended for teaching the Slovak language in primary education. The student will be familiar with the concept of communicative teaching of the Slovak language and will be able to apply it in the analysis of available didactic material as well as in the creation of his/her own exercises focusing on selected issues of morphology, syntax and stylistics.

The analytical and critical approach to the didactic material encourages the student to develop transferable competences, because especially in the seminar part, critical thinking, thinking in context, developing communicative and digital competences are emphasized, which the student demonstrates by solving specific assignments as well as by constructing his/her own proposals for language exercises.

Type of activities, scope (number of hours) and methods of educational activities: Type, scope and methods of educational activities:

Scope, type/method of teaching and organizational form:

2 hours per week lecture + seminar; total 22 hours per semester; combined form (primarily full-time)

Student workload:

11 x 2 hours of direct teaching = 22 hours;

5 hours of continuous class preparation;

20 hours of preparation for the midterm test;

9 hours of preparation for the seminar paper;

34 hours of preparation for the final test.

Total 90 hours of student work.

Teaching methods:

Problem-based interpretation of the material, discussion of the topic, problem solving, practical problem solving, e-learning

Compulsory/Recommended readings:

Required reading:

Palenčárová, Jana - Kesselová, Jana - Kupcová, Jana. 2004. Learning Slovak communicatively and experientially. Bratislava : SPN, 2004. 221 p. ISBN 80-10-00328-X.

Recommended reading:

Liptáková, Ľudmila (et al.). 2015. Integrated didactics of Slovak language and literature for primary education. Second, revised and supplemented edition. Prešov: University of Prešov Press, 2015. 490 p. ISBN 978-80-555-1252-5.

On the child, language, literature. Ed. M. Klimovič. Prešov : Publishing house of the University of Prešov.

Gianitsová-Ološtiaková, Lucia - Ološtiak, Martin. 2018. Slovak language in a nutshell. Bratislava : Fragment Publishing House, 2018. 112 p. ISBN 9788056605974.

Course completion requirements: The student will be evaluated during the semester in the form of:

- a midterm test (30 points);

- seminar paper (20 points).

In the exam period, he/she will be evaluated by a final test (50 points).

The tests will assess the degree of acquisition of theoretical knowledge and practical skills necessary for teaching the Slovak language.

To obtain the final grade A, you must obtain at least 91 points; to obtain grade B, 81 points; to obtain grade C, 73 points; to obtain grade D, at least 66 points; and to obtain grade E, at least 60 points out of the total number of points. A student who obtains less than 25 points in the continuous assessment will not be admitted to the examination. To pass the course, a minimum of 51% of the marks must be obtained.

The grade is awarded on a scale:

A (100 - 91 %, excellent - outstanding results), the student has excellent knowledge, the acquired knowledge can be creatively applied in practice. The student has the ability to creatively and independently solve individual tasks and assignments.

B (90 - 81 %, very good - above average standard), the student has excellent knowledge, can apply the acquired knowledge very well in practice, has the ability to solve individual tasks and assignments independently.

C (80 - 73 %, good - normal reliable work), the student has good knowledge, can apply the acquired knowledge well in practice, solves individual tasks and assignments reliably.

D (72 - 66%, satisfactory - acceptable performance), the student has satisfactory knowledge, can apply it satisfactorily in practice, can solve individual tasks and assignments satisfactorily.

E (65 - 60 %, satisfactory - results meet minimum criteria), the student demonstrates a minimum amount of knowledge, can solve individual tasks and assignments at a minimum level, can apply them in practice to a minimum extent.

Fx (59 - 0 %, insufficient - extra work required), the student does not demonstrate sufficient knowledge, cannot apply it in practice and cannot solve individual tasks and assignments.

Slovak

Course outcomes of subject (content):

1.Teaching morphology. Verbs.

The student will be able to identify the cognitive and communicative goal in the teaching of morphology in primary education, will know the content of the morphology curriculum in primary education and will be able to define the specifics in the teaching of morphology in each grade of primary education. The student will understand the central place of verbs in the utterance and the didactic reasoning about verbs in the classroom. The student will know the grammatical categories of verbs taught in primary education. The student will be able to infer the verb person, number and tense of a verb and apply the theoretical knowledge in solving and designing concrete exercises.

2. Nouns.

The student will be familiar with the specifics of teaching nouns in the different grades of primary education. He/she will acquire knowledge about the derivation of gender and generic nouns, general and proper nouns and about the specifics in the perception of nouns, which result from the cognitive assumptions of the child of younger school age. The student will know and be able to apply the exercises to the grammatical categories of nouns and evaluate them correctly.

3. Adjectives.

The student will know the specifics of teaching adjectives in each grade of primary education. He/she will acquire knowledge about the expansion of children's adjectival lexis and about synonymous variations of multi-sense adjectives. The student will know and be able to apply exercises on the grammatical categories of adjectives and evaluate them correctly.

4. Adverbs.

The student will know the basic characteristics of adverbs and their classification. The student will understand the cognitive and communicative aspects of teaching adverbs in primary education and will be able to apply both cognitive and communicative exercises with adverbs.

5. Pronouns. Adverbs. Prepositions. Conjunctions.

The student will know the basic characteristics of pronouns, numerals, prepositions and conjunctions and the extent of their application in the teaching of the Slovak language in primary education. The student will become familiar with the ways of their derivation and with the types of exercises on individual word types, as well as with the way of their evaluation.

6. Teaching syntax. Semantic syntax in Slovak language teaching.

The student is familiarized with the orientation to semantic syntax in the teaching of Slovak language in primary education. He/she will understand the concepts of predicator, valence, constitutive components and will be able to apply them in his/her own production of a coherent, comprehensible and appropriate to the communicative situation speech expression, which he/she will take into account in the analysis of individual language exercises focused on the syntactic level.

7. Undeveloped sentences. Developed sentences. Sentences according to communicative intention. Verbal sequence.

The student will have acquired and verified in practical exercises the knowledge of undeveloped sentences, developed sentences and sentences according to communicative intention. The student will consolidate his/her knowledge of word order in sentences, which he/she will be able to apply in exercises aimed at the correct word order in sentences.

8. Teaching stylistics. Communication-style education. Methods and forms of work.

The student will understand the concept of communication and style, will know the meaning of communication-style education as an integrating element of the individual components of the subject Slovak language, which promotes functional literacy. He/she will be able to define the essence of reception and production of communicative texts, define the aim and content of communication-style education in each grade of primary education. The student will be familiar with and be able to practically apply exercises aimed at practising communication.

9. Phases of composition activity.

The student will be able to define and practically apply the phases of compositional activity. The student will know and be able to apply practically the preparatory phase, invention and selection, will be able to create an outline, composition and stylization, concept and apply control of expression.

10. The style of oral and written language expressions.

The student will understand the differences in oral and written communicatives and will be familiar with methods for developing oral and written communicatives (oral dialogic exercises, oral monologic exercises, preparatory and self-exercises for developing oral communicatives). The student will know and be able to apply motivational activities, conceptualization, editing, and revising that lead to the construction of a written speech. The student will be familiar with the conditions of evaluation and classification of spoken and written communications and will be able to apply them in practice.

11. The use of essay procedures and formations.

The student will be able to define a style procedure and a style unit and will be familiar with their application in the teaching of Slovak language in primary education. The student will become familiar with the characteristics of narrative, informative and descriptive essay procedures and with didactic procedures that develop the ability to form individual oral and written communications.

The student will consolidate the basic knowledge of the morphological, syntactic and stylistic levels of the Slovak language and acquire the basic knowledge of the didactics of the Slovak language related to the teaching of the above-mentioned linguistic levels in primary education at least within the scope of the educational standards of the linguistic and stylistic component of the subject Slovak language in order to be able to apply them reliably in pedagogical practice. The student will be able to creatively apply the acquired knowledge in the analysis and use of didactic material, as well as in the design of their own language exercises.

Learning outcomes/ Objectives and learning outcomes:

The student will consolidate the knowledge of selected morphological, syntactic and stylistic phenomena and acquire the competence to teach these linguistic phenomena in primary education. The student will be able to identify and critically evaluate these linguistic phenomena in didactic materials intended for teaching the Slovak language in primary education. The student will be familiar with the concept of communicative teaching of the Slovak language and will be able to apply it in the analysis of available didactic material as well as in the creation of his/her own exercises focusing on selected issues of morphology, syntax and stylistics.

The analytical and critical approach to the didactic material encourages the student to develop transferable competences, because especially in the seminar part, critical thinking, thinking in context, developing communicative and digital competences are emphasized, which the student demonstrates by solving specific assignments as well as by constructing his/her own proposals for language exercises.

Type of activities, scope (number of hours) and methods of educational activities:

Type, scope and methods of educational activities:

2 hours seminar + lecture/week; total 22 hours per semester, combined, mainly by the attendance method

Student workload:

11x 2 hours of direct teaching = 22 hours; 15 hours preparing the student for the first continuous assignment; 30 hours preparing the student for the second continuous assignment; 20 hours preparing the student for the third continuous assignment; 32 hours preparing the student for the final oral examination. A total of 120 hours of student work.

Teaching methods. The lecture is designed to cover all the topics of the educational area of the Human and Society curriculum, to which these two subjects belong. During the lecture, depending on the topic, the teacher uses a variety of teaching aids and teaching aids (up-to-date textbooks, encyclopaedias with a homeland science focus, cartographic material, but also three-dimensional aids: material objects, models, textiles and examples of handicraft products). This also implements the didactic principle of illustration, which should be maintained by the student during his/her teaching practice.

The lecture is organically followed by a discussion between the students and the teacher, as well as a discussion between the students in groups on the topics covered) and especially on controversial and "problematic" areas and issues that may arise in the teaching. We put the problematic assignments in the context of the cross-cutting subjects that have the strongest intersection with social studies (Multicultural Education and Environmental Education) in particular.

A frequently used method, especially in the first part of the course, is a critical analysis of the curricular documents of the respective subjects. The aim is to make students able to carry out educational activities in accordance with the current school legislation, but at the same time to form an autonomous and critical opinion on the legislation.

In solving the problem areas we use heuristic methods (DITOR, brainstorming, brainwriting), with the help of which students acquire and use transferable skills (their ability to think creatively out of the box is strengthened, but also their ability to cooperate in a group/team, which they then apply in their pedagogical practice).

Map work is not only an organic part of the didactics of social realities, but also develops students' orientation skills, consolidates their knowledge of the physical geography of space, environment and landscape, and has a link with the educational area of Mathematics and Information Work.

Often used will also be the independent work of the student on the assigned tasks, which are part of the final assessment and have, in addition to the cognitive and didactic overlap, when properly processed, the student can also use them as a tool in their didactic practice.

As a complementary but important method, we also use the work with ICT, especially for the mediation and targeted search of relevant resources that can be used in the didactics of social studies. Students are largely dependent on independent work when working with ICT, thus developing and consolidating their digital skills and digital literacy in general.

Compulsory/Recommended readings:

KANCÍR, J., MADZIKOVÁ, A. Didactics of patrimony. 1st edition. Prešov: Universum Prešov, 2003. ISBN 80-89046-13-4.

KANCÍR, J., MADZÍKOVÁ, A. Basics of didactics of patrimony. 1. 1. Prešov : FHPV PU, 1999. ISBN 978-80-8068-760-1.

KLUSÁK, M. Orientation in time. In Psychological development of the child from 1st to 5th grade. Prague: Karolinum, 2005.

KOŽUCHOVÁ, M. et al.: Kurikulum primarneho vzdělávání. Bratislava: Comenius University, 2019. ISBN 978-80-223-4767-9

KOŽUCHOVÁ, M., ROCHOVSKÁ, I. Prvouka 2 : for the 2nd year of primary school. Bratislava : Expol pedagogika, 2018. Prvouka1: for the 1st year of primary school. Bratislava: Expol pedagogika, 2019.

KOŽUCHOVÁ, M. - MATUŠKOVÁ, R. Vlastiveda for the 3rd year of primary school. Prievidza : Patria I., 2018. ISBN 978-80-85674-55-2

STARÁ, L.: Education for democratic citizenship and mutual tolerance in a multicultural society Proceedings of the 11th Summer School "Education for democratic citizenship and mutual tolerance in a multicultural society". Olomouc: Palacký University, 2004. ISBN 80-244-0952-6

ŠEBKOVÁ, VYSKOČILOVÁ. Understanding spatial relations in children of younger school age. In Pedagogika, 1997, vol. 47.

Course completion requirements: The student will submit three assignments during the semester with a maximum of 20 points for each assignment. The student will also take a final oral examination with a maximum of 40 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

A-Excellent performance, the student knows/possesses knowledge of the social studies content area and can apply it at the cognitive, socio-affective, and psychomotor levels. He/she is able to use correctly and adequately all didactic means used in the didactics of self-study; B-excellent performance, the student has mastered the knowledge of the didactics of social studies, the application skills show only minor deficiencies. C-good performance, the student masters the knowledge at the theoretical level, however, he/she applies it in practice insufficiently, the work with the map and teaching texts shows more serious deficiencies; D- the student masters the theoretical knowledge at an insufficient level, he/she is unable to correctly set the didactic objectives in the preparation of the lesson, serious deficiencies in the understanding of the basic concepts are also present; E- the student's work meets the minimum criteria, he/she has insufficient knowledge and cannot apply it didactically or creatively, the understanding of basic concepts is at a minimum level; Fx - the student's work does not meet the requirements for passing the course in any of the required criteria and it is necessary for him/her to repeat the course.

Slovak, Czech language

Course outcomes of subject (content):

1.Clarification of the thematic concepts and the relationships between them: social studies/social cognition/social science education/cultural literacy - content, functions, competences, dilemmas, cognition, education, education, learning, didactics.

The first chapter of the course explains the basic concepts of the subject and their interrelationships. The relationship of cultural literacy to social studies and its didactics. It characterizes the concept of realia, their social, national and personal subjective value. Emphasizes the educational and upbringing function of social studies. It explains the relationship of cultural literacy, primary and secondary education to citizenship, patriotism and ethical values. By focusing on this subject, we also refer to the necessary competence of the student, which is the knowledge of cultural literacy and its adequate implementation in education.

2.The origin and nature of knowledge of social realities, the curriculum and its possible understanding.

The second topic of the course is devoted to the understanding of the subject curriculum of elementary and secondary science and their delimitation on the borderline between the subject of scientific research and the didactic application of knowledge from different scientific disciplines. Both primary and secondary education are defined within the subject as part of social science education, although primary education in particular is also close to science education. This definition is then further elaborated, referring to the knowledge of the theoretical foundations of institutional education as one of the basic knowledge acquired by the graduate of the Teacher Education for Primary Education programme.

3.Analysis of the content and objectives of social science education in the subjects of primary science and primary education at the first level of primary school on the basis of valid documents (educational standards for primary science and primary education, curriculum development within the framework of the School Curriculum).

The subject chapter is devoted to the analysis of the legislative documents of the subjects of elementary science and home science, in particular the analysis of the content and performance standards of the curriculum. A critical look at these documents, the relevance of their thematic content, their manageability for pupils of given grades, as well as their interconnectedness with their practical and empirical experience, forms the basis for thinking about didactic approaches to both these subjects. At the same time, this part of the subject also makes use of the comprehensive knowledge of the content of the educational area of Man and Society, which is one of the knowledge pillars of the graduate of the Teaching for Primary Education programme.

4. Primary education and its didactic and content specifics in comparison with the didactics of home science

The given chapter is devoted to the specifics of didactics of primary education in comparison with home science, as well as to the comparison of their educational content. The basis of the comparison is, first of all, the more significant involvement of the curriculum with the themes of living and non-living nature in the curriculum of elementary education compared to home science, where geography is more significantly involved in the knowledge of nature as a whole. Furthermore, it is specific primary school curriculum that is not found in or linked to the primary school science (e.g. senses). The analysis and comparison of both subjects is important in order to become fully competent to assess the didactic materials belonging to both subjects, but also to diagnose and evaluate the level of knowledge, competences and skills of pupils in both subjects.

5.Analysis of the teaching materials of the subjects of Primary and Secondary Science and of the thematic units of teaching materials

The chapter is devoted to the analysis of the basic teaching materials of both subjects (textbooks, workbooks, introduces the concept of a working textbook, a textbook based on a discovery approach). It is devoted to an analysis of the thematic units, the main and supplementary text, as well as the apparatus for independent learning (questions and exercises). We analyse with students their difficulty and appropriateness, as well as the errors and allogisms that occur in them, so that they are prepared for them in their teaching practice and can find alternative solutions/explanations.

6. Analysis of the teaching methods used in the subject of elementary and home science and their direct connection with the teaching materials - demonstration of the problem areas in the textbook

This part of the course is devoted to the characteristics, analysis and application of teaching methods that can be used in teaching the didactics of elementary science and home science in direct connection with the textbook or methodological manual. Verbal, demonstrative, constructive, and heuristic methods are explained, as well as the principle of discovery and experiential teaching of elementary science, consisting in a discovery approach in which the teacher acts "only" as a facilitator. The student is able to select appropriate teaching forms in accordance with the teaching objectives and the activity of the pupils.

Geographical component of self-study - conceptual apparatus and orientation in space: scientific background

Orientation in space, geographical concepts and texts - language of geography, basics of cartography).

7. The chapter is devoted to basic concepts related to orientation in space, physical geography and

cartography. It explains the basic ways of learning cardinal points, orientation by shadow and the position of the sun, as well as the basic geographical concepts - map, atlas, locality, position and elevation maps, and the types of maps that can be encountered. The approach to map reading and the basic map-related skills required of pupils in Years 3 and 4 (locating a point on a map, determining distance, scaling a map, reading a map) are also explained. In this way, the student's orientation skills and competences are developed.

8.Orientation in time and space, learning about socio-cultural space with simultaneous acquisition of orientation in it.

As orientation in space has its socio-cultural aspects, the following is a description of the basic units which are the basic elements of settlement geography: the city, the countryside, their basic characteristics and differentiations, possible other types of settlements (housing estates, suburbs, lakes, solitudes), as well as the landmarks in the city and countryside which have the character of institutions and which the pupil can orient himself according to (post office, health centre, municipal office, etc.). The theme of the seasons plays an important role in orientation in time, and it is particularly prominent in the curriculum for Year 3. This theme is also expanded by the knowledge of annual festivals and the traditions associated with them, thus developing the student's social competences.

9. The historical curriculum of the national history: conceptual apparatus and stimulation of the ability of orientation in time.

The historical curriculum makes up one third of the 4th grade history curriculum and therefore needs special attention. Using the basic conceptual apparatus (time line, past, history, our ancestors and descendants, basic orientation in time on the axis: past-present-future), it prepares pupils for the specific historical periods they will learn about and their representatives. In addition to the timeline, students also work with a large amount of illustrative material, or material artefacts, which bring the distant past closer to students more effectively than textual material. The student is able to search for broader and more complex information beyond the prescribed learning materials.

10. Teaching of history-oriented domestic science - personalities and historical milestones of the history of Slovakia, their didactic application in the domestic science textbook.

The Second World War and the Slovak National Uprising, the independent Slovak Republic and its position in Europe). All of these topics can be particularly abstract for pupils, so the seminar analyses mainly pictorial material presenting individual personalities and events, and also provides a basic overview of institutions that can be the target of an excursion with a historical focus. Emphasis is also placed on fictionalized texts with historical content (stories), which have the potential to make the topic more interesting for pupils. All the contents and skills presented in this section refer to one of the basic knowledge of the graduate, namely to master the contents of the educational field of Man and Society.

11. Regional culture as a part of the curriculum of national science - presentation of individual regions of Slovakia, their ethnological and cultural specifics.

The last topic of the semester is the topic of the regions of Slovakia, as they also make up one third of the educational content of the 4th year of the 4th year of the school. At the seminar, the student will gain a basic overview of the regions, their geographical boundaries and nomenclature, natural attractions and landmarks, as well as dialects, folklore, ethnic composition, crafts and traditions, i.e. ethnological component of regional knowledge. At the same time, this knowledge is confronted with the treatment of the regional curriculum in teaching texts and supplemented with other relevant information or sources where it can be found. Cross-curricular relations are also developed, especially with Slovak language and literature. Students are provided with a wealth of documentary and visual material for their work in this part of the course, as well as for the intermediate assignment. By knowing the topic, the student acquires cultural competences and is able to manage the teaching process in the context of learning about social realities on the basis of these competences.

Learning outcomes/ Objectives and learning outcomes:

By completing the course, the student will gain basic knowledge of the social realities that form the basic social environment of human existence (city, countryside, nature, physical and urban geography, the cycle of seasons, annual festivals and traditions). Furthermore, the student will gain knowledge of the basic cultural and social realities of Slovakia as a whole, as well as its individual regions, within the framework of physical geography and folk, traditional culture and folklore. Acquire basic knowledge of the didactic application of the subject of primary and secondary education (content, forms, methods, organisational means). The student will be able to plan and organise specific forms of teaching related to the nature of the subject (walks, trips, excursions). He/she will acquire the complex of organisational and communication skills and competences necessary for the implementation of the subject and inter-subject relations. As part of the development and consolidation of digital competences and skills, they will learn to work with Internet resources, useful in teaching primary and secondary education.

Stages of student assessment:

The student will be evaluated for work and activity in the seminars (activity will be evaluated with bonus points). He/she will also be evaluated on the basis of three mid-term assignments and a final written test. All the intermediate assignments refer to the student's competence to independently create and use didactic aids and are closely related to the course curriculum.

The first intermediate assignment will consist in drawing up a family tree of the student's own family in such a way that it reflects the family relationships and designations as characterised by the curriculum of the 3rd year of the science curriculum. The interim assignment will be evaluated on the basis of both accuracy and appropriateness of the overall treatment. Great emphasis will also be placed on the illustrative aspect of the workmanship.

The second intermediate task is based on the creation of a cartographic aid (map) of a given part of the territory of Slovakia. We have chosen it because working with cartographic material is a key competence necessary in the teaching of domestic science. The teacher will evaluate the terminological as well as cartographic accuracy of the representation, the knowledge of the map legend in marking individual points on the map, and last but not least the illustrative and cognitive appropriateness to the pupils of the given age.

The third intermediate task consists in drawing up a set of worksheets aimed at learning about a particular region of Slovakia. The student chooses the region from which he or she comes or which is close to him or her, and in the worksheets he or she covers mainly the topic of folklore, customs and national traditions. This task is closely related to one of the key competences of a primary education graduate, namely learning about national and cultural traditions.

The final knowledge test focuses on a general overview of the topics covered throughout the semester (thematic concepts, didactics of primary and secondary education, teaching methods, organisational forms, thematic units included in curriculum documents, physical and settlement geography as part of didactics of secondary education, orientation in time and space, historical curriculum of secondary education, regional culture).

Type of activities, scope (number of hours) and methods of educational activities:

Type, scope and methods of educational activities:

2 hours seminar + lecture/week; total 22 hours per semester, combined, mainly by the attendance method

Student workload:

11x 2 hours of direct teaching = 22 hours; 15 hours preparing the student for the first continuous assignment; 30 hours preparing the student for the second continuous assignment; 20 hours preparing the student for the third continuous assignment; 32 hours preparing the student for the final oral examination. A total of 120 hours of student work.

Teaching methods. The lecture is designed to cover all the topics of the educational area of the Human and Society curriculum, to which these two subjects belong. During the lecture, depending on the topic, the teacher uses a variety of teaching aids and teaching aids (up-to-date textbooks, encyclopaedias with a homeland science focus, cartographic material, but also three-dimensional aids: material objects, models, textiles and examples of handicraft products). This also implements the didactic principle of illustration, which should be maintained by the student during his/her teaching practice.

The lecture is organically followed by a discussion between the students and the teacher, as well as a discussion between the students in groups on the topics covered) and especially on controversial and "problematic" areas and issues that may arise in the teaching. We put the problematic assignments in the context of the cross-cutting subjects that have the strongest intersection with social studies (Multicultural Education and Environmental Education) in particular.

A frequently used method, especially in the first part of the course, is a critical analysis of the curricular documents of the respective subjects. The aim is to make students able to carry out educational activities in accordance with the current school legislation, but at the same time to form an autonomous and critical opinion on the legislation.

In solving the problem areas we use heuristic methods (DITOR, brainstorming, brainwriting), with the help of which students acquire and use transferable skills (their ability to think creatively out of the box is strengthened, but also their ability to cooperate in a group/team, which they then apply in their pedagogical practice).

Map work is not only an organic part of the didactics of social realities, but also develops students' orientation skills, consolidates their knowledge of the physical geography of space, environment and landscape, and has a link with the educational area of Mathematics and Information Work.

Often used will also be the independent work of the student on the assigned tasks, which are part of the final assessment and have, in addition to the cognitive and didactic overlap, when properly processed, the student can also use them as a tool in their didactic practice.

As a complementary but important method, we also use the work with ICT, especially for the mediation and targeted search of relevant resources that can be used in the didactics of social studies. Students are largely dependent on independent work when working with ICT, thus developing and consolidating their digital skills and digital literacy in general.

Compulsory/Recommended readings:

KANCÍR, J., MADZIKOVÁ, A. Didactics of patrimony. 1st edition. Prešov: Universum Prešov, 2003. ISBN 80-89046-13-4.

KANCÍR, J., MADZÍKOVÁ, A. Basics of didactics of patrimony. 1. 1. Prešov : FHPV PU, 1999. ISBN 978-80-8068-760-1.

KLUSÁK, M. Orientation in time. In Psychological development of the child from 1st to 5th grade. Prague: Karolinum, 2005.

KOŽUCHOVÁ, M. et al.: Kurikulum primarneho vzdělávání. Bratislava: Comenius University, 2019. ISBN 978-80-223-4767-9

KOŽUCHOVÁ, M., ROCHOVSKÁ, I. Prvouka 2 : for the 2nd year of primary school. Bratislava : Expol pedagogika, 2018. Prvouka1: for the 1st year of primary school. Bratislava: Expol pedagogika, 2019.

KOŽUCHOVÁ, M. - MATUŠKOVÁ, R. Vlastiveda for the 3rd year of primary school. Prievidza : Patria I., 2018. ISBN 978-80-85674-55-2

STARÁ, L.: Education for democratic citizenship and mutual tolerance in a multicultural society Proceedings of the 11th Summer School "Education for democratic citizenship and mutual tolerance in a multicultural society". Olomouc: Palacký University, 2004. ISBN 80-244-0952-6

ŠEBKOVÁ, VYSKOČILOVÁ. Understanding spatial relations in children of younger school age. In Pedagogika, 1997, vol. 47.

Course completion requirements: The student will submit three assignments during the semester with a maximum of 20 points for each assignment. The student will also take a final oral examination with a maximum of 40 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

A-Excellent performance, the student knows/possesses knowledge of the social studies content area and can apply it at the cognitive, socio-affective, and psychomotor levels. He/she is able to use correctly and adequately all didactic means used in the didactics of self-study; B-excellent performance, the student has mastered the knowledge of the didactics of social studies, the application skills show only minor deficiencies. C-good performance, the student masters the knowledge at the theoretical level, however, he/she applies it in practice insufficiently, the work with the map and teaching texts shows more serious deficiencies; D- the student masters the theoretical knowledge at an insufficient level, he/she is unable to correctly set the didactic objectives in the preparation of the lesson, serious deficiencies in the understanding of the basic concepts are also present; E- the student's work meets the minimum criteria, he/she has insufficient knowledge and cannot apply it didactically or creatively, the understanding of basic concepts is at a minimum level; Fx - the student's work does not meet the requirements for passing the course in any of the required criteria and it is necessary for him/her to repeat the course.

Slovak, Czech language

Course outcomes of subject (content):

1.Clarification of the thematic concepts and the relationships between them: social studies/social cognition/social science education/cultural literacy - content, functions, competences, dilemmas, cognition, education, education, learning, didactics.

The first chapter of the course explains the basic concepts of the subject and their interrelationships. The relationship of cultural literacy to social studies and its didactics. It characterizes the concept of realia, their social, national and personal subjective value. Emphasizes the educational and upbringing function of social studies. It explains the relationship of cultural literacy, primary and secondary education to citizenship, patriotism and ethical values. By focusing on this subject, we also refer to the necessary competence of the student, which is the knowledge of cultural literacy and its adequate implementation in education.

2.The origin and nature of knowledge of social realities, the curriculum and its possible understanding.

The second topic of the course is devoted to the understanding of the subject curriculum of elementary and secondary science and their delimitation on the borderline between the subject of scientific research and the didactic application of knowledge from different scientific disciplines. Both primary and secondary education are defined within the subject as part of social science education, although primary education in particular is also close to science education. This definition is then further elaborated, referring to the knowledge of the theoretical foundations of institutional education as one of the basic knowledge acquired by the graduate of the Teacher Education for Primary Education programme.

3.Analysis of the content and objectives of social science education in the subjects of primary science and primary education at the first level of primary school on the basis of valid documents (educational standards for primary science and primary education, curriculum development within the framework of the School Curriculum).

The subject chapter is devoted to the analysis of the legislative documents of the subjects of elementary science and home science, in particular the analysis of the content and performance standards of the curriculum. A critical look at these documents, the relevance of their thematic content, their manageability for pupils of given grades, as well as their interconnectedness with their practical and empirical experience, forms the basis for thinking about didactic approaches to both these subjects. At the same time, this part of the subject also makes use of the comprehensive knowledge of the content of the educational area of Man and Society, which is one of the knowledge pillars of the graduate of the Teaching for Primary Education programme.

4. Primary education and its didactic and content specifics in comparison with the didactics of home science

The given chapter is devoted to the specifics of didactics of primary education in comparison with home science, as well as to the comparison of their educational content. The basis of the comparison is, first of all, the more significant involvement of the curriculum with the themes of living and non-living nature in the curriculum of elementary education compared to home science, where geography is more significantly involved in the knowledge of nature as a whole. Furthermore, it is specific primary school curriculum that is not found in or linked to the primary school science (e.g. senses). The analysis and comparison of both subjects is important in order to become fully competent to assess the didactic materials belonging to both subjects, but also to diagnose and evaluate the level of knowledge, competences and skills of pupils in both subjects.

5.Analysis of the teaching materials of the subjects of Primary and Secondary Science and of the thematic units of teaching materials

The chapter is devoted to the analysis of the basic teaching materials of both subjects (textbooks, workbooks, introduces the concept of a working textbook, a textbook based on a discovery approach). It is devoted to an analysis of the thematic units, the main and supplementary text, as well as the apparatus for independent learning (questions and exercises). We analyse with students their difficulty and appropriateness, as well as the errors and allogisms that occur in them, so that they are prepared for them in their teaching practice and can find alternative solutions/explanations.

6. Analysis of the teaching methods used in the subject of elementary and home science and their direct connection with the teaching materials - demonstration of the problem areas in the textbook

This part of the course is devoted to the characteristics, analysis and application of teaching methods that can be used in teaching the didactics of elementary science and home science in direct connection with the textbook or methodological manual. Verbal, demonstrative, constructive, and heuristic methods are explained, as well as the principle of discovery and experiential teaching of elementary science, consisting in a discovery approach in which the teacher acts "only" as a facilitator. The student is able to select appropriate teaching forms in accordance with the teaching objectives and the activity of the pupils.

Geographical component of self-study - conceptual apparatus and orientation in space: scientific background

Orientation in space, geographical concepts and texts - language of geography, basics of cartography).

7. The chapter is devoted to basic concepts related to orientation in space, physical geography and

cartography. It explains the basic ways of learning cardinal points, orientation by shadow and the position of the sun, as well as the basic geographical concepts - map, atlas, locality, position and elevation maps, and the types of maps that can be encountered. The approach to map reading and the basic map-related skills required of pupils in Years 3 and 4 (locating a point on a map, determining distance, scaling a map, reading a map) are also explained. In this way, the student's orientation skills and competences are developed.

8.Orientation in time and space, learning about socio-cultural space with simultaneous acquisition of orientation in it.

As orientation in space has its socio-cultural aspects, the following is a description of the basic units which are the basic elements of settlement geography: the city, the countryside, their basic characteristics and differentiations, possible other types of settlements (housing estates, suburbs, lakes, solitudes), as well as the landmarks in the city and countryside which have the character of institutions and which the pupil can orient himself according to (post office, health centre, municipal office, etc.). The theme of the seasons plays an important role in orientation in time, and it is particularly prominent in the curriculum for Year 3. This theme is also expanded by the knowledge of annual festivals and the traditions associated with them, thus developing the student's social competences.

9. The historical curriculum of the national history: conceptual apparatus and stimulation of the ability of orientation in time.

The historical curriculum makes up one third of the 4th grade history curriculum and therefore needs special attention. Using the basic conceptual apparatus (time line, past, history, our ancestors and descendants, basic orientation in time on the axis: past-present-future), it prepares pupils for the specific historical periods they will learn about and their representatives. In addition to the timeline, students also work with a large amount of illustrative material, or material artefacts, which bring the distant past closer to students more effectively than textual material. The student is able to search for broader and more complex information beyond the prescribed learning materials.

10. Teaching of history-oriented domestic science - personalities and historical milestones of the history of Slovakia, their didactic application in the domestic science textbook.

The Second World War and the Slovak National Uprising, the independent Slovak Republic and its position in Europe). All of these topics can be particularly abstract for pupils, so the seminar analyses mainly pictorial material presenting individual personalities and events, and also provides a basic overview of institutions that can be the target of an excursion with a historical focus. Emphasis is also placed on fictionalized texts with historical content (stories), which have the potential to make the topic more interesting for pupils. All the contents and skills presented in this section refer to one of the basic knowledge of the graduate, namely to master the contents of the educational field of Man and Society.

11. Regional culture as a part of the curriculum of national science - presentation of individual regions of Slovakia, their ethnological and cultural specifics.

The last topic of the semester is the topic of the regions of Slovakia, as they also make up one third of the educational content of the 4th year of the 4th year of the school. At the seminar, the student will gain a basic overview of the regions, their geographical boundaries and nomenclature, natural attractions and landmarks, as well as dialects, folklore, ethnic composition, crafts and traditions, i.e. ethnological component of regional knowledge. At the same time, this knowledge is confronted with the treatment of the regional curriculum in teaching texts and supplemented with other relevant information or sources where it can be found. Cross-curricular relations are also developed, especially with Slovak language and literature. Students are provided with a wealth of documentary and visual material for their work in this part of the course, as well as for the intermediate assignment. By knowing the topic, the student acquires cultural competences and is able to manage the teaching process in the context of learning about social realities on the basis of these competences.

Learning outcomes/ Objectives and learning outcomes:

By completing the course, the student will gain basic knowledge of the social realities that form the basic social environment of human existence (city, countryside, nature, physical and urban geography, the cycle of seasons, annual festivals and traditions). Furthermore, the student will gain knowledge of the basic cultural and social realities of Slovakia as a whole, as well as its individual regions, within the framework of physical geography and folk, traditional culture and folklore. Acquire basic knowledge of the didactic application of the subject of primary and secondary education (content, forms, methods, organisational means). The student will be able to plan and organise specific forms of teaching related to the nature of the subject (walks, trips, excursions). He/she will acquire the complex of organisational and communication skills and competences necessary for the implementation of the subject and inter-subject relations. As part of the development and consolidation of digital competences and skills, they will learn to work with Internet resources, useful in teaching primary and secondary education.

Stages of student assessment:

The student will be evaluated for work and activity in the seminars (activity will be evaluated with bonus points). He/she will also be evaluated on the basis of three mid-term assignments and a final written test. All the intermediate assignments refer to the student's competence to independently create and use didactic aids and are closely related to the course curriculum.

The first intermediate assignment will consist in drawing up a family tree of the student's own family in such a way that it reflects the family relationships and designations as characterised by the curriculum of the 3rd year of the science curriculum. The interim assignment will be evaluated on the basis of both accuracy and appropriateness of the overall treatment. Great emphasis will also be placed on the illustrative aspect of the workmanship.

The second intermediate task is based on the creation of a cartographic aid (map) of a given part of the territory of Slovakia. We have chosen it because working with cartographic material is a key competence necessary in the teaching of domestic science. The teacher will evaluate the terminological as well as cartographic accuracy of the representation, the knowledge of the map legend in marking individual points on the map, and last but not least the illustrative and cognitive appropriateness to the pupils of the given age.

The third intermediate task consists in drawing up a set of worksheets aimed at learning about a particular region of Slovakia. The student chooses the region from which he or she comes or which is close to him or her, and in the worksheets he or she covers mainly the topic of folklore, customs and national traditions. This task is closely related to one of the key competences of a primary education graduate, namely learning about national and cultural traditions.

The final knowledge test focuses on a general overview of the topics covered throughout the semester (thematic concepts, didactics of primary and secondary education, teaching methods, organisational forms, thematic units included in curriculum documents, physical and settlement geography as part of didactics of secondary education, orientation in time and space, historical curriculum of secondary education, regional culture).

Type of activities, scope (number of hours) and methods of educational activities:

2PC per week (1 hour lecture and one hour exercise), total of 22 hours per semester in combined form (primary, full-time).

Student workload: 11 x 2 hours of direct teaching = 24 hours; 18 hours preparation of the seminar paper; 18 hours preparation of the project presentation; 60 hours preparation for the final assessment. Total 120 hours of student work.

Methods of education: lecture; explanation; discussion and interaction of the teacher with the students on the discussed topic; teaching based on practical experience; method of group work; method of independent work of students; method of practical exercise; method of guiding and accompanying movement; method of repetition of movement activities in stable and changed conditions; method of developing strength, speed, endurance and coordination abilities, method of developing joint mobility and flexibility in school physical education of primary education.

Compulsory/Recommended readings:

ANTALA, B. et al. 2014. Telesná a športová výchova a súčasná škola. Bratislava: NŠC, FTVŠ UK, 2014. 343 s. ISBN 978-80-971466-1-0.

DVOŘÁKOVÁ, H., ENGELTHALEROVÁ, Z., et. al. 2017. Tĕlesná výchova na 1. stupni základní školy. Praha: Karolinum, 2017. 274 s. ISBN 978-80-246-3308-4.

KOLEKTÍV. 2014. Telesná a športová výchova – Základné lokomócie a nelokomočné pohybové zručnosti a športy v prírode. Bratislava: NŠC, FTVŠ UK, 2014. 193 s. ISBN 978-80-971466-2-7.

KOLEKTÍV. 2014. Telesná a športová výchova – Kolektívne športové činnosti, gymnastické a tanečné pohybové činnosti. Bratislava: NŠC, FTVŠ UK, 2014. 246 s. ISBN 978-80-971466-3-4.

ŠIMONEK, J., et al. 2014. Metodická príručka telesnej výchovy pre materské školy a prvý stupeň základných škôl. Bratislava: AT Publishing, 2014. 140 s. ISBN 978-80-88954-62-0.

ŠTÁTNY VZDELÁVACÍ PROGRAM Primárne vzdelávanie – 1. stupeň Základnej školy. 2015. Bratislava: ŠPU, MŠVVaŠ. 2015.

Course completion requirements: The weighting of the prerequisites for successful completion of the course is 20/30/50. The student will submit a term paper worth 20 points during the semester. In addition, the student will complete a project presentation focused on teaching a physical education class worth 30 points. The project presentation should demonstrate practical application of the student's theoretical knowledge. The student takes a final test worth 50 points of the knowledge acquired throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than half of the points in any of the three conditions. To pass the course, a score of at least 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

A-(excellent), the student has an excellent command of theoretical knowledge of didactics of physical education in primary education and can apply them to practical activities, the student can react promptly and spontaneously during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed, the student is able to present the teaching of a physical education lesson at a high level, the student's oral and written expression is correct, correct, grammatically flawless and creative.

B-(very good), the student has a very good knowledge of the theoretical knowledge of the didactics of physical education in primary education and can apply it to activities with minor deficiencies, the student can respond well during lectures to the questions and tasks of the teacher, the student is active and proactive and responds to questions on the problem addressed, the student can present the teaching of a physical education lesson very well, the student's oral and written expression is correct, correct, grammatically flawless. The results of his/her activities are of good quality, with minor shortcomings.

C-(good), the student has a good knowledge of the theoretical knowledge of the didactics of physical education in primary education and can apply it to practical activities at a good level, the student can respond to the teacher's prompting. The student is very rarely independent in activity and initiative, he/she asks questions on the solved problem with minor problems, he/she presents at a good level with minor shortcomings, the student's oral and written expression is correct but of less quality and grammatically with minor errors.

D-(satisfactory), the student has a satisfactory knowledge of theoretical knowledge of didactics of physical education in primary education and can apply it to practical activities with problems, he/she is not very active and initiative in teaching, he/she is more of a passive observer, he/she can present at a satisfactory level, the student's oral and written expression has some inaccuracies and also major deficiencies.

E-(sufficient), the student's work meets the minimum criteria, he/she has insufficient knowledge of the theoretical knowledge of didactics of physical education in primary education, which is at a weak level and with difficulties can apply it to practical activities, he/she responds to the teacher's challenges with inaccuracies, the student himself/herself is not active and initiative, he/she does not ask questions on the issue addressed, the student presents at a very weak level, the student's oral and written expression has more serious inaccuracies and shortcomings;

Fx-(failing), the student's work does not meet the requirements for passing the course in any of the required conditions and the student must repeat the course. The student has not mastered the knowledge and skills to a degree that would enable the student to meet at least the minimum criteria for a passing grade.

Slovak language and Czech language

Course outcomes of subject (content):

The curriculum of the course Physical Education in Primary Education is designed so that after its practical teaching students are able to apply theoretical knowledge to the practical context of the teaching profession in physical education. Students master the professional content of the lectures and the terminology of physical exercises from the practical parts of the lessons of the subject. They are familiar with appropriate methods of pedagogical research to investigate the educational process in physical education. They are able to work actively with this knowledge and knowledge and use it in the position of a pedagogical employee in primary education. Students are able to expand their knowledge, competences and skills in physical and sport education throughout their lives.

They are able to use and create methodological materials and didactic aids with active use of didactic technology and digital technologies. The theoretical and practical knowledge that students acquire during the course Physical Education in Primary Education will enable them to form the basis of their own teaching style, cultivate their own decision-making processes and develop their other motor skills and abilities. They will apply the acquired didactic competences in the process of solving a project for the preparation of teaching a lesson of physical and sport education. They will be professionally and methodologically competent to teach the subjects of the educational area of Health and Movement. Students will be able to independently acquire, sort, process and effectively use new knowledge, apply it to the educational process of physical education in primary education.

1. Introduction to physical education in primary education. Didactics of school physical education and its position in the system of sciences - Sports Science. The group of sciences called "Sport Sciences consists of 3 scientific disciplines:1. Sport Education 2. Sport Humanities 3. Sport Kinanthropology. Historical development of physical education teaching in schools at home and abroad. Educational area of Health and Movement within the framework of the State Educational Programme for Primary Education - 1st stage of Primary School. Approximation of its three sub-areas with application to students' practical activities. 2. Physical fitness and physical performance. 3. Sub-area Sport activities of movement regime.

Educational process in physical education - physical education process. Educational process in which the goals and objectives of physical education in children of younger school age are fulfilled on the basis of mutual interactions between the physical educator, the pupil, the content (the basis of which are movement activities) and the conditions, based on the application of didactic, educational and specific principles. Teaching procedures, principles and methods implemented in school physical and sport education. Organizational forms, didactic styles, means and differentiation in school physical and sports education. Principles (principles) of the management of the physical education process with practical application for students. Aims and objectives of teaching the subject of Physical and Sport Education. Structure of the lesson of Physical and Sport Education.

2. Warm-up options and the use of the most well-known stretching methods in physical and sports education classes for younger school-age children. Stretching methods: 1. The method of permanent - multiphase stretching (B. Anderson's Static Method). 2. The method of post-isometric stretching - dilation, which can also be referred to as the method of initial stretching followed by stretching (Sölverbern's Method). 3. the method of intermittent stretching - PNF (Holt's 3S method - for stretching we use our own weight or the weight and strength of an auxiliary exerciser or tool). 4. the method of dynamic stretching - appropriately alternating contraction and dilatation of the muscle. Why practice stretching - the main reasons. Advice for safe stretching. The division of stretching exercises according to different parts of the body: Stretching of the neck and trapezius muscles. Stretching of the muscles of the upper limbs. Stretching of back muscles. Stretching of the chest muscles (pectoral muscles). Stretching of the muscles of the lower limbs. Examples of stretching exercises focusing on different parts of the body. Stretching with a fit-ball targeting multiple muscle areas in younger school-age children. Illustrative practical demonstrations of stretching and their implementation in students' practical activities.

Terminology of physical exercises (gym terminology) in physical education of pre-primary education. Through the terms (technical names) an accurate idea of the position, of the movement, of the exercise form is formed. Individual positions and movements are expressed through prefixes and suffixes that correspond to the movement or position of a body part (head, trunk, arm, leg). Prefixes: before, behind, u, vz, at, roz, po, v. Suffixes: ný, mo, ka. Division of physical exercises. Physical exercises are classified into groups whose exercise content are: sequential exercises (shape, command, announcements), Exercises without equipment. Movements of body parts: arm movements, movements of the lower limbs, movements of the trunk, movements of the head. Whole body movements: postures, kneeling, sit-ups, lying down, supports. Simple acrobatics for younger school age children: rolls, flips, rolls, shoulder stand, headstand. Exercises on equipment: benches, ladders, crate, climbers, climbing and obstacle courses. Exercises with equipment and aids - gymnastic equipment: ball, ribbon, hoop, short bar, overball, fitball, jump rope, rope, expander. Examples of exercises.

3. Movement prerequisites, movement abilities and movement skills in children of younger school age. Opportunities for the development of movement abilities and skills. Regulation and limitation of load intensity in physical exercises, taking into account the age of children and their mental and physical prerequisites. Division of motor abilities: 1. Conditioning abilities: development of strength abilities in preschool children, development of speed in preschool children, development of endurance in preschool children, development of flexibility in preschool children. 2. Coordination abilities: kinesthetic-differentiation ability, spatial-orientation ability, rhythmic ability, reaction ability, balance ability. Complex abilities (hybrid). Development of children's fitness and coordination abilities through selected means of movement Examples of exercises and games for individual movement abilities and skills and their implementation in students' practical activities.

Acquisition of movement habits and skills through motor learning.

Motor learning and its four basic phases of developing movement habits and skills. Motor learning (motor learning - learning to move) as a process of acquiring and consolidating movement habits and skills in preschool children: 1st phase - familiarization with a given movement activity (Generalization) 2nd phase - repetition of practiced movement activities (Differentiation) 3rd phase - improvement of movement activity as a whole (Automation) 4th phase - characterized by plasticity in the application of the mastered technique (Creative Coordination). Approximation of the different phases of motor learning and practical exercises and games for the use of the different phases of motor learning in children of younger school age.

4. Health and healthy lifestyle. Health issues are part of the subject Physical and Sport Education. 1. Identify the features of a healthy lifestyle and distinguish between healthy and unhealthy nutrition; 2. Recognize the dangers of addictive substances and their negative impact on human health; 3. Explain the importance of physical activity for human health; 4. Recognize the basic methods and importance of hardening the body; 5. Observe hygiene requirements when performing physical activity and apply safety principles when exercising; 5. Describe the principles of first aid in different environments; 6. Describe the signs of correct posture in different postures and apply the acquired movement skills in the daily routine. 6. Movement aids for the development of fitness and coordination skills.

5. Basic movement skills in physical and sport education. Name the basic commands and formations of the sequential exercises implemented in the classroom: stances, turns and marching formations - watch out, move, right lunge, left lunge, facing backwards. Row (double-row, triple-row, etc.), crowd (double-step, triple-step, etc.). Use basic commands and respond correctly to them with movement and explain the importance and need for warm-up before performing movement activities. Name basic movement skills. Master the technique of running, long jump and tennis ball throwing. Name and perform basic body positions and body parts. To master the technique of basic acrobatic exercises in different variations and links and jumps. Perform a demonstration of tumbling exercises. Aiming at: resistances, pushing, stretching. Exercises and games with elements of sequential training as a means of purposeful organization of activities in space. Running alphabet, fast running, endurance running, acceleration running, running from different positions, running with changes of direction.

6. Manipulative, preparatory and sports games. Characterize the basic concepts related to games - movement game, sports game, player, teammate, opponent, captain, referee, attacker - attack, attacking activity, defender - defence, defensive activity, playground (playing area, playing surface), centre line, goal, basket, playing equipment (ball, bat, stick, etc.), goal, point, pass, throw, shot, dribbling. Name the basic game activities of an individual and list the names of the games implemented in the classroom. Apply the agreed rules in the game and respect them. To master the technique of handling equipment. Apply the manipulation of implements in a movement or preparatory sports game. To master the game actions of the individual in games implemented in the teaching. Apply the skills learned from games in different environments (gym, nature, water). Games focusing on the manipulation of various traditional and non-traditional tools and other equipment. The rules of the games implemented, their meaning and sanctions for violation of fair-play rules. Movement games focused on the development of movement skills (fitness, coordination and hybrid). Preparatory sports games focusing on football, basketball, volleyball, handball, tennis. Movement games aimed at practising the acquired movement skills of different nature (gymnastic, athletic, swimming).

7. Music-movement and dance activities. List the basic concepts of rhythmic gymnastics - rhythmic gymnastics (rhythm, beat, tempo, dynamics), modern gymnastics - equipment and exercises with it (ball, jump rope, ribbon, cones, hoop), balance holds - poses, jumps and jumps (scissor, devil, cadet). Dance - folk, modern, dance step (lunge, gallop, skip, polka, waltz, mazurka), dance motif, dance weave. Name the dance steps implemented in class and perform a demonstration of rhythmic exercises. Match body movements, walking, jumping and running with rhythm induced by clapping, sound signal, music. Rhythmic exercises associated with clapping, stomping, body play. Exercises and games for the development of rhythmic ability To master the basic dance steps, dance motifs in different variations implemented in class. Create short weaves and motifs from the learned dance steps of folk and modern dances. Apply elements of rhythm and dance in music and movement, dance and drama games. Improvise on a given theme or musical motif. Aerobics, Zumba, belly dancing and other forms of exercise with musical accompaniment. Rhythmic movements using music or a variety of simple musical instruments. Imitation movements with verbal cues, imitative movements (e.g. animals, athletes, human activities. Dance improvisation based on learned dance steps, motifs, connections.

8. Psychomotor and health-oriented exercises. To learn to gradually relax the muscles of the limbs and the whole body during verbal accompaniment and to describe the basic ways of breathing. To perform simple stretching exercises and to characterise exercises from psychomotor science. Explain the nature of psychomotor exercises and their importance. Apply the skills learnt in exercises and games. Relaxation (relaxation) exercises and games (tapping, shaking, self-massage, etc.). Exercises focusing on controlled muscle strengthening and relaxation (muscle tension and relaxation). Activities aimed at developing breathing, breathing exercises - exercises aimed at practising correct breathing in different positions. Compensatory (balancing) exercises and exercises to develop flexibility (flexibility, mobility). Development of balance skills, static speed. Balancing with objects (juggling, carrying objects in different ways, etc.). Exercises of the body scheme aimed at awareness of one's own body - the movement possibilities of its individual parts. Exercises linking sensory perception with movement (e.g. movement reactions to sensory stimuli). Psychomotor games, exercises and games with non-standard equipment (balloons, pins, newspapers, etc.).

9. Outdoor and seasonal movement activities. List the basic concepts and knowledge of seasonal activities implemented in primary education. Basic types of seasonal physical activities implemented in education: Skating (in-line and on ice) - forward, backward, stopping, turning, games and competitions on skates. Skiing - downhill skis, cross-country skis, ski jumping, downhill, slalom, cross-country skiing, basic ski and pole handling, walking, turns, ascents, descents, descents (downhill), braking, skiing down an inclined slope, inversion (with both skis, one ski, at rest and in motion), turning away, curves. Exercises and games aimed at familiarisation with the water environment, swimming, breathing and orientation in the water, jumps into the water from different positions, practising the technique of one swimming method, swimming method (crawl, sign, breaststroke), starting jump, turnaround. Walking and its different types and methods in relation to the surface and terrain. Hiking - its types and forms, hiking equipment, hiking trail, hiking sign, map, buzzer, principles and importance of hardening, exercise and staying in nature in all seasons and weather. Riding, games and competitions on scooter, bicycle". Master the movement skills of selected seasonal activities. Apply elements of seasonal movement activities in games, competitions, school and leisure. Move safely in a variety of spaces and conditions. Overcome different terrain unevenness through movement. Explain the importance and principles of nature conservation during physical activities in nature.

10. To diagnose the physical development, general physical performance and functional abilities of the pupil in primary education. Explain the importance of diagnosis of motor performance for health and personal physical, motor and functional development; Individually improve in the established indicators of selected tests; Measure pulse rate on the carotid artery; Recognize the basic manifestations of fatigue during physical exertion; Use resources for the development of motor abilities. Recommended tests for assessing individual performance: long jump from a standing position, 10x5 m shuttle run, flexion endurance, 30 sec lie-sit, endurance shuttle run. Measurement of pulse rate at the carotid artery before and after loading, explanation of differences in pulse rate, causes of changes, knowledge of external manifestations of fatigue during loading (sweating, breathing, skin colour, coordination of movements). EUROFIT tests. Evaluation, classification, recording and control in school physical and sport education.

11. Preparation and presentation of an educational activity focused on Physical Education in primary education. On the basis of the acquired knowledge, knowledge, experience and skills - to prepare and present a lesson on physical education in primary education of pupils in primary school.

20/30/50

Learning outcomes/ Objectives and learning outcomes:

The aim of the course Physical Education in Primary Education is to acquire adequate theoretical knowledge, skills and competences related to the profession of primary education teacher in physical education. They have acquired knowledge of the educational area of Health and Movement, where they can design and implement educational activities. They will expand their knowledge in connection with didactical reasoning and reflecting on the subjects and objects of the teaching process. They know the psychomotor and social development and developmental characteristics of the child of younger school age, which they are able to apply to the physical education process, respecting the intensity of the load in relation to the health of children and the possibilities of developing their motor abilities and skills. They can actively use didactic technology and digital technologies in educational and administrative activities in connection with physical education. Students will acquire the competences of the teacher's work in the field of organisation and management of educational sports activities at school and in extracurricular sports organisations. Students are able to think in contexts that they will be able to develop in a variety of situations as they arise. Students are able to argue and defend their practice taking into account the wider societal implications in relation to physical education. Students will be able to identify and evaluate the ethical, social and other contexts of issues addressed in physical education in primary education. They will be able to relate theoretical knowledge of physical education to practice.

Type of activities, scope (number of hours) and methods of educational activities:

2PC per week (1 hour lecture and one hour exercise), total of 22 hours per semester in combined form (primary, full-time).

Student workload: 11 x 2 hours of direct teaching = 24 hours; 18 hours preparation of the seminar paper; 18 hours preparation of the project presentation; 60 hours preparation for the final assessment. Total 120 hours of student work.

Methods of education: lecture; explanation; discussion and interaction of the teacher with the students on the discussed topic; teaching based on practical experience; method of group work; method of independent work of students; method of practical exercise; method of guiding and accompanying movement; method of repetition of movement activities in stable and changed conditions; method of developing strength, speed, endurance and coordination abilities, method of developing joint mobility and flexibility in school physical education of primary education.

Compulsory/Recommended readings:

ANTALA, B. et al. 2014. Telesná a športová výchova a súčasná škola. Bratislava: NŠC, FTVŠ UK, 2014. 343 s. ISBN 978-80-971466-1-0.

DVOŘÁKOVÁ, H., ENGELTHALEROVÁ, Z., et. al. 2017. Tĕlesná výchova na 1. stupni základní školy. Praha: Karolinum, 2017. 274 s. ISBN 978-80-246-3308-4.

KOLEKTÍV. 2014. Telesná a športová výchova – Základné lokomócie a nelokomočné pohybové zručnosti a športy v prírode. Bratislava: NŠC, FTVŠ UK, 2014. 193 s. ISBN 978-80-971466-2-7.

KOLEKTÍV. 2014. Telesná a športová výchova – Kolektívne športové činnosti, gymnastické a tanečné pohybové činnosti. Bratislava: NŠC, FTVŠ UK, 2014. 246 s. ISBN 978-80-971466-3-4.

ŠIMONEK, J., et al. 2014. Metodická príručka telesnej výchovy pre materské školy a prvý stupeň základných škôl. Bratislava: AT Publishing, 2014. 140 s. ISBN 978-80-88954-62-0.

ŠTÁTNY VZDELÁVACÍ PROGRAM Primárne vzdelávanie – 1. stupeň Základnej školy. 2015. Bratislava: ŠPU, MŠVVaŠ. 2015.

Course completion requirements: The weighting of the prerequisites for successful completion of the course is 20/30/50. The student will submit a term paper worth 20 points during the semester. In addition, the student will complete a project presentation focused on teaching a physical education class worth 30 points. The project presentation should demonstrate practical application of the student's theoretical knowledge. The student takes a final test worth 50 points of the knowledge acquired throughout the semester.

A minimum of 91 points is required for a final grade A, a minimum of 81 points for a grade B, a minimum of 73 points for a grade C, a minimum of 66 points for a grade D and a minimum of 60 points for a grade E. Credit will not be awarded to a student who achieves less than half of the points in any of the three conditions. To pass the course, a score of at least 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

A-(excellent), the student has an excellent command of theoretical knowledge of didactics of physical education in primary education and can apply them to practical activities, the student can react promptly and spontaneously during lectures to the teacher's challenges, the student is self-initiative and asks questions in the context of the problem addressed, the student is able to present the teaching of a physical education lesson at a high level, the student's oral and written expression is correct, correct, grammatically flawless and creative.

B-(very good), the student has a very good knowledge of the theoretical knowledge of the didactics of physical education in primary education and can apply it to activities with minor deficiencies, the student can respond well during lectures to the questions and tasks of the teacher, the student is active and proactive and responds to questions on the problem addressed, the student can present the teaching of a physical education lesson very well, the student's oral and written expression is correct, correct, grammatically flawless. The results of his/her activities are of good quality, with minor shortcomings.

C-(good), the student has a good knowledge of the theoretical knowledge of the didactics of physical education in primary education and can apply it to practical activities at a good level, the student can respond to the teacher's prompting. The student is very rarely independent in activity and initiative, he/she asks questions on the solved problem with minor problems, he/she presents at a good level with minor shortcomings, the student's oral and written expression is correct but of less quality and grammatically with minor errors.

D-(satisfactory), the student has a satisfactory knowledge of theoretical knowledge of didactics of physical education in primary education and can apply it to practical activities with problems, he/she is not very active and initiative in teaching, he/she is more of a passive observer, he/she can present at a satisfactory level, the student's oral and written expression has some inaccuracies and also major deficiencies.

E-(sufficient), the student's work meets the minimum criteria, he/she has insufficient knowledge of the theoretical knowledge of didactics of physical education in primary education, which is at a weak level and with difficulties can apply it to practical activities, he/she responds to the teacher's challenges with inaccuracies, the student himself/herself is not active and initiative, he/she does not ask questions on the issue addressed, the student presents at a very weak level, the student's oral and written expression has more serious inaccuracies and shortcomings;

Fx-(failing), the student's work does not meet the requirements for passing the course in any of the required conditions and the student must repeat the course. The student has not mastered the knowledge and skills to a degree that would enable the student to meet at least the minimum criteria for a passing grade.

Slovak language and Czech language

Course outcomes of subject (content):

The curriculum of the course Physical Education in Primary Education is designed so that after its practical teaching students are able to apply theoretical knowledge to the practical context of the teaching profession in physical education. Students master the professional content of the lectures and the terminology of physical exercises from the practical parts of the lessons of the subject. They are familiar with appropriate methods of pedagogical research to investigate the educational process in physical education. They are able to work actively with this knowledge and knowledge and use it in the position of a pedagogical employee in primary education. Students are able to expand their knowledge, competences and skills in physical and sport education throughout their lives.

They are able to use and create methodological materials and didactic aids with active use of didactic technology and digital technologies. The theoretical and practical knowledge that students acquire during the course Physical Education in Primary Education will enable them to form the basis of their own teaching style, cultivate their own decision-making processes and develop their other motor skills and abilities. They will apply the acquired didactic competences in the process of solving a project for the preparation of teaching a lesson of physical and sport education. They will be professionally and methodologically competent to teach the subjects of the educational area of Health and Movement. Students will be able to independently acquire, sort, process and effectively use new knowledge, apply it to the educational process of physical education in primary education.

1. Introduction to physical education in primary education. Didactics of school physical education and its position in the system of sciences - Sports Science. The group of sciences called "Sport Sciences consists of 3 scientific disciplines:1. Sport Education 2. Sport Humanities 3. Sport Kinanthropology. Historical development of physical education teaching in schools at home and abroad. Educational area of Health and Movement within the framework of the State Educational Programme for Primary Education - 1st stage of Primary School. Approximation of its three sub-areas with application to students' practical activities. 2. Physical fitness and physical performance. 3. Sub-area Sport activities of movement regime.

Educational process in physical education - physical education process. Educational process in which the goals and objectives of physical education in children of younger school age are fulfilled on the basis of mutual interactions between the physical educator, the pupil, the content (the basis of which are movement activities) and the conditions, based on the application of didactic, educational and specific principles. Teaching procedures, principles and methods implemented in school physical and sport education. Organizational forms, didactic styles, means and differentiation in school physical and sports education. Principles (principles) of the management of the physical education process with practical application for students. Aims and objectives of teaching the subject of Physical and Sport Education. Structure of the lesson of Physical and Sport Education.

2. Warm-up options and the use of the most well-known stretching methods in physical and sports education classes for younger school-age children. Stretching methods: 1. The method of permanent - multiphase stretching (B. Anderson's Static Method). 2. The method of post-isometric stretching - dilation, which can also be referred to as the method of initial stretching followed by stretching (Sölverbern's Method). 3. the method of intermittent stretching - PNF (Holt's 3S method - for stretching we use our own weight or the weight and strength of an auxiliary exerciser or tool). 4. the method of dynamic stretching - appropriately alternating contraction and dilatation of the muscle. Why practice stretching - the main reasons. Advice for safe stretching. The division of stretching exercises according to different parts of the body: Stretching of the neck and trapezius muscles. Stretching of the muscles of the upper limbs. Stretching of back muscles. Stretching of the chest muscles (pectoral muscles). Stretching of the muscles of the lower limbs. Examples of stretching exercises focusing on different parts of the body. Stretching with a fit-ball targeting multiple muscle areas in younger school-age children. Illustrative practical demonstrations of stretching and their implementation in students' practical activities.

Terminology of physical exercises (gym terminology) in physical education of pre-primary education. Through the terms (technical names) an accurate idea of the position, of the movement, of the exercise form is formed. Individual positions and movements are expressed through prefixes and suffixes that correspond to the movement or position of a body part (head, trunk, arm, leg). Prefixes: before, behind, u, vz, at, roz, po, v. Suffixes: ný, mo, ka. Division of physical exercises. Physical exercises are classified into groups whose exercise content are: sequential exercises (shape, command, announcements), Exercises without equipment. Movements of body parts: arm movements, movements of the lower limbs, movements of the trunk, movements of the head. Whole body movements: postures, kneeling, sit-ups, lying down, supports. Simple acrobatics for younger school age children: rolls, flips, rolls, shoulder stand, headstand. Exercises on equipment: benches, ladders, crate, climbers, climbing and obstacle courses. Exercises with equipment and aids - gymnastic equipment: ball, ribbon, hoop, short bar, overball, fitball, jump rope, rope, expander. Examples of exercises.

3. Movement prerequisites, movement abilities and movement skills in children of younger school age. Opportunities for the development of movement abilities and skills. Regulation and limitation of load intensity in physical exercises, taking into account the age of children and their mental and physical prerequisites. Division of motor abilities: 1. Conditioning abilities: development of strength abilities in preschool children, development of speed in preschool children, development of endurance in preschool children, development of flexibility in preschool children. 2. Coordination abilities: kinesthetic-differentiation ability, spatial-orientation ability, rhythmic ability, reaction ability, balance ability. Complex abilities (hybrid). Development of children's fitness and coordination abilities through selected means of movement Examples of exercises and games for individual movement abilities and skills and their implementation in students' practical activities.

Acquisition of movement habits and skills through motor learning.

Motor learning and its four basic phases of developing movement habits and skills. Motor learning (motor learning - learning to move) as a process of acquiring and consolidating movement habits and skills in preschool children: 1st phase - familiarization with a given movement activity (Generalization) 2nd phase - repetition of practiced movement activities (Differentiation) 3rd phase - improvement of movement activity as a whole (Automation) 4th phase - characterized by plasticity in the application of the mastered technique (Creative Coordination). Approximation of the different phases of motor learning and practical exercises and games for the use of the different phases of motor learning in children of younger school age.

4. Health and healthy lifestyle. Health issues are part of the subject Physical and Sport Education. 1. Identify the features of a healthy lifestyle and distinguish between healthy and unhealthy nutrition; 2. Recognize the dangers of addictive substances and their negative impact on human health; 3. Explain the importance of physical activity for human health; 4. Recognize the basic methods and importance of hardening the body; 5. Observe hygiene requirements when performing physical activity and apply safety principles when exercising; 5. Describe the principles of first aid in different environments; 6. Describe the signs of correct posture in different postures and apply the acquired movement skills in the daily routine. 6. Movement aids for the development of fitness and coordination skills.

5. Basic movement skills in physical and sport education. Name the basic commands and formations of the sequential exercises implemented in the classroom: stances, turns and marching formations - watch out, move, right lunge, left lunge, facing backwards. Row (double-row, triple-row, etc.), crowd (double-step, triple-step, etc.). Use basic commands and respond correctly to them with movement and explain the importance and need for warm-up before performing movement activities. Name basic movement skills. Master the technique of running, long jump and tennis ball throwing. Name and perform basic body positions and body parts. To master the technique of basic acrobatic exercises in different variations and links and jumps. Perform a demonstration of tumbling exercises. Aiming at: resistances, pushing, stretching. Exercises and games with elements of sequential training as a means of purposeful organization of activities in space. Running alphabet, fast running, endurance running, acceleration running, running from different positions, running with changes of direction.

6. Manipulative, preparatory and sports games. Characterize the basic concepts related to games - movement game, sports game, player, teammate, opponent, captain, referee, attacker - attack, attacking activity, defender - defence, defensive activity, playground (playing area, playing surface), centre line, goal, basket, playing equipment (ball, bat, stick, etc.), goal, point, pass, throw, shot, dribbling. Name the basic game activities of an individual and list the names of the games implemented in the classroom. Apply the agreed rules in the game and respect them. To master the technique of handling equipment. Apply the manipulation of implements in a movement or preparatory sports game. To master the game actions of the individual in games implemented in the teaching. Apply the skills learned from games in different environments (gym, nature, water). Games focusing on the manipulation of various traditional and non-traditional tools and other equipment. The rules of the games implemented, their meaning and sanctions for violation of fair-play rules. Movement games focused on the development of movement skills (fitness, coordination and hybrid). Preparatory sports games focusing on football, basketball, volleyball, handball, tennis. Movement games aimed at practising the acquired movement skills of different nature (gymnastic, athletic, swimming).

7. Music-movement and dance activities. List the basic concepts of rhythmic gymnastics - rhythmic gymnastics (rhythm, beat, tempo, dynamics), modern gymnastics - equipment and exercises with it (ball, jump rope, ribbon, cones, hoop), balance holds - poses, jumps and jumps (scissor, devil, cadet). Dance - folk, modern, dance step (lunge, gallop, skip, polka, waltz, mazurka), dance motif, dance weave. Name the dance steps implemented in class and perform a demonstration of rhythmic exercises. Match body movements, walking, jumping and running with rhythm induced by clapping, sound signal, music. Rhythmic exercises associated with clapping, stomping, body play. Exercises and games for the development of rhythmic ability To master the basic dance steps, dance motifs in different variations implemented in class. Create short weaves and motifs from the learned dance steps of folk and modern dances. Apply elements of rhythm and dance in music and movement, dance and drama games. Improvise on a given theme or musical motif. Aerobics, Zumba, belly dancing and other forms of exercise with musical accompaniment. Rhythmic movements using music or a variety of simple musical instruments. Imitation movements with verbal cues, imitative movements (e.g. animals, athletes, human activities. Dance improvisation based on learned dance steps, motifs, connections.

8. Psychomotor and health-oriented exercises. To learn to gradually relax the muscles of the limbs and the whole body during verbal accompaniment and to describe the basic ways of breathing. To perform simple stretching exercises and to characterise exercises from psychomotor science. Explain the nature of psychomotor exercises and their importance. Apply the skills learnt in exercises and games. Relaxation (relaxation) exercises and games (tapping, shaking, self-massage, etc.). Exercises focusing on controlled muscle strengthening and relaxation (muscle tension and relaxation). Activities aimed at developing breathing, breathing exercises - exercises aimed at practising correct breathing in different positions. Compensatory (balancing) exercises and exercises to develop flexibility (flexibility, mobility). Development of balance skills, static speed. Balancing with objects (juggling, carrying objects in different ways, etc.). Exercises of the body scheme aimed at awareness of one's own body - the movement possibilities of its individual parts. Exercises linking sensory perception with movement (e.g. movement reactions to sensory stimuli). Psychomotor games, exercises and games with non-standard equipment (balloons, pins, newspapers, etc.).

9. Outdoor and seasonal movement activities. List the basic concepts and knowledge of seasonal activities implemented in primary education. Basic types of seasonal physical activities implemented in education: Skating (in-line and on ice) - forward, backward, stopping, turning, games and competitions on skates. Skiing - downhill skis, cross-country skis, ski jumping, downhill, slalom, cross-country skiing, basic ski and pole handling, walking, turns, ascents, descents, descents (downhill), braking, skiing down an inclined slope, inversion (with both skis, one ski, at rest and in motion), turning away, curves. Exercises and games aimed at familiarisation with the water environment, swimming, breathing and orientation in the water, jumps into the water from different positions, practising the technique of one swimming method, swimming method (crawl, sign, breaststroke), starting jump, turnaround. Walking and its different types and methods in relation to the surface and terrain. Hiking - its types and forms, hiking equipment, hiking trail, hiking sign, map, buzzer, principles and importance of hardening, exercise and staying in nature in all seasons and weather. Riding, games and competitions on scooter, bicycle". Master the movement skills of selected seasonal activities. Apply elements of seasonal movement activities in games, competitions, school and leisure. Move safely in a variety of spaces and conditions. Overcome different terrain unevenness through movement. Explain the importance and principles of nature conservation during physical activities in nature.

10. To diagnose the physical development, general physical performance and functional abilities of the pupil in primary education. Explain the importance of diagnosis of motor performance for health and personal physical, motor and functional development; Individually improve in the established indicators of selected tests; Measure pulse rate on the carotid artery; Recognize the basic manifestations of fatigue during physical exertion; Use resources for the development of motor abilities. Recommended tests for assessing individual performance: long jump from a standing position, 10x5 m shuttle run, flexion endurance, 30 sec lie-sit, endurance shuttle run. Measurement of pulse rate at the carotid artery before and after loading, explanation of differences in pulse rate, causes of changes, knowledge of external manifestations of fatigue during loading (sweating, breathing, skin colour, coordination of movements). EUROFIT tests. Evaluation, classification, recording and control in school physical and sport education.

11. Preparation and presentation of an educational activity focused on Physical Education in primary education. On the basis of the acquired knowledge, knowledge, experience and skills - to prepare and present a lesson on physical education in primary education of pupils in primary school.

20/30/50

Learning outcomes/ Objectives and learning outcomes:

The aim of the course Physical Education in Primary Education is to acquire adequate theoretical knowledge, skills and competences related to the profession of primary education teacher in physical education. They have acquired knowledge of the educational area of Health and Movement, where they can design and implement educational activities. They will expand their knowledge in connection with didactical reasoning and reflecting on the subjects and objects of the teaching process. They know the psychomotor and social development and developmental characteristics of the child of younger school age, which they are able to apply to the physical education process, respecting the intensity of the load in relation to the health of children and the possibilities of developing their motor abilities and skills. They can actively use didactic technology and digital technologies in educational and administrative activities in connection with physical education. Students will acquire the competences of the teacher's work in the field of organisation and management of educational sports activities at school and in extracurricular sports organisations. Students are able to think in contexts that they will be able to develop in a variety of situations as they arise. Students are able to argue and defend their practice taking into account the wider societal implications in relation to physical education. Students will be able to identify and evaluate the ethical, social and other contexts of issues addressed in physical education in primary education. They will be able to relate theoretical knowledge of physical education to practice.

Type of activities, scope (number of hours) and methods of educational activities:

Type, scope, and methods of educational activities: 1-hour lecture + 1 hour seminar/week; a total of 22 hours per semester + 5 hours of teaching practice in elementary school. Teaching is carried out in a combined form; (primarily face-to-face)

Student workload:

11x2 hours of direct teaching = 22 hours; 8 p.m. preparation for seminars and practice; 7 hours preparation for the interim assessment; 8 p.m. preparation for a semester project; 16 hours for the final test; 5 hours for practice. A total of 90 hours of student work.

Teaching methods: explanation; lecture; discussion of the discussed topic; brainstorming; method of working with text material; teaching based on practical experience; the method of students' independent work; practice.

The primary teaching method is a lecture when learning a new subject matter. The lecture is combined with a discussion in search of concrete solutions, opinions, observations, etc. , using the knowledge the students should have studied on the topic. Digital technologies such as PowerPoint are used in the lecture to present basic ideas, images, schemes, diagrams, and a video recording of a sample lesson. Various work methods are used at the seminars. Mainly in teaching methods, brainstorming, project teaching, etc. are used. For teaching concepts, we use student micro-performances, where the same topic is taught according to different concepts so that students realize the differences in individual approaches.

The independent work method is mainly used for the topic "Content of primary education", where students look for curricula and content of education in other countries and compare it with our educational program in a discussion. Regarding the topic of organizational forms, we use several forms of teaching organization, mainly group work with assigning different tasks. Students learn how to divide tasks in a group, present the result and evaluate group work. Group work is used to present the preparation for the seminar (homework). The method of working with the text is used in teaching methods and education concepts. It is primarily associated with the EUR method, where INSERT is used for active learning. The self-evaluation method is used when presenting the seminar project and during the final evaluation. Distance task method - students learn to evaluate students digitally - create a table of fictitious evaluations of students in the range of at least 20 rows and ten columns. They try to create various graphic data visualizations from the table.

Compulsory/Recommended readings:

BELEŠOVÁ, M. 2018. Primárne vzdelávanie v teórii a v praxi. Bratislava: Univerzita Komenského.

KALHOUS, Z., OBST, O. 2002. Školní didaktika. Praha: Portál.

KOLLÁRIKOVÁ, Z., PUPALA, B. a kol. 2010. Predškolská a elementárna pedagogika. 2. vydanie. Praha: Portál.

KOŽUCHOVÁ, M. a kol. 2019. Kurikulum primárneho vzdelávania. Bratislava: Univerzita Komenského.

TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika

pre študentov učiteľstva). Prešov: Rokus.

ŠVP pre primárne vzdelávanie. ŠVP pre predprimárne vzdelávanie.

Zákon č. 245/2008 o výchove a vzdelávaní.

Course completion requirements:

The weight of the semester project, the midterm test, together with the seminar activity, and the final test is 15/10/10/15/50.

During the semester, the student develops a semester project worth 15 points. This should demonstrate the practical application of the student's theoretical knowledge in connection with the design of the teaching process while his ability to solve specific problems is monitored. The project is based on a scientific understanding of problems and their practical solution. The student can be aware of them only under the assumption of consistent reflection.

Another 10 points (max.) can be obtained by the student for an ongoing test focused on theoretical knowledge.

A student can get 10 points (max.) for activity at seminars, the aim of which is to deepen the system of knowledge on a practical level in the form of sub-projects. The student must demonstrate an active scientific-methodological and creative approach to assigned tasks.

The student can get - 15 points (min. 9 points) for practice in elementary school focused on the organizational competence of the teacher and on cooperation with the family, where he demonstrates analytical and evaluative thinking and creativity. A trainee primary school teacher evaluates pedagogical practice according to the criteria we have compiled and in turn, by teachers at seminars.

He can apply for the final knowledge test provided that he has obtained at least the minimum number of points in each part of the interim assessment, namely:

- Semester project – 15 points (min. 9 points)

- Activity at seminars – 10 points (min. 6 points)

- Continuous test – 10 points (min. 6 points)

- Experience in a primary school focused on the organizational competence of the teacher and cooperation with the family - 15 points (min. 9 points)

- Final Knowledge test – 50 points (must pass at least 30 points)

100-95% A; 94-89% B; 88-80% C; 79-72% D; 71-60% E; 59% - 0% FX

The rating is given on a scale:

A (100-95%, excellent - excellent results): the student has an excellent command of the laws and principles of the functioning of primary education and education; creatively solves tasks, knows how to react promptly and spontaneously during lectures, and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. The student is active in seminars. He brings his own experiences and observations from practice into the teaching. His oral and written speech is correct, citation correct, and grammatically flawless, and he scored at least 47 points from the first four items.

B (94-89%, very good - above average standard): the student controls the rules and principles of functioning of primary education and education with minor deficiencies, has acquired key competencies, knows how to respond promptly to the teacher's challenges during lectures, the student is proactive and asks questions in the context of the problem being solved. His written speech in the seminar paper is correct, grammatically correct, and creative. He brings his own experiences and observations from practice into the teaching. The results of his activities are of high quality, with minor shortcomings. When evaluating the first four items, he scored at least 44 points.

C (88-80%, good – normal reliable work): the student controls the laws and principles of functioning of primary education and education at an average, i.e. good level, has acquired key competencies, knows how to respond to the teacher's challenges. The student is not proactive. The sudent does not ask questions in the context of the problem being solved. The communication style does not appear disruptive but is unsure of the answer and speech does not have significant disruptive elements. Experience from practice is transferred with problems. His grammatical expression is of lower quality. The first four items are evaluated with at least 40 points.

D (79-72%, satisfactory - acceptable results): the student masters the subject satisfactorily. The student knows the theory with minor gaps but does not know how to apply it to solving practical experiences. During teaching, the student is not very active, does not bring new solutions, and takes the role of a passive observer. For the student, memorization rather than critical thinking prevails. Analysis from practice is less constructive. The written speech has certain inaccuracies and even more severe shortcomings. The first four evaluation items are evaluated with a minimum of 36 points.

E (71-60%, sufficient – the results meet the minimum criteria): the student controls the rules and principles of functioning of primary pedagogy at a low level, reacts to the teacher's instructions and challenges with significant inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem being solved. He applies theoretical knowledge to significant problems, on a practical level, the student does not have recommendations for the right solutions. The student is instead in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, the student relies on numerous quotations without his own opinion. The grammatical expression is not flawless and stylistically correct, and the first four items are evaluated with at least 30 points.

Fx (59-0%, insufficient - more additional work required): this grade is given to a student if does not meet some of the required minimum criteria and is not admitted to the final test. If the student gets less than 30 points in the first four items, also gets less than 30 points in the final test. It means that the student has not acquired knowledge and skills to such an extent that would enable him to meet at least the minimum criteria for awarding a successful assessment.

Knowledge of the Slovak and Czech languages is required, but for studying other literature (e.g. study programs in other countries), the ability of at least one world language is welcome.

Course outcomes of subject (content):

The course syllabus is designed so that, after its practical teaching, students can apply theoretical knowledge to the practical context of the teaching profession. The graduate masters the professional content and terminology of the lectures' relevant thematic elements and know how to practically apply them in practice (at seminars and in a semester project). He can actively work with the acquired knowledge and use it in the position of a pedagogical employee in primary education. The graduate can deepen and expand his knowledge, abilities, and skills in his profession throughout his life. The theoretical knowledge that the student acquires during the course Theory and Practice of Primary Education will enable to create the foundations of own teaching style, develop skills, examine the quality and effectiveness of pedagogical activity, and the ability to change approaches and strategies of activity flexibly.

1. The role of primary education in lifelong learning (terminology, goals, content and pedagogical strategies). The topic is focused on correct pedagogical terminology. The student becomes familiar with the purpose and content of primary education and education in the broader context up to lifelong learning. Graduates of the study program will acquire basic terminological knowledge and skills related to the issues of preschool and elementary pedagogy. Can acquire new knowledge in an active way (from the lecture and by direct application by completing the assignment for the seminar), integrate and use it in applications for the development of the department.

2. Entry of the child to school; examining school readiness. The lecture aims to gain knowledge about examining a child's readiness for school and the principles of children's cognition at younger school age. At the seminar, students present various programs for diagnosing school readiness. The student should be competent in organizing, implementing and evaluating various school readiness indicators (speech, motor skills, sociability, graphomotor skills, and others). The student knows the developmental characteristics of a child of younger school age, which he can apply in upbringing and education.

2. 3. Theoretical foundations of education and concepts of teaching. The goal is to become familiar with and evaluate the basic concepts of teaching (behavioristic, humanistic, and constructivist approaches). To analyze the positive aspects of these concepts, but also to know their shortcomings. At the seminar, we apply all three approaches on the same topic (underground mole) in the form of student micro-performances. The other students represent the pupils, but each student will be given a task to be assessed after the micro-performance. Through the topic, the student acquires the ability to assess several concepts of education, can decide on the choice of his concept and can justify his choice. The student can argue about the concepts of education and defend his opinion.

3. Goals and functions of primary education - legislative and conceptual framework. The topic aims to become familiar with the overall concept of basic documents at the level of state requirements (state educational program) and the creation of the second level of curriculum (school educational program). The student should be able to apply educational and educational programs of relevant institutions and create (co-participate) the school's educational program. He can evaluate the educational standard of the subject (according to his own choice) and search for the essential education documents of another country and compare it with our educational program.

5. Content of primary education and curricular reforms. Reasons for curricular changes. The goal of the topic is to characterize the content of education, what functions education fulfills, and the factors that influence the content of education. We are the country where curricular reforms occur most often. To think about it together and analyze the reforms over the last 10-15 years - the positives and negatives of the reform changes. At the seminar, characterize the educational content of the selected subject and analyze it from several aspects. The student can respond flexibly to the changing environment. He can sensitively perceive education strategies and assess them from several aspects.

6. Designing and managing the teaching process. The goal of the topic is the student's ability to learn how to project teaching and to master the basic principles of managing the teaching process. The student can independently project the preparation for the lesson and effectively manage the teaching process (demonstrate this in the class performance). Can analyze and evaluate primary education programs.

7. Teaching methods. Organizational forms of teaching. The reasoning for their selection. The topic aims to master different teaching methods and organize the teaching process in different conditions. Searching for the most suitable procedures and conditions to achieve the goal. Analysis of the teacher's selection of appropriate methods and procedures on the video recording. Own suggestions for a solution. The ability to flexibly change approaches and strategies of activity. The student can choose appropriate organizational forms and teaching methods per the students' educational goal and activity.

8. Climate in the school and classroom. Creation and development of a positive climate. The topic is closely related to the humanistic concept of education. Nevertheless, we consider it necessary because the well-being and satisfaction of students with school education depend on it. It is a borderline topic of upbringing and education. It is imperative that the teacher knows what makes up the school's climate and the classroom and does everything to make all the students feel good in the school. The student acquires the competence to solve problems of an educational nature, can create stimulating and safe environments for education. Identify and evaluate the ethical, social, and other contexts of solved problems. The student can sensitively perceive pupils' individual needs, interests and abilities and reflect on them.

9. Subjects, relations, and rules of primary education (competence profile of the teacher; pupil). The teacher fulfills an important mission through his daily work with students and parents. It creates conditions that make it possible to harmonize and creatively develop pupils' personality development and psychological regulation with regard to cognitive and socio-economic development. The student should know the teacher's competencies following Act no. 138/2019 Coll. (Act on pedagogical employees and professional employees), but also from the point of view of several authors who deal with the issue. The student masters the teacher's competencies and knows how to apply them. The student is ready to take responsibility for his actions and decisions. In the teaching process, the student takes care to develop the required competencies of all students.

10. Diagnosing and evaluating the current state of pupils, rights and obligations in diagnosis, methods of diagnosis, the relationship between diagnosis and assessment. The student knows a wide variety of diagnostic and assessment methods. He can diagnose and evaluate the level of development of primary education students, including social and ethical aspects. He knows how to apply pedagogical diagnostics and can design and implement an appropriate intervention for pupils. Can formulate information about the results of education and behavior to students and parents. It uses formative assessment to motivate the student and move him to the zone of proximal development.

11. The relationship between the school and the public, the parents' position concerning the school. The topic aims to adopt different forms of cooperation with parents and the wider public. The student knows and applies the legitimacy of the relationship with the family, knows how to prepare for the meeting of the class asset and properly conducts it in compliance with all ethical principles. It controls the ways of communication with parents.

15/10/10/15/50

Learning outcomes/ Objectives and learning outcomes:

Acquire the theoretical line of the education process at the primary elementary school level and master the essential didactic characteristics. To compare and subsequently analyze different concepts of education in Slovakia and abroad. Identify problems in the primary education environment and look for ways to solve them. Actively acquire new knowledge. Design, implement and evaluate teaching in primary education. Know the importance of primary education in lifelong education in a broader social context.

The semester project is usually focused on solving specific problems in the course of teaching and on the cooperation of the class teacher with the family. The student should acquire the competencies of the teacher's work in the management and evaluation of teaching. Acquire competencies in the field of classroom organization and management (preparation, course, and evaluation of the class asset, method of communication between the teacher and the student's family, administrative activities of the teacher). The student can think analytically, synthetically, and creatively, is capable of argumentation and knows how to adapt and defend own position on any given problem in the context of the presented topics. The student is able to think in contexts, which he will be able to develop in various situations arising in the position of a teacher.

Activity at seminars during the semester is regularly evaluated. The student knows how many points he got in each seminar. If he did not have the opportunity to register at the seminar due to the more significant activity of other students, the student has the opportunity to hand over his preparation to the teacher. At the time of online teaching, he puts his materials into the file created by the team. Assignments for each seminar are in the course syllabus.

The midterm test is usually in the middle of the semester. With it, the student demonstrates the theoretical knowledge of the subject and whether he can apply it to practical situations.

Practice in elementary school focused on the organizational competence of the teacher and cooperation with the family - its goal is to master organizational tasks related to the preparation and organization of teaching and cooperation with the family (preparation and management of class assets, communication with parents, etc.). The training teacher evaluates the practice, and the subject teacher verifies the relevant methodologists and the practice protocols. Their analysis takes place at the seminar.

Knowledge final test - with it, the student proves mastery of the subject's professional content and terminology. The test verifies the extent to which the student can apply knowledge from the subject to practical situations. Evaluative and creative thinking is also required. A minimum of 30 points is required to pass the final test. The test during distance learning takes place via the Microsoft 365 platform. The student is not entitled to repeat the final test, as the subject ends with an assessment, not an exam. In this case, the subject is repeated the following semester.

Type of activities, scope (number of hours) and methods of educational activities:

Type, scope, and methods of educational activities: 1-hour lecture + 1 hour seminar/week; a total of 22 hours per semester + 5 hours of teaching practice in elementary school. Teaching is carried out in a combined form; (primarily face-to-face)

Student workload:

11x2 hours of direct teaching = 22 hours; 8 p.m. preparation for seminars and practice; 7 hours preparation for the interim assessment; 8 p.m. preparation for a semester project; 16 hours for the final test; 5 hours for practice. A total of 90 hours of student work.

Teaching methods: explanation; lecture; discussion of the discussed topic; brainstorming; method of working with text material; teaching based on practical experience; the method of students' independent work; practice.

The primary teaching method is a lecture when learning a new subject matter. The lecture is combined with a discussion in search of concrete solutions, opinions, observations, etc. , using the knowledge the students should have studied on the topic. Digital technologies such as PowerPoint are used in the lecture to present basic ideas, images, schemes, diagrams, and a video recording of a sample lesson. Various work methods are used at the seminars. Mainly in teaching methods, brainstorming, project teaching, etc. are used. For teaching concepts, we use student micro-performances, where the same topic is taught according to different concepts so that students realize the differences in individual approaches.

The independent work method is mainly used for the topic "Content of primary education", where students look for curricula and content of education in other countries and compare it with our educational program in a discussion. Regarding the topic of organizational forms, we use several forms of teaching organization, mainly group work with assigning different tasks. Students learn how to divide tasks in a group, present the result and evaluate group work. Group work is used to present the preparation for the seminar (homework). The method of working with the text is used in teaching methods and education concepts. It is primarily associated with the EUR method, where INSERT is used for active learning. The self-evaluation method is used when presenting the seminar project and during the final evaluation. Distance task method - students learn to evaluate students digitally - create a table of fictitious evaluations of students in the range of at least 20 rows and ten columns. They try to create various graphic data visualizations from the table.

Compulsory/Recommended readings:

BELEŠOVÁ, M. 2018. Primárne vzdelávanie v teórii a v praxi. Bratislava: Univerzita Komenského.

KALHOUS, Z., OBST, O. 2002. Školní didaktika. Praha: Portál.

KOLLÁRIKOVÁ, Z., PUPALA, B. a kol. 2010. Predškolská a elementárna pedagogika. 2. vydanie. Praha: Portál.

KOŽUCHOVÁ, M. a kol. 2019. Kurikulum primárneho vzdelávania. Bratislava: Univerzita Komenského.

TÓTHOVÁ, R., KOSTRUB, D., FERKOVÁ, Š. 2017. Žiak, učiteľ a výučba (všeobecná didaktika

pre študentov učiteľstva). Prešov: Rokus.

ŠVP pre primárne vzdelávanie. ŠVP pre predprimárne vzdelávanie.

Zákon č. 245/2008 o výchove a vzdelávaní.

Course completion requirements:

The weight of the semester project, the midterm test, together with the seminar activity, and the final test is 15/10/10/15/50.

During the semester, the student develops a semester project worth 15 points. This should demonstrate the practical application of the student's theoretical knowledge in connection with the design of the teaching process while his ability to solve specific problems is monitored. The project is based on a scientific understanding of problems and their practical solution. The student can be aware of them only under the assumption of consistent reflection.

Another 10 points (max.) can be obtained by the student for an ongoing test focused on theoretical knowledge.

A student can get 10 points (max.) for activity at seminars, the aim of which is to deepen the system of knowledge on a practical level in the form of sub-projects. The student must demonstrate an active scientific-methodological and creative approach to assigned tasks.

The student can get - 15 points (min. 9 points) for practice in elementary school focused on the organizational competence of the teacher and on cooperation with the family, where he demonstrates analytical and evaluative thinking and creativity. A trainee primary school teacher evaluates pedagogical practice according to the criteria we have compiled and in turn, by teachers at seminars.

He can apply for the final knowledge test provided that he has obtained at least the minimum number of points in each part of the interim assessment, namely:

- Semester project – 15 points (min. 9 points)

- Activity at seminars – 10 points (min. 6 points)

- Continuous test – 10 points (min. 6 points)

- Experience in a primary school focused on the organizational competence of the teacher and cooperation with the family - 15 points (min. 9 points)

- Final Knowledge test – 50 points (must pass at least 30 points)

100-95% A; 94-89% B; 88-80% C; 79-72% D; 71-60% E; 59% - 0% FX

The rating is given on a scale:

A (100-95%, excellent - excellent results): the student has an excellent command of the laws and principles of the functioning of primary education and education; creatively solves tasks, knows how to react promptly and spontaneously during lectures, and systematically prepares assignments for seminars, the student is proactive, asks questions in the context of the problem being solved. The student is active in seminars. He brings his own experiences and observations from practice into the teaching. His oral and written speech is correct, citation correct, and grammatically flawless, and he scored at least 47 points from the first four items.

B (94-89%, very good - above average standard): the student controls the rules and principles of functioning of primary education and education with minor deficiencies, has acquired key competencies, knows how to respond promptly to the teacher's challenges during lectures, the student is proactive and asks questions in the context of the problem being solved. His written speech in the seminar paper is correct, grammatically correct, and creative. He brings his own experiences and observations from practice into the teaching. The results of his activities are of high quality, with minor shortcomings. When evaluating the first four items, he scored at least 44 points.

C (88-80%, good – normal reliable work): the student controls the laws and principles of functioning of primary education and education at an average, i.e. good level, has acquired key competencies, knows how to respond to the teacher's challenges. The student is not proactive. The sudent does not ask questions in the context of the problem being solved. The communication style does not appear disruptive but is unsure of the answer and speech does not have significant disruptive elements. Experience from practice is transferred with problems. His grammatical expression is of lower quality. The first four items are evaluated with at least 40 points.

D (79-72%, satisfactory - acceptable results): the student masters the subject satisfactorily. The student knows the theory with minor gaps but does not know how to apply it to solving practical experiences. During teaching, the student is not very active, does not bring new solutions, and takes the role of a passive observer. For the student, memorization rather than critical thinking prevails. Analysis from practice is less constructive. The written speech has certain inaccuracies and even more severe shortcomings. The first four evaluation items are evaluated with a minimum of 36 points.

E (71-60%, sufficient – the results meet the minimum criteria): the student controls the rules and principles of functioning of primary pedagogy at a low level, reacts to the teacher's instructions and challenges with significant inaccuracies; the student himself is not proactive and does not ask questions in the context of the problem being solved. He applies theoretical knowledge to significant problems, on a practical level, the student does not have recommendations for the right solutions. The student is instead in the position of a passive recipient of knowledge and is not active in the seminars. The student is not creative, the student relies on numerous quotations without his own opinion. The grammatical expression is not flawless and stylistically correct, and the first four items are evaluated with at least 30 points.

Fx (59-0%, insufficient - more additional work required): this grade is given to a student if does not meet some of the required minimum criteria and is not admitted to the final test. If the student gets less than 30 points in the first four items, also gets less than 30 points in the final test. It means that the student has not acquired knowledge and skills to such an extent that would enable him to meet at least the minimum criteria for awarding a successful assessment.

Knowledge of the Slovak and Czech languages is required, but for studying other literature (e.g. study programs in other countries), the ability of at least one world language is welcome.

Course outcomes of subject (content):

The course syllabus is designed so that, after its practical teaching, students can apply theoretical knowledge to the practical context of the teaching profession. The graduate masters the professional content and terminology of the lectures' relevant thematic elements and know how to practically apply them in practice (at seminars and in a semester project). He can actively work with the acquired knowledge and use it in the position of a pedagogical employee in primary education. The graduate can deepen and expand his knowledge, abilities, and skills in his profession throughout his life. The theoretical knowledge that the student acquires during the course Theory and Practice of Primary Education will enable to create the foundations of own teaching style, develop skills, examine the quality and effectiveness of pedagogical activity, and the ability to change approaches and strategies of activity flexibly.

1. The role of primary education in lifelong learning (terminology, goals, content and pedagogical strategies). The topic is focused on correct pedagogical terminology. The student becomes familiar with the purpose and content of primary education and education in the broader context up to lifelong learning. Graduates of the study program will acquire basic terminological knowledge and skills related to the issues of preschool and elementary pedagogy. Can acquire new knowledge in an active way (from the lecture and by direct application by completing the assignment for the seminar), integrate and use it in applications for the development of the department.

2. Entry of the child to school; examining school readiness. The lecture aims to gain knowledge about examining a child's readiness for school and the principles of children's cognition at younger school age. At the seminar, students present various programs for diagnosing school readiness. The student should be competent in organizing, implementing and evaluating various school readiness indicators (speech, motor skills, sociability, graphomotor skills, and others). The student knows the developmental characteristics of a child of younger school age, which he can apply in upbringing and education.

2. 3. Theoretical foundations of education and concepts of teaching. The goal is to become familiar with and evaluate the basic concepts of teaching (behavioristic, humanistic, and constructivist approaches). To analyze the positive aspects of these concepts, but also to know their shortcomings. At the seminar, we apply all three approaches on the same topic (underground mole) in the form of student micro-performances. The other students represent the pupils, but each student will be given a task to be assessed after the micro-performance. Through the topic, the student acquires the ability to assess several concepts of education, can decide on the choice of his concept and can justify his choice. The student can argue about the concepts of education and defend his opinion.

3. Goals and functions of primary education - legislative and conceptual framework. The topic aims to become familiar with the overall concept of basic documents at the level of state requirements (state educational program) and the creation of the second level of curriculum (school educational program). The student should be able to apply educational and educational programs of relevant institutions and create (co-participate) the school's educational program. He can evaluate the educational standard of the subject (according to his own choice) and search for the essential education documents of another country and compare it with our educational program.

5. Content of primary education and curricular reforms. Reasons for curricular changes. The goal of the topic is to characterize the content of education, what functions education fulfills, and the factors that influence the content of education. We are the country where curricular reforms occur most often. To think about it together and analyze the reforms over the last 10-15 years - the positives and negatives of the reform changes. At the seminar, characterize the educational content of the selected subject and analyze it from several aspects. The student can respond flexibly to the changing environment. He can sensitively perceive education strategies and assess them from several aspects.

6. Designing and managing the teaching process. The goal of the topic is the student's ability to learn how to project teaching and to master the basic principles of managing the teaching process. The student can independently project the preparation for the lesson and effectively manage the teaching process (demonstrate this in the class performance). Can analyze and evaluate primary education programs.

7. Teaching methods. Organizational forms of teaching. The reasoning for their selection. The topic aims to master different teaching methods and organize the teaching process in different conditions. Searching for the most suitable procedures and conditions to achieve the goal. Analysis of the teacher's selection of appropriate methods and procedures on the video recording. Own suggestions for a solution. The ability to flexibly change approaches and strategies of activity. The student can choose appropriate organizational forms and teaching methods per the students' educational goal and activity.

8. Climate in the school and classroom. Creation and development of a positive climate. The topic is closely related to the humanistic concept of education. Nevertheless, we consider it necessary because the well-being and satisfaction of students with school education depend on it. It is a borderline topic of upbringing and education. It is imperative that the teacher knows what makes up the school's climate and the classroom and does everything to make all the students feel good in the school. The student acquires the competence to solve problems of an educational nature, can create stimulating and safe environments for education. Identify and evaluate the ethical, social, and other contexts of solved problems. The student can sensitively perceive pupils' individual needs, interests and abilities and reflect on them.

9. Subjects, relations, and rules of primary education (competence profile of the teacher; pupil). The teacher fulfills an important mission through his daily work with students and parents. It creates conditions that make it possible to harmonize and creatively develop pupils' personality development and psychological regulation with regard to cognitive and socio-economic development. The student should know the teacher's competencies following Act no. 138/2019 Coll. (Act on pedagogical employees and professional employees), but also from the point of view of several authors who deal with the issue. The student masters the teacher's competencies and knows how to apply them. The student is ready to take responsibility for his actions and decisions. In the teaching process, the student takes care to develop the required competencies of all students.

10. Diagnosing and evaluating the current state of pupils, rights and obligations in diagnosis, methods of diagnosis, the relationship between diagnosis and assessment. The student knows a wide variety of diagnostic and assessment methods. He can diagnose and evaluate the level of development of primary education students, including social and ethical aspects. He knows how to apply pedagogical diagnostics and can design and implement an appropriate intervention for pupils. Can formulate information about the results of education and behavior to students and parents. It uses formative assessment to motivate the student and move him to the zone of proximal development.

11. The relationship between the school and the public, the parents' position concerning the school. The topic aims to adopt different forms of cooperation with parents and the wider public. The student knows and applies the legitimacy of the relationship with the family, knows how to prepare for the meeting of the class asset and properly conducts it in compliance with all ethical principles. It controls the ways of communication with parents.

15/10/10/15/50

Learning outcomes/ Objectives and learning outcomes:

Acquire the theoretical line of the education process at the primary elementary school level and master the essential didactic characteristics. To compare and subsequently analyze different concepts of education in Slovakia and abroad. Identify problems in the primary education environment and look for ways to solve them. Actively acquire new knowledge. Design, implement and evaluate teaching in primary education. Know the importance of primary education in lifelong education in a broader social context.

The semester project is usually focused on solving specific problems in the course of teaching and on the cooperation of the class teacher with the family. The student should acquire the competencies of the teacher's work in the management and evaluation of teaching. Acquire competencies in the field of classroom organization and management (preparation, course, and evaluation of the class asset, method of communication between the teacher and the student's family, administrative activities of the teacher). The student can think analytically, synthetically, and creatively, is capable of argumentation and knows how to adapt and defend own position on any given problem in the context of the presented topics. The student is able to think in contexts, which he will be able to develop in various situations arising in the position of a teacher.

Activity at seminars during the semester is regularly evaluated. The student knows how many points he got in each seminar. If he did not have the opportunity to register at the seminar due to the more significant activity of other students, the student has the opportunity to hand over his preparation to the teacher. At the time of online teaching, he puts his materials into the file created by the team. Assignments for each seminar are in the course syllabus.

The midterm test is usually in the middle of the semester. With it, the student demonstrates the theoretical knowledge of the subject and whether he can apply it to practical situations.

Practice in elementary school focused on the organizational competence of the teacher and cooperation with the family - its goal is to master organizational tasks related to the preparation and organization of teaching and cooperation with the family (preparation and management of class assets, communication with parents, etc.). The training teacher evaluates the practice, and the subject teacher verifies the relevant methodologists and the practice protocols. Their analysis takes place at the seminar.

Knowledge final test - with it, the student proves mastery of the subject's professional content and terminology. The test verifies the extent to which the student can apply knowledge from the subject to practical situations. Evaluative and creative thinking is also required. A minimum of 30 points is required to pass the final test. The test during distance learning takes place via the Microsoft 365 platform. The student is not entitled to repeat the final test, as the subject ends with an assessment, not an exam. In this case, the subject is repeated the following semester.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organisational form

(full-time):

2 hours per week seminar, total 22 hours per semester, combined form; (primarily full-time)

Student workload:

2S (4 credits) for a full-time student: 11x 2 hours of direct instruction = 22 hours; 20 hours seminar paper preparation; 20 hours preparation for mid-term assessment; 23 hours discussion groups and assessment, 35 hours exam preparation. Total 120 hours of student work.

Teaching methods: discussion of the presented topic, group problem solving, brainstorming on selected topics, discussion groups, application of theoretical knowledge to practical examples.

Compulsory/Recommended readings:

HAZUKOVÁ, H., ŠAMŠULA, P. Didaktika výtvarné výchovy I, II. Praha: Karolinum, 1990, 1991. ISBN 80-7066-368-5.

KMEŤ, M., VALACHOVÁ, D. Míľniky (auto)evalvácie vo výtvarnej výchove. Belianum Pedagogická fakulta UMB Banská Bystrica 2019, ISBN 978-80-557-1590-2

SLAVÍK, J. Hodnocení v současné škole. Praha: Portál, 1999. ISBN 80-717-826-29.

Štátne vzdelávacie programy ISCED 0, 1, 2, 3.

VALACHOVÁ, D., LIPÁROVÁ, L. Didaktika výtvarnej výchovy 1. Banská Bystrica : Belianum. 2020, ISBN 978-80-557-1808-8.

National curricula: currently valid

VALACHOVÁ, D. Didaktika výtvarnej výchovy v primárnom vzdelávaní. Bratislava: UK, 2012. ISBN ISBN: 978-80-223-3215-6.

Course completion requirements:

The course is completed by an examination consisting of a test and a term paper. Intermediate assignments and tasks are carried out during the semester.

At least 91 points are required for a final grade of A, at least 81 points for a grade of B, at least 73 points for a grade of C, at least 66 points for a grade of D, and at least 60 points for a grade of E. Credit will not be awarded to a student who achieves less than 15 points in any of the four written examinations. To pass the course, a minimum score of 60% is required.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

Test 30%, term paper 20%, debate 10%, midterm assignments and assignments 20%, discussion groups 20% of the total 100% grade. Credit will not be awarded to a student who fails to complete any of the topics and assignments.

Slovak and Czech language.

Course outcomes of subject (content):

1.Art education in curriculum documents. Characteristics and aim of the subject. Cognitive and communicative content of art education.

2.Designing the content and didactic dimension of art education at the primary level of education. Visual arts as a part of the cognitive process and stimulus of children's artistic creation. 3.Interdisciplinary designing of educational (art) models and their implementation into teaching of cross-cutting themes of the State Educational Programme.

4.Personality of the teacher. Responsible and competent decision-making of the teacher in situations of school art education based on the understanding of the specificity of art-aesthetic interaction and the relationship of art creation and creative processes. The role, function and didactic procedures of the teacher in the classroom, forms and methods of work. Functional vocabulary of the art teacher.

5.Evaluation and value creation in art education. Evaluation and diagnosis of artistic expression. Theory and art practice. Preventing formalism in art education.

6.Gradual acquisition of the psychodidactic dimension of the teacher's professional competence in art education (in the psychosocial, project, realization and reflective areas).

7.Direct art activities in the school environment.

Learning outcomes/ Objectives and learning outcomes:

The aim of education in the subject is the preparation of teachers - specialists for the education of culture and visual arts at the primary level of education.

After completing the course:

- is able to competently, professionally and professionally lead creative art-pedagogical activities with pupils in school art education,

- is capable of theoretical reflection of own and pupils' activities,

- cooperates professionally in the field of pedagogical research,

- knows and applies the theoretical bases of art-pedagogical terminology and applies them in the didactic level of art education.

Type of activities, scope (number of hours) and methods of educational activities: 2 hours of lecture per week, a total of 22 hours per semester, combined form; (primarily in-person teaching).

Student workload: 2P (2 credits): 11x 2 hours of regular in-class teaching = 22 hours; 14 hours of preparation for the continuous assessment; 24 hours of preparation for the final assessment. A total of 60 hours of student work.

Educational methods: discussion of the topic; problem-solving; applying theoretical knowledge to practice; independent student work; e-learning

Compulsory/Recommended readings:

GAVORA, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. [online]. Bratislava: UK. Available on: http://www.e-metodologia.fedu.uniba.sk/

KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Keď interpretované významy znamenajú viac ako vysoké čísla. Bratislava: UK.

SEVERINI, E., KOSTRUB, D. (2018). Kvalitatívne skúmanie v predprimárnom vzdelávaní. [online]. Prešov: Rokus. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Kvalitativne_skumanie_severini_kostrub_2018.pdf

SEVERINI, E., KOŽUCHOVÁ, M., BREZOVSKÁ, L. (2021). Kvalitatívna metodológia ako základ realizácie nášho skúmania. In Individuálne (domáce) vzdelávanie. [online]. Ostrava: Key Publishing s.r.o., s. 59-93. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Individualne_vzdelavanie_severini_kozuchova_brezovska_2021.pdf

TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. [online]. Nitra: PdF, UKF v Nitre. Available on: https://www.pf.ukf.sk/images/docs/projekty/2017/pC-Cp/publikacie/Kvantitat%C3%ADvny%20v%C3%BDskum.pdf

Course completion requirements: during the semester, students submit 2 assignments for 50 points. It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain grade B, at least 73 points for grade C, at least 66 points for grade D, and at least 60 points for grade E. Credits will not be awarded to a student who obtains less than 30 points in any of the 2 assignments. To successfully complete the course, it is necessary to obtain at least 60% of the points.

Continuous assessment: written test (the student should be able to distinguish quantitative methodology from qualitative methodology with the corresponding terminological apparatus).

Final assessment: independent written work (the student must prepare an independent written work of a conceptual nature, submit it in electronic form and verbally present solutions to the application of research methods in their own reduced research project related to the selected research topic).

Grading scale:

A (100-91%, excellent – outstanding results): the student excellently presents theoretical knowledge of the use of research methods and can creatively and originally apply theoretical knowledge to the design of his / her own research project.

B (90-81%, very good – above the average standard): the student presents theoretical knowledge of the use of research methods at a very good level and can creatively apply the theoretical knowledge at a very good level in the design of his / her own research project.

C (80-73%, good – generally sound work): the student presents theoretical knowledge of the use of research methods at an average level and can adequately apply theoretical knowledge to the design of his / her own research project.

D (72-66%, satisfactory – fair but with significant shortcomings): the student presents theoretical knowledge of the use of research methods at a satisfactory level and can adequately apply theoretical knowledge to the design of his / her own research project.

E (65-60%, sufficient – performance meets the minimum criteria): the student presents theoretical knowledge of the use of research methods at a low level and has deficiencies in applying theoretical knowledge to the design of his / her own research project.

Fx (59-0%, fail – further work required): the student has significant deficiencies in the field of theoretical knowledge about the use of research methods and / or in their application to the design of his / her own research project.

Slovak language

Course outcomes of subject (content): the subject content contributes to the goals and outcomes of education (graduate profile) with the following topics:

Methodology of quantitative and qualitative research. The aim of the topic is to become familiar with quantitative and qualitative research methodology, which examines and describes the planning, organization, and implementation of research, including the evaluation of research data. The student should acquire knowledge about the activity of the researcher before entering the field (about research planning), during the field phase of research (about the use of research methods) and after returning from the field (about evaluating and interpreting data obtained in the field). The student can evaluate the importance of individual activities of the researcher and can apply them in practice.

Analysis of selected quantitative and qualitative research methods. The goal of the topic is to acquaint the student with selected research methods that are used in quantitative and qualitative research. The student should acquire the skills to apply individual research methods in research with a precisely determined method of collecting research data and their processing. The student should acquire knowledge about research methodology as a set of several methods and procedures used by the researcher in specific research and then be able to apply them in his / her own research activities.

Methodology of the pedagogical research process. The aim of the topic is to become familiar with pedagogical research in education as one of the types of scientific research in which the researcher (and teacher) systematically examines pedagogical practice. The student should acquire the ability to apply individual strategies of pedagogical research in pedagogical practice.

Methodology of the teacher research process. The aim of the topic is to get familiar with teacher research in education as one of the types of scientific research, in which the teacher as a researcher systematically examines his / her own didactic practice. The student should acquire the ability to apply individual strategies of teacher research in pedagogical practice.

Methodology of the action research process. The aim of the topic is to get familiar with practical research in education as one of the types of scientific research, in which teacher-researchers systematically examine their own didactic practice. The student should acquire the skills to apply individual action research strategies in pedagogical practice.

Research topic and research problem. The aim of the topic is to acquaint the student with the factors that determine the choice, development of a research topic and the systematic creation of a topic concept. The student should acquire the ability to apply the given factors within the definition of the research topic. The student should acquire knowledge about the theoretical understanding of the research problem, in which the information preparation of the research has a key role, and then be able to apply it in practice.

Research project. The aim of the topic is to get familiar with the concept of a research plan as a detailed description of the upcoming research, which is prepared before the research and serves as a scenario for its implementation. The student should acquire knowledge about the concept of a research project, which he can subsequently apply in practice and is able to determine the tasks of the researcher during the investigation.

Learning outcomes/Objectives and learning outcomes: the aim of the course is to acquire theoretical knowledge about the methodology of pedagogical, teaching and action research. By completing the subject, the student will acquire adequate knowledge of research tools and methods of quantitative and qualitative research. The student will be able to apply the principles of science methodology to teacher teaching and education sciences. The student will be able to apply scientific terminology and lead a thematic discussion within the research methodology. The student will be able to critically assess the research situation and derive from it the corresponding research design, research genre, research procedure repertoire and inventory of research tools, methods, and techniques. By completing the subject, the student will be able to continue expanding professional knowledge and scientific research activities within the framework of rigorous continuation or doctoral studies. As part of completing the subject, the student will develop the following transferable skills: communication, mathematical, organizational, digital, analytical, as well as creativity and creativity, motivation, and availability to learn and think in context.

Type of activities, scope (number of hours) and methods of educational activities: 2 hours of lecture per week, a total of 22 hours per semester, combined form; (primarily in-person teaching).

Student workload: 2P (2 credits): 11x 2 hours of regular in-class teaching = 22 hours; 14 hours of preparation for the continuous assessment; 24 hours of preparation for the final assessment. A total of 60 hours of student work.

Educational methods: discussion of the topic; problem-solving; applying theoretical knowledge to practice; independent student work; e-learning

Compulsory/Recommended readings:

GAVORA, P. a kol. (2010). Elektronická učebnica pedagogického výskumu. [online]. Bratislava: UK. Available on: http://www.e-metodologia.fedu.uniba.sk/

KOSTRUB, D. (2016). Základy kvalitatívnej metodológie. Keď interpretované významy znamenajú viac ako vysoké čísla. Bratislava: UK.

SEVERINI, E., KOSTRUB, D. (2018). Kvalitatívne skúmanie v predprimárnom vzdelávaní. [online]. Prešov: Rokus. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Kvalitativne_skumanie_severini_kostrub_2018.pdf

SEVERINI, E., KOŽUCHOVÁ, M., BREZOVSKÁ, L. (2021). Kvalitatívna metodológia ako základ realizácie nášho skúmania. In Individuálne (domáce) vzdelávanie. [online]. Ostrava: Key Publishing s.r.o., s. 59-93. Available on: https://www.fedu.uniba.sk/fileadmin/pdf/Sucasti/Katedry/KPPE/publikacie/Individualne_vzdelavanie_severini_kozuchova_brezovska_2021.pdf

TOMŠIK, R. (2017). Kvantitatívny výskum v pedagogických vedách. Úvod do metodológie a štatistického spracovania. [online]. Nitra: PdF, UKF v Nitre. Available on: https://www.pf.ukf.sk/images/docs/projekty/2017/pC-Cp/publikacie/Kvantitat%C3%ADvny%20v%C3%BDskum.pdf

Course completion requirements: during the semester, students submit 2 assignments for 50 points. It is necessary to obtain at least 91 points to obtain the final grade A, at least 81 points to obtain grade B, at least 73 points for grade C, at least 66 points for grade D, and at least 60 points for grade E. Credits will not be awarded to a student who obtains less than 30 points in any of the 2 assignments. To successfully complete the course, it is necessary to obtain at least 60% of the points.

Continuous assessment: written test (the student should be able to distinguish quantitative methodology from qualitative methodology with the corresponding terminological apparatus).

Final assessment: independent written work (the student must prepare an independent written work of a conceptual nature, submit it in electronic form and verbally present solutions to the application of research methods in their own reduced research project related to the selected research topic).

Grading scale:

A (100-91%, excellent – outstanding results): the student excellently presents theoretical knowledge of the use of research methods and can creatively and originally apply theoretical knowledge to the design of his / her own research project.

B (90-81%, very good – above the average standard): the student presents theoretical knowledge of the use of research methods at a very good level and can creatively apply the theoretical knowledge at a very good level in the design of his / her own research project.

C (80-73%, good – generally sound work): the student presents theoretical knowledge of the use of research methods at an average level and can adequately apply theoretical knowledge to the design of his / her own research project.

D (72-66%, satisfactory – fair but with significant shortcomings): the student presents theoretical knowledge of the use of research methods at a satisfactory level and can adequately apply theoretical knowledge to the design of his / her own research project.

E (65-60%, sufficient – performance meets the minimum criteria): the student presents theoretical knowledge of the use of research methods at a low level and has deficiencies in applying theoretical knowledge to the design of his / her own research project.

Fx (59-0%, fail – further work required): the student has significant deficiencies in the field of theoretical knowledge about the use of research methods and / or in their application to the design of his / her own research project.

Slovak language

Course outcomes of subject (content): the subject content contributes to the goals and outcomes of education (graduate profile) with the following topics:

Methodology of quantitative and qualitative research. The aim of the topic is to become familiar with quantitative and qualitative research methodology, which examines and describes the planning, organization, and implementation of research, including the evaluation of research data. The student should acquire knowledge about the activity of the researcher before entering the field (about research planning), during the field phase of research (about the use of research methods) and after returning from the field (about evaluating and interpreting data obtained in the field). The student can evaluate the importance of individual activities of the researcher and can apply them in practice.

Analysis of selected quantitative and qualitative research methods. The goal of the topic is to acquaint the student with selected research methods that are used in quantitative and qualitative research. The student should acquire the skills to apply individual research methods in research with a precisely determined method of collecting research data and their processing. The student should acquire knowledge about research methodology as a set of several methods and procedures used by the researcher in specific research and then be able to apply them in his / her own research activities.

Methodology of the pedagogical research process. The aim of the topic is to become familiar with pedagogical research in education as one of the types of scientific research in which the researcher (and teacher) systematically examines pedagogical practice. The student should acquire the ability to apply individual strategies of pedagogical research in pedagogical practice.

Methodology of the teacher research process. The aim of the topic is to get familiar with teacher research in education as one of the types of scientific research, in which the teacher as a researcher systematically examines his / her own didactic practice. The student should acquire the ability to apply individual strategies of teacher research in pedagogical practice.

Methodology of the action research process. The aim of the topic is to get familiar with practical research in education as one of the types of scientific research, in which teacher-researchers systematically examine their own didactic practice. The student should acquire the skills to apply individual action research strategies in pedagogical practice.

Research topic and research problem. The aim of the topic is to acquaint the student with the factors that determine the choice, development of a research topic and the systematic creation of a topic concept. The student should acquire the ability to apply the given factors within the definition of the research topic. The student should acquire knowledge about the theoretical understanding of the research problem, in which the information preparation of the research has a key role, and then be able to apply it in practice.

Research project. The aim of the topic is to get familiar with the concept of a research plan as a detailed description of the upcoming research, which is prepared before the research and serves as a scenario for its implementation. The student should acquire knowledge about the concept of a research project, which he can subsequently apply in practice and is able to determine the tasks of the researcher during the investigation.

Learning outcomes/Objectives and learning outcomes: the aim of the course is to acquire theoretical knowledge about the methodology of pedagogical, teaching and action research. By completing the subject, the student will acquire adequate knowledge of research tools and methods of quantitative and qualitative research. The student will be able to apply the principles of science methodology to teacher teaching and education sciences. The student will be able to apply scientific terminology and lead a thematic discussion within the research methodology. The student will be able to critically assess the research situation and derive from it the corresponding research design, research genre, research procedure repertoire and inventory of research tools, methods, and techniques. By completing the subject, the student will be able to continue expanding professional knowledge and scientific research activities within the framework of rigorous continuation or doctoral studies. As part of completing the subject, the student will develop the following transferable skills: communication, mathematical, organizational, digital, analytical, as well as creativity and creativity, motivation, and availability to learn and think in context.

4 hours per week by a combination of lectures and seminars mainly in full-time mode in the range of 44 hours per semester + 10 hours of practice

The student's workload is 150 hours. Of which 44 hours of continuous teaching, 22 hours of class preparation, 15 hours of preparation for midterm tests, 15 hours of project preparation, 10 hours of practice, 10 hours of preparation for practice and analysis, 34 hours of preparation for the final exam.

Applied teaching methods: lecture, problem solving, discussion, presenting and defending student ideas, modelling concepts and procedures, lesson analysis, analysis and error correction.

HEJNÝ M., & KUŘINA, F. Dítě, škola a matematika. Portál: Praha, 200.

KOŽUCHOVÁ, M. a kol. Kurikulum primárneho vzdelávania. 2019.

PARTOVÁ, E. Vyučovanie matematiky pomocou moderných technológií. 1 vyd. Bratislava: Univerzita Komenského, 2011.

PARTOVÁ, E. Vyučovanie aritmetiky v primárnom vzdelávaní. (Elektronický kurz v LMS moodle v aktuálnom akademickom roku.)

PARTOVÁ,E., & MARCINEK, T.: Metódy vyučovania matematiky v primárnom vzdelávaní 1. Verbum, Ružomberok 2020.

Passing the midterm tests (2 x10b),

Completion of individual assignments (5b),

Presentation and defense of a semester project (15b),

Passing written and oral exams on the entire semester's material (40 + 10pts).

Part of the assessment is the completion of the subject-specific professional teaching practice of 10 hours and the submission of a report (10b).

The student must achieve a minimum of 40% pass rate in all components of the assessment.

Rating scale:

A 95 - 100%, excellent - outstanding),

The student knows various theories of mathematical knowledge and can use them creatively in communicating knowledge about numbers and numerical operations, can organize the curriculum according to the taxonomy of educational objectives, can choose didactic aids for a particular curriculum, is able to create motivational or demonstration tasks for the given curriculum, is able to solve a mathematical problem using different strategies, knows and accepts different methods of solving problems occurring in primary mathematics, is able to represent and model abstract mathematical concepts in different ways, including electronic means, accepting the theory of representations, knows how to create simple presentations or other dynamic models of properties of arithmetic operations, knows didactic games and other appropriate activities to enrich the lesson, knows how to find and use information appropriately and use it in the design of the teaching of a specific subject, knows how to analyse pupils' answers and solutions to problems, knows how to design a procedure to correct a wrong solution, knows how to provide differentiated activities for pupils with different abilities, knows methods of practising and automating knowledge, knows how to create sequences of problems to discover patterns (e.g. direct proportionality, remainder is less than divisor, sum of even numbers. ..)

B (88- 94%, very good - above average standard),

The student demonstrates knowledge of the theories of mathematical knowledge and can use them creatively in communicating knowledge about numbers and numerical operations, can organize the curriculum according to the taxonomy of educational objectives, can choose didactic aids for a particular curriculum, is able to create a motivational or demonstration task for a given curriculum, knows and accepts different methods of problem solving that occur in primary mathematics, can represent and model abstract mathematical concepts in different ways, including electronic means, accepting the theory of representations, can create simple presentations or other dynamic models of properties of arithmetic operations, can locate and use information appropriately and use it to design instruction of a specific curriculum, make suggestions, can decide on the correctness of a student's answers and can suggest appropriate "scaffolding" when correcting an incorrect solution, can detect a distortion in a student's knowledge and suggest reteaching, can create sequences of problems to discover patterns (e.g., direct proportionality, the remainder is less than the divisor, the sum of even numbers. ..)

C (79-87%, good

The student demonstrates knowledge of the theories of mathematical knowledge and can use them creatively to convey knowledge about numbers and numerical operations, can determine the difficulty of a particular lesson according to the taxonomy of learning objectives, can choose didactic aids for a particular lesson, knows and accepts different methods of solving problems that occur in primary mathematics, knows how to represent and model abstract mathematical concepts and procedures according to the theory of representations in different ways, knows how to find and use information and didactic suggestions appropriately, knows how to decide on the correctness of pupils' answers and knows how to suggest appropriate "scaffolding" when correcting an incorrect solution, knows how to detect a distortion in the pupil's knowledge and suggest re-education.

D 72- 78%, the student demonstrates knowledge of at least one theory of mathematical cognition and can use it to convey knowledge of numbers and numerical operations in at least one way, can organize the material according to the taxonomy of learning objectives, can reliably judge the appropriateness of the treatment of the material in the textbook, and can use textbooks and worksheets flexibly, knows and accepts at least two methods of problem solving that occur in primary mathematics, can represent and model abstract mathematical concepts and procedures according to representation theory, can make judgements about the correctness of pupils' answers, and can provide assistance in correcting errors.

E 66 - 71%, the student demonstrates knowledge of at least one theory of mathematical knowledge, can apply this theory in teaching, can reliably use available teaching materials for primary mathematics to convey knowledge about numbers and numerical operations, can represent and model abstract mathematical concepts and procedures in at least one way, can decide on the correctness of students' answers, knows at least two methods of solving problems that occur in primary mathematics, can decide on the correctness of students' answers.

Fx 65-0%, insufficient - extra work required

Slovak or English language

1. Theories of mathematical cognition, Hejné's stages of mathematical knowledge formation, Marzano's theory of dimensions of learning, Brunner's theory of representations (knowledge of Piaget's and Vygotsky's theories is assumed), Polya's theory of problem solving.

2. The process of forming the concept of natural number, definitions of number and their didactic transformation, determining the number of elements in a set, assigning number names to the elements of a set and forming a set with a given number of elements, decomposing a number into a sum reading the symbols of numbers and assigning them to a set, comparing and ordering numbers, writing numbers, number axis, predecessor successor Singularities of 0 and 10, principle of decimal system, even and odd numbers, number and digit , decomposition of multi-digit numbers, expanded and positional notation, positional value, division of the curriculum into stages according to number field, grading of the curriculum according to difficulty.

3. Introduction of addition of natural numbers, dynamic and static models, ordered sets, summation of ordinal numbers, abstract models (money), basic joins of addition without passing through 10 and with passing through 10) methods of inference, consolidation and automation, didactic addition games, properties of addition, use of word problems to discover properties of addition, practical demonstrations, addition algorithms memory addition by algorithm, written algorithms, addition of multiple numbers, electronic algorithms, correctness test. Solving word problems that lead to addition.

4. Intermediate test on topics 1,2,3.

5. Subtraction of natural numbers. Introduction of subtraction of natural numbers, subtraction by subtraction and subtraction by addition, dynamic and static models, ordered sets, virtual and abstract models, notation of operations and the relationship between addition and subtraction, basic subtraction joins (without passing through 10 and with passing through 10) methods of inference, consolidation and automation, didactic games for subtraction , properties of subtraction, subtraction as difference, preserving the difference, use of word problems to discover properties of subtraction, practical demonstrations, subtraction algorithms memory subtraction by algorithm, written subtraction, discovering, explaining and performing algorithms, reversing the order of operations of addition and subtraction, electronic algorithms, test of correctness. Solving word problems that lead to subtraction, solving compound word problems using addition and subtraction. Development of financial literacy, observation of rules in addition and subtraction of natural numbers.

6. Introduction of multiplication of natural numbers, multiplication as an outer and inner operation, multiplication as union of equivalent sets, models (disordered elements, linearly ordered elements, number axis), elements arranged in the form of a rectangle, discovery of properties of multiplication, multiplication as the number of elements of ordered pairs, relationship between addition and multiplication, basic multiplication joints, inferring fixing and automating, distribution of fixing basic multiplication joints according to difficulty, multiplication algorithms, direct proportionality and multiplication table, direct proportionality graphs, Word problems on multiplication, compound word problems with multiplication operation even with two (three) different operations.

7. Intermediate test on topics 4,5.

8. Division of natural numbers. Introduction of division by content and division into equal parts, dynamic and static models, relationship between multiplication and division, derivation of basic conjugations of division, use of basic conjugations of multiplication in memorizing basic conjugations of division, properties of division, use of word problems in discovering properties of division, division with remainder, relationship of division and subtraction, relationship between divisor and remainder, division algorithms, memory division, decomposing a divisor into multiples of the divisor, written division by a one-digit divisor, division word problems, fraction as part of a whole (division by 1), fraction as the number of elements of a part of a whole, part of a whole expressed by different fractions, comparing fractions, decimal fractions, word problems solved with fractions, indirect proportionality

9. 9Word problems at the first level of primary school. Simple and compound word problems. Division, solutions. Indirectly formulated word problems, graphical solution and graphical representation of word problems, analytical and synthetic solution, different solution strategies. Equations and inequalities in the curriculum of primary school level 1. methods of solving equations and inequalities resulting from the analysis of word problems.

10. Functions and dependencies in primary education. examples of dependencies , tables, sequences of problems, graphs and diagrams, development of functional thinking by finding functional relationships between two variables.

11. Presenting and defending group projects.

Knowledge:

Different theories of mathematical cognition,

deep knowledge of numbers and numerical operations and their properties

taxonomies of learning objectives,

theories of representations,

methods of teaching mathematics

didactic aids and resources, including digital

national documents defining the content of education

textbooks and other teaching texts

methods and techniques of diagnosis and assessment

Skills

creative use of the theory of mathematical cognition in the derivation of abstract mathematical knowledge ( number, numerical operations, relations between them

planning the curriculum according to the taxonomy of learning objectives,

selecting and using didactic aids for specific learning,

the ability to motivate the acquisition of a specific concept or procedure,

creating word problems

solving mathematical problems with different strategies,

deciding on the correctness of pupils' solutions to mathematical problem problems,

representing and modelling abstract mathematical concepts

creating simple presentations or other dynamic models

the use of didactic games

searching for information and using it in teaching

Transferable competences

problem-solving methods, designing procedures to correct incorrect solutions, differentiated approach to pupils with different abilities, dramatisation of simple situations, mathematisation of real situations, designing discovery activities that lead to the discovery of patterns and dependencies, organisation of group work, cooperative activities, argumentation and defending one's views, presentation of projects.

4 hours per week by a combination of lectures and seminars mainly in full-time mode in the range of 44 hours per semester + 10 hours of practice

The student's workload is 150 hours. Of which 44 hours of continuous teaching, 22 hours of class preparation, 15 hours of preparation for midterm tests, 15 hours of project preparation, 10 hours of practice, 10 hours of preparation for practice and analysis, 34 hours of preparation for the final exam.

Applied teaching methods: lecture, problem solving, discussion, presenting and defending student ideas, modelling concepts and procedures, lesson analysis, analysis and error correction.

HEJNÝ M., & KUŘINA, F. Dítě, škola a matematika. Portál: Praha, 200.

KOŽUCHOVÁ, M. a kol. Kurikulum primárneho vzdelávania. 2019.

PARTOVÁ, E. Vyučovanie matematiky pomocou moderných technológií. 1 vyd. Bratislava: Univerzita Komenského, 2011.

PARTOVÁ, E. Vyučovanie aritmetiky v primárnom vzdelávaní. (Elektronický kurz v LMS moodle v aktuálnom akademickom roku.)

PARTOVÁ,E., & MARCINEK, T.: Metódy vyučovania matematiky v primárnom vzdelávaní 1. Verbum, Ružomberok 2020.

Passing the midterm tests (2 x10b),

Completion of individual assignments (5b),

Presentation and defense of a semester project (15b),

Passing written and oral exams on the entire semester's material (40 + 10pts).

Part of the assessment is the completion of the subject-specific professional teaching practice of 10 hours and the submission of a report (10b).

The student must achieve a minimum of 40% pass rate in all components of the assessment.

Rating scale:

A 95 - 100%, excellent - outstanding),

The student knows various theories of mathematical knowledge and can use them creatively in communicating knowledge about numbers and numerical operations, can organize the curriculum according to the taxonomy of educational objectives, can choose didactic aids for a particular curriculum, is able to create motivational or demonstration tasks for the given curriculum, is able to solve a mathematical problem using different strategies, knows and accepts different methods of solving problems occurring in primary mathematics, is able to represent and model abstract mathematical concepts in different ways, including electronic means, accepting the theory of representations, knows how to create simple presentations or other dynamic models of properties of arithmetic operations, knows didactic games and other appropriate activities to enrich the lesson, knows how to find and use information appropriately and use it in the design of the teaching of a specific subject, knows how to analyse pupils' answers and solutions to problems, knows how to design a procedure to correct a wrong solution, knows how to provide differentiated activities for pupils with different abilities, knows methods of practising and automating knowledge, knows how to create sequences of problems to discover patterns (e.g. direct proportionality, remainder is less than divisor, sum of even numbers. ..)

B (88- 94%, very good - above average standard),

The student demonstrates knowledge of the theories of mathematical knowledge and can use them creatively in communicating knowledge about numbers and numerical operations, can organize the curriculum according to the taxonomy of educational objectives, can choose didactic aids for a particular curriculum, is able to create a motivational or demonstration task for a given curriculum, knows and accepts different methods of problem solving that occur in primary mathematics, can represent and model abstract mathematical concepts in different ways, including electronic means, accepting the theory of representations, can create simple presentations or other dynamic models of properties of arithmetic operations, can locate and use information appropriately and use it to design instruction of a specific curriculum, make suggestions, can decide on the correctness of a student's answers and can suggest appropriate "scaffolding" when correcting an incorrect solution, can detect a distortion in a student's knowledge and suggest reteaching, can create sequences of problems to discover patterns (e.g., direct proportionality, the remainder is less than the divisor, the sum of even numbers. ..)

C (79-87%, good

The student demonstrates knowledge of the theories of mathematical knowledge and can use them creatively to convey knowledge about numbers and numerical operations, can determine the difficulty of a particular lesson according to the taxonomy of learning objectives, can choose didactic aids for a particular lesson, knows and accepts different methods of solving problems that occur in primary mathematics, knows how to represent and model abstract mathematical concepts and procedures according to the theory of representations in different ways, knows how to find and use information and didactic suggestions appropriately, knows how to decide on the correctness of pupils' answers and knows how to suggest appropriate "scaffolding" when correcting an incorrect solution, knows how to detect a distortion in the pupil's knowledge and suggest re-education.

D 72- 78%, the student demonstrates knowledge of at least one theory of mathematical cognition and can use it to convey knowledge of numbers and numerical operations in at least one way, can organize the material according to the taxonomy of learning objectives, can reliably judge the appropriateness of the treatment of the material in the textbook, and can use textbooks and worksheets flexibly, knows and accepts at least two methods of problem solving that occur in primary mathematics, can represent and model abstract mathematical concepts and procedures according to representation theory, can make judgements about the correctness of pupils' answers, and can provide assistance in correcting errors.

E 66 - 71%, the student demonstrates knowledge of at least one theory of mathematical knowledge, can apply this theory in teaching, can reliably use available teaching materials for primary mathematics to convey knowledge about numbers and numerical operations, can represent and model abstract mathematical concepts and procedures in at least one way, can decide on the correctness of students' answers, knows at least two methods of solving problems that occur in primary mathematics, can decide on the correctness of students' answers.

Fx 65-0%, insufficient - extra work required

Slovak or English language

1. Theories of mathematical cognition, Hejné's stages of mathematical knowledge formation, Marzano's theory of dimensions of learning, Brunner's theory of representations (knowledge of Piaget's and Vygotsky's theories is assumed), Polya's theory of problem solving.

2. The process of forming the concept of natural number, definitions of number and their didactic transformation, determining the number of elements in a set, assigning number names to the elements of a set and forming a set with a given number of elements, decomposing a number into a sum reading the symbols of numbers and assigning them to a set, comparing and ordering numbers, writing numbers, number axis, predecessor successor Singularities of 0 and 10, principle of decimal system, even and odd numbers, number and digit , decomposition of multi-digit numbers, expanded and positional notation, positional value, division of the curriculum into stages according to number field, grading of the curriculum according to difficulty.

3. Introduction of addition of natural numbers, dynamic and static models, ordered sets, summation of ordinal numbers, abstract models (money), basic joins of addition without passing through 10 and with passing through 10) methods of inference, consolidation and automation, didactic addition games, properties of addition, use of word problems to discover properties of addition, practical demonstrations, addition algorithms memory addition by algorithm, written algorithms, addition of multiple numbers, electronic algorithms, correctness test. Solving word problems that lead to addition.

4. Intermediate test on topics 1,2,3.

5. Subtraction of natural numbers. Introduction of subtraction of natural numbers, subtraction by subtraction and subtraction by addition, dynamic and static models, ordered sets, virtual and abstract models, notation of operations and the relationship between addition and subtraction, basic subtraction joins (without passing through 10 and with passing through 10) methods of inference, consolidation and automation, didactic games for subtraction , properties of subtraction, subtraction as difference, preserving the difference, use of word problems to discover properties of subtraction, practical demonstrations, subtraction algorithms memory subtraction by algorithm, written subtraction, discovering, explaining and performing algorithms, reversing the order of operations of addition and subtraction, electronic algorithms, test of correctness. Solving word problems that lead to subtraction, solving compound word problems using addition and subtraction. Development of financial literacy, observation of rules in addition and subtraction of natural numbers.

6. Introduction of multiplication of natural numbers, multiplication as an outer and inner operation, multiplication as union of equivalent sets, models (disordered elements, linearly ordered elements, number axis), elements arranged in the form of a rectangle, discovery of properties of multiplication, multiplication as the number of elements of ordered pairs, relationship between addition and multiplication, basic multiplication joints, inferring fixing and automating, distribution of fixing basic multiplication joints according to difficulty, multiplication algorithms, direct proportionality and multiplication table, direct proportionality graphs, Word problems on multiplication, compound word problems with multiplication operation even with two (three) different operations.

7. Intermediate test on topics 4,5.

8. Division of natural numbers. Introduction of division by content and division into equal parts, dynamic and static models, relationship between multiplication and division, derivation of basic conjugations of division, use of basic conjugations of multiplication in memorizing basic conjugations of division, properties of division, use of word problems in discovering properties of division, division with remainder, relationship of division and subtraction, relationship between divisor and remainder, division algorithms, memory division, decomposing a divisor into multiples of the divisor, written division by a one-digit divisor, division word problems, fraction as part of a whole (division by 1), fraction as the number of elements of a part of a whole, part of a whole expressed by different fractions, comparing fractions, decimal fractions, word problems solved with fractions, indirect proportionality

9. 9Word problems at the first level of primary school. Simple and compound word problems. Division, solutions. Indirectly formulated word problems, graphical solution and graphical representation of word problems, analytical and synthetic solution, different solution strategies. Equations and inequalities in the curriculum of primary school level 1. methods of solving equations and inequalities resulting from the analysis of word problems.

10. Functions and dependencies in primary education. examples of dependencies , tables, sequences of problems, graphs and diagrams, development of functional thinking by finding functional relationships between two variables.

11. Presenting and defending group projects.

Knowledge:

Different theories of mathematical cognition,

deep knowledge of numbers and numerical operations and their properties

taxonomies of learning objectives,

theories of representations,

methods of teaching mathematics

didactic aids and resources, including digital

national documents defining the content of education

textbooks and other teaching texts

methods and techniques of diagnosis and assessment

Skills

creative use of the theory of mathematical cognition in the derivation of abstract mathematical knowledge ( number, numerical operations, relations between them

planning the curriculum according to the taxonomy of learning objectives,

selecting and using didactic aids for specific learning,

the ability to motivate the acquisition of a specific concept or procedure,

creating word problems

solving mathematical problems with different strategies,

deciding on the correctness of pupils' solutions to mathematical problem problems,

representing and modelling abstract mathematical concepts

creating simple presentations or other dynamic models

the use of didactic games

searching for information and using it in teaching

Transferable competences

problem-solving methods, designing procedures to correct incorrect solutions, differentiated approach to pupils with different abilities, dramatisation of simple situations, mathematisation of real situations, designing discovery activities that lead to the discovery of patterns and dependencies, organisation of group work, cooperative activities, argumentation and defending one's views, presentation of projects.

Type of activities, scope (number of hours) and methods of educational activities:

Scope: 2 hours per week seminar, total per semester 22 hours/semester

10 hours of listening practice/semester

Organizational form: combined (primarily face-to-face)

Student workload:

11x 2 hours of direct teaching = 22 hours;

10 hours of practice + preparation for practice (3) + analyzes (10) = 23 hours

preparation of seminar paper = 15 hours;

preparation for intermediate tests (8 + 8) = 16 hours;

exam preparation = 14 hours of exam preparation.

A total of 90 hours of student work.

Teaching methods: activating and interactive methods, situational methods - case studies (video analysis), dialogic methods (discussion), problem methods (creating a thought map, brainstorming, solving problem tasks), working in groups, practical methods (practical activities in geometry and its teaching), e-learning

Compulsory/Recommended readings:

• Žilková, K (2013). Geometria. Pedagogická fakulta TU: Trnava. ISBN 978-80-8082-689-5. Dostupné na https://pdf.truni.sk/e-ucebnice/geometria/

• Žilková, K (2013). Teória a prax geometrických manipulácií v primárnom vzdelávaní. Praha: PowerPrint.

• Partová, E., & Marcinek, T. (2020). Metódy vyučovania matematiky v primárnom vzdelávaní. Ružomberok: Verbum. (výber len geometrického učiva)

Another study text will be available to students at regular intervals in electronic form via LMS Moodle - a course called: Teaching geometry in primary education.

Course completion requirements:

Conditions for successful completion of the subject:

To pass the course, active participation during the classes is assumed. The assessment includes:

• 2 interim tests (the first in the middle of the semester after the 5th topic, the second at the end of the interim teaching, both tests for 25 points each);

• preparation of a seminar paper (15 points) on the topic assigned in the first teaching week;

• Completion of 10 hours of subject-specific professional teaching practice and submission of a report (15 points);

• an exam (20 points), on theoretical knowledge and practical skills necessary for teaching geometry.

In order to complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results) - the student has an excellent level of theoretical knowledge of geometry, can independently and without errors define geometric concepts, knows their properties and relationships between them, knows the methodology of teaching geometry, without professional and methodological errors can design and formulate tasks, assignments, and activities for pupils, can analyze and critically assess and create methodical materials for teaching geometry.

B (90-81%, very good - above average standard) - the student is very well versed in professional geometric topics and in the methodology of teaching geometry, can apply knowledge and propose practical activities in teaching geometry without significant errors, can critically assess and justify teaching materials for teaching geometry, can teach geometric subjects at a very good level at the primary level of education.

C (80-73%, good - ordinary reliable work) - the student has good geometric knowledge and understands geometric concepts and relationships reasonably, but with more significant errors. The student knows well the methodological procedures in teaching geometry, knows how to apply them, and can project the teaching of geometry in primary education.

D (72-66%, satisfactory - acceptable results) - the student understands geometric concepts, knows their properties and relationships between them at a satisfactory level, and knows and can apply methodological procedures in teaching geometry at an acceptable level.

E (65-60%, sufficient - the results meet the minimum criteria) - the student has mastered the basics of the geometric curriculum and methodological procedures, understands the basic geometric concepts, and can explain them, but with significant terminological and language errors. The student can apply simple methodological procedures in the teaching of geometry and needs more significant professional help.

Fx (59-0%, insufficient - additional work is required) - the student does not have sufficient professional knowledge, does not acquire geometric concepts sufficiently concerning their understanding, and does not master the methodological procedures necessary for teaching geometry.

Slovak language

Course outcomes of subject (content):

Course contents:

1. Introduction to the study of the subject. The student's levels of geometric reasoning and reflection in the geometry curriculum. The student will get to know the theoretical starting points about the levels of geometric reasoning of primary education pupils, understand the process of creating geometric ideas and understand the importance of educational interventions in developing the geometric reasoning of primary education pupils with the acceptance of their current educational needs, abilities, and interests. The student can diagnose the level of students' geometric thinking and propose educational interventions.

2. Basic and derived concepts of school geometry. The student will acquire competencies for teaching primary and derived concepts of school geometry (point, line, line, half-line, plane, half-plane, opposite half-lines, etc.). The student understands and knows how to apply various methodological procedures emphasizing the natural gradation of tasks. Uses professional terminology and age-appropriate language. Can use different models to make concepts accessible.

3. Planar formations in primary mathematics. The student knows plane formations and their properties, can create simple definitions and understands the classification of plane formations according to various criteria. Knows the content and structure of the curriculum on plane shapes in current national documents and available mathematics workbooks. The student knows the methodology of introducing concepts and can design manipulative and virtual activities for working with planar structures.

4. Methods of introducing concepts: circle, circle, angle. The student knows and understands the definitions of the terms circle, circle, and angle as sets of points with a given property. Knows the terms convex, non-convex angle, adjacent and contact angle, right angle, interior and exterior angles of triangles, etc. The student knows the activation methods of making the mentioned concepts and their properties available, the methodology of drawing circles, and the principles of work and safety when working with compasses.

5. Simple geometric constructions in the plane by drawing and other tools. Simple geometric constructions in the dynamic geometric system Geogebra. The student knows and can justify drawing simple geometric constructions (transfer of a line/angle, comparison, graphical sum and difference, an axis of an angle, line, etc.). Knows and knows how to apply practical activities in which the mentioned procedures are used in everyday life in many professions. Understands the importance of constructions with other tools (with natural objects and software tools) as essential to developing student competencies. The student can use a dynamic geometric system for the needs of teaching, not only geometric subjects.

6. First intermediate test. Folding and unfolding planar formations. The student can professionally and methodically design motivational and didactic activities to assemble and disassemble planar formations using various puzzles (e.g. Tangram, Puzzle). Students can design their own activities aimed at, for example, filling in part of a plane (so-called tessellations).

7. Matching views, properties, and composition. Knows consistent representations in a plane (axis symmetry, central symmetry, displacement, rotation), their properties and applications suitable for primary education students. Understands the process of composing matched views. The student can independently solve tasks that apply identical views in a square grid and without it. At an adequate level, the student can propose a methodical procedure for working with identical images (eg using a mirror to create symmetrical shapes).

8. Development of spatial imagination. Solids in primary mathematics. The student knows the methods for developing the spatial imagination of primary education students, for example, using cubes, playing blocks, building blocks, and pedagogical software. The student understands and can form simple definitions of solids (for example, cube, sphere, pyramid, prism, regular polyhedra, etc.), knows their properties, and can sort them. Can project teaching about bodies using networks of bodies. Can use free parallel projection to represent simple polyhedra. The student can diagnose the level of students' spatial imagination and propose an individual educational intervention. The student can propose different forms and work methods aimed at developing students' spatial imagination and supporting them in teamwork.

9. Buildings from blocks. The student knows how to record structures from bodies (free parallel projection, plan, three views - elevation, floor plan, side view, cipher or verbal description). The student can design a graded sequence of tasks according to the student's abilities and use modern means (software, applets, interactive whiteboard, tablet, phone) to visualize constructions made of blocks and their views. It can support students in discovering procedures and developing their natural mathematical language, especially when describing a building made of blocks.

10. Rate and measurement in primary education. The student knows the theoretical basis of measure and measurement (Jordan's theory of measure, Archimedes' axiom, properties of measure). Can organize activities aimed at determining the rate using various aids. The student can determine the measure of a line segment and an angle, the measure of polygons (perimeter, content), and the measure of selected spatial formations (cube volume). Can design didactic procedures and choose appropriate organizational forms for teaching measure and measurement. The student knows to own various units and universal units of measure can perform conversions between units, and has mastered methodological procedures for teaching the given topic. Understands the importance of estimation in understanding measure and units of measure.

11. Second interim test. Methods of developing the ability of orientation in the plane and in space. The student understands the importance of orientation and knows the methods of developing it in different environments (square grid, labyrinths, software applications). The student accepts the psychological starting points for the development of pupils regarding the area of developing orientation in space and knows how to apply them in the form of tasks, activities, and other interventions. Can formulate and solve tasks for determining position, direction (movement), orientation in the plane, orientation in space, and understanding the difference between them.

Learning outcomes/ Objectives and learning outcomes:

The main goal of the course is for the student to acquire the competencies necessary for teaching geometry in primary education. Students can practically implement various methods of making the geometry curriculum available at the primary level of elementary school, methods of modeling geometric concepts, and methods of discovering procedures in geometry. The student can plan and implement elementary mathematics lessons focusing on the geometric part of the curriculum. During practice, the student can observe and analyze the critical elements of teaching geometry. It can create stimulating environments for manipulative geometric activities in real and virtual environments. Knows both the theoretical and practical part of the educational content and methods for independent student discovery of geometric properties and relationships. The student understands the importance of geometric activities for practical life and the development of students' creativity, and the student is aware of the importance of acquiring practical geometric experiences for primary education students. The student is competent in using digital technologies and software environments for teaching geometry. The student knows the levels of geometric thinking of children of younger school age, can diagnose and evaluate the level of geometric thinking of pupils and propose individual educational interventions according to their needs and abilities. The student can use different organizational forms when teaching geometry and encourage students to acquire geometric knowledge actively.

Type of activities, scope (number of hours) and methods of educational activities:

Scope: 2 hours per week seminar, total per semester 22 hours/semester

10 hours of listening practice/semester

Organizational form: combined (primarily face-to-face)

Student workload:

11x 2 hours of direct teaching = 22 hours;

10 hours of practice + preparation for practice (3) + analyzes (10) = 23 hours

preparation of seminar paper = 15 hours;

preparation for intermediate tests (8 + 8) = 16 hours;

exam preparation = 14 hours of exam preparation.

A total of 90 hours of student work.

Teaching methods: activating and interactive methods, situational methods - case studies (video analysis), dialogic methods (discussion), problem methods (creating a thought map, brainstorming, solving problem tasks), working in groups, practical methods (practical activities in geometry and its teaching), e-learning

Compulsory/Recommended readings:

• Žilková, K (2013). Geometria. Pedagogická fakulta TU: Trnava. ISBN 978-80-8082-689-5. Dostupné na https://pdf.truni.sk/e-ucebnice/geometria/

• Žilková, K (2013). Teória a prax geometrických manipulácií v primárnom vzdelávaní. Praha: PowerPrint.

• Partová, E., & Marcinek, T. (2020). Metódy vyučovania matematiky v primárnom vzdelávaní. Ružomberok: Verbum. (výber len geometrického učiva)

Another study text will be available to students at regular intervals in electronic form via LMS Moodle - a course called: Teaching geometry in primary education.

Course completion requirements:

Conditions for successful completion of the subject:

To pass the course, active participation during the classes is assumed. The assessment includes:

• 2 interim tests (the first in the middle of the semester after the 5th topic, the second at the end of the interim teaching, both tests for 25 points each);

• preparation of a seminar paper (15 points) on the topic assigned in the first teaching week;

• Completion of 10 hours of subject-specific professional teaching practice and submission of a report (15 points);

• an exam (20 points), on theoretical knowledge and practical skills necessary for teaching geometry.

In order to complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results) - the student has an excellent level of theoretical knowledge of geometry, can independently and without errors define geometric concepts, knows their properties and relationships between them, knows the methodology of teaching geometry, without professional and methodological errors can design and formulate tasks, assignments, and activities for pupils, can analyze and critically assess and create methodical materials for teaching geometry.

B (90-81%, very good - above average standard) - the student is very well versed in professional geometric topics and in the methodology of teaching geometry, can apply knowledge and propose practical activities in teaching geometry without significant errors, can critically assess and justify teaching materials for teaching geometry, can teach geometric subjects at a very good level at the primary level of education.

C (80-73%, good - ordinary reliable work) - the student has good geometric knowledge and understands geometric concepts and relationships reasonably, but with more significant errors. The student knows well the methodological procedures in teaching geometry, knows how to apply them, and can project the teaching of geometry in primary education.

D (72-66%, satisfactory - acceptable results) - the student understands geometric concepts, knows their properties and relationships between them at a satisfactory level, and knows and can apply methodological procedures in teaching geometry at an acceptable level.

E (65-60%, sufficient - the results meet the minimum criteria) - the student has mastered the basics of the geometric curriculum and methodological procedures, understands the basic geometric concepts, and can explain them, but with significant terminological and language errors. The student can apply simple methodological procedures in the teaching of geometry and needs more significant professional help.

Fx (59-0%, insufficient - additional work is required) - the student does not have sufficient professional knowledge, does not acquire geometric concepts sufficiently concerning their understanding, and does not master the methodological procedures necessary for teaching geometry.

Slovak language

Course outcomes of subject (content):

Course contents:

1. Introduction to the study of the subject. The student's levels of geometric reasoning and reflection in the geometry curriculum. The student will get to know the theoretical starting points about the levels of geometric reasoning of primary education pupils, understand the process of creating geometric ideas and understand the importance of educational interventions in developing the geometric reasoning of primary education pupils with the acceptance of their current educational needs, abilities, and interests. The student can diagnose the level of students' geometric thinking and propose educational interventions.

2. Basic and derived concepts of school geometry. The student will acquire competencies for teaching primary and derived concepts of school geometry (point, line, line, half-line, plane, half-plane, opposite half-lines, etc.). The student understands and knows how to apply various methodological procedures emphasizing the natural gradation of tasks. Uses professional terminology and age-appropriate language. Can use different models to make concepts accessible.

3. Planar formations in primary mathematics. The student knows plane formations and their properties, can create simple definitions and understands the classification of plane formations according to various criteria. Knows the content and structure of the curriculum on plane shapes in current national documents and available mathematics workbooks. The student knows the methodology of introducing concepts and can design manipulative and virtual activities for working with planar structures.

4. Methods of introducing concepts: circle, circle, angle. The student knows and understands the definitions of the terms circle, circle, and angle as sets of points with a given property. Knows the terms convex, non-convex angle, adjacent and contact angle, right angle, interior and exterior angles of triangles, etc. The student knows the activation methods of making the mentioned concepts and their properties available, the methodology of drawing circles, and the principles of work and safety when working with compasses.

5. Simple geometric constructions in the plane by drawing and other tools. Simple geometric constructions in the dynamic geometric system Geogebra. The student knows and can justify drawing simple geometric constructions (transfer of a line/angle, comparison, graphical sum and difference, an axis of an angle, line, etc.). Knows and knows how to apply practical activities in which the mentioned procedures are used in everyday life in many professions. Understands the importance of constructions with other tools (with natural objects and software tools) as essential to developing student competencies. The student can use a dynamic geometric system for the needs of teaching, not only geometric subjects.

6. First intermediate test. Folding and unfolding planar formations. The student can professionally and methodically design motivational and didactic activities to assemble and disassemble planar formations using various puzzles (e.g. Tangram, Puzzle). Students can design their own activities aimed at, for example, filling in part of a plane (so-called tessellations).

7. Matching views, properties, and composition. Knows consistent representations in a plane (axis symmetry, central symmetry, displacement, rotation), their properties and applications suitable for primary education students. Understands the process of composing matched views. The student can independently solve tasks that apply identical views in a square grid and without it. At an adequate level, the student can propose a methodical procedure for working with identical images (eg using a mirror to create symmetrical shapes).

8. Development of spatial imagination. Solids in primary mathematics. The student knows the methods for developing the spatial imagination of primary education students, for example, using cubes, playing blocks, building blocks, and pedagogical software. The student understands and can form simple definitions of solids (for example, cube, sphere, pyramid, prism, regular polyhedra, etc.), knows their properties, and can sort them. Can project teaching about bodies using networks of bodies. Can use free parallel projection to represent simple polyhedra. The student can diagnose the level of students' spatial imagination and propose an individual educational intervention. The student can propose different forms and work methods aimed at developing students' spatial imagination and supporting them in teamwork.

9. Buildings from blocks. The student knows how to record structures from bodies (free parallel projection, plan, three views - elevation, floor plan, side view, cipher or verbal description). The student can design a graded sequence of tasks according to the student's abilities and use modern means (software, applets, interactive whiteboard, tablet, phone) to visualize constructions made of blocks and their views. It can support students in discovering procedures and developing their natural mathematical language, especially when describing a building made of blocks.

10. Rate and measurement in primary education. The student knows the theoretical basis of measure and measurement (Jordan's theory of measure, Archimedes' axiom, properties of measure). Can organize activities aimed at determining the rate using various aids. The student can determine the measure of a line segment and an angle, the measure of polygons (perimeter, content), and the measure of selected spatial formations (cube volume). Can design didactic procedures and choose appropriate organizational forms for teaching measure and measurement. The student knows to own various units and universal units of measure can perform conversions between units, and has mastered methodological procedures for teaching the given topic. Understands the importance of estimation in understanding measure and units of measure.

11. Second interim test. Methods of developing the ability of orientation in the plane and in space. The student understands the importance of orientation and knows the methods of developing it in different environments (square grid, labyrinths, software applications). The student accepts the psychological starting points for the development of pupils regarding the area of developing orientation in space and knows how to apply them in the form of tasks, activities, and other interventions. Can formulate and solve tasks for determining position, direction (movement), orientation in the plane, orientation in space, and understanding the difference between them.

Learning outcomes/ Objectives and learning outcomes:

The main goal of the course is for the student to acquire the competencies necessary for teaching geometry in primary education. Students can practically implement various methods of making the geometry curriculum available at the primary level of elementary school, methods of modeling geometric concepts, and methods of discovering procedures in geometry. The student can plan and implement elementary mathematics lessons focusing on the geometric part of the curriculum. During practice, the student can observe and analyze the critical elements of teaching geometry. It can create stimulating environments for manipulative geometric activities in real and virtual environments. Knows both the theoretical and practical part of the educational content and methods for independent student discovery of geometric properties and relationships. The student understands the importance of geometric activities for practical life and the development of students' creativity, and the student is aware of the importance of acquiring practical geometric experiences for primary education students. The student is competent in using digital technologies and software environments for teaching geometry. The student knows the levels of geometric thinking of children of younger school age, can diagnose and evaluate the level of geometric thinking of pupils and propose individual educational interventions according to their needs and abilities. The student can use different organizational forms when teaching geometry and encourage students to acquire geometric knowledge actively.

Type of activities, scope (number of hours) and methods of educational activities:

2 hours seminar in combination with lecture/week; total 22 hours per semester, combined, mainly by the lecture method

Student workload:

11x 2 hours of direct instruction = 22 hours; 20 hours preparing the student for the first midterm assignment; 25 hours preparing the student for the seminar paper; 23 hours preparing the student for the final test; Total 90 hours of student work.

Learning Methods:

The initial method will be a lecture by the teacher, introducing particular topics in the field of literature for children and youth. In the author's overview of individual genres and types, authors of domestic provenance will be mainly represented, which the students may encounter in the teaching texts (readings). However, an overview of foreign authors is also available. The lecture is conceived in such a way that the reader (the recipient) is at the centre of the lecture and his/her needs and reception specifics are taken into account.

Another method is the analysis and interpretation of literary texts of various genres, with emphasis on their internal structure, childlike aspect and accessibility for the child recipient. Only with the sum of theoretical knowledge is the student able to conduct and organize the teaching process in a coordinated way in future pedagogical practice.

The follow-up method is the dialogue of students with the teacher and the dialogue in a group of students about the disputable points of the texts and works discussed. The ability to conduct a cultivated dialogue also strengthens students' speaking skills and communicative competences.

Compulsory/Recommended readings:

RUSŇÁK, R.: Svetová literatúra pre deti a mládež v didaktickej komunikácii. Prešov: Prešovská univerzita v Prešove, 2009. ISBN 9 7 8-8 0-5 5 5-0 0 7 1 -3.

SLIACKY, O. a kol. Slovník slovenských spisovateľov pre deti a mládež. 2., opr. a dopln. vyd. Bratislava: LIC, 2009. ISBN 978-80-89222-64-3.

SLIACKY, O. Dejiny slovenskej literatúry pre deti a mládež do roku 1960. 2., dopln. vyd. Bratislava: LIC, 2013. ISBN 978-80-8019-073-5.

STANISLAVOVÁ, Z. a kol. Dejiny slovenskej literatúry pre deti a mládež po roku 1960. Bratislava: LIC, 2010. ISBN 978-80-8019-026-1.

Course completion requirements:

During the semester, the student will submit one interpretation of a shorter literary excerpt with a maximum of 20 points. In addition, the student will submit a 12-page term paper with a maximum grade of 30 points. Finally, he/she will take a final test with a maximum mark of 50 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - additional work required)

A-excellent performance, the student has an excellent command of the knowledge of literary theory and genre typology of children's literature, he/she can fully apply it in didactic practice; B-excellent performance, the student can fully apply the knowledge of text typology as well as his/her interpretive skills, his/her knowledge shows only minor deficiencies; C-average performance, the student's ability to interpret texts is at an average level, the student works conscientiously, but without a deeper interest in the text; D- the student can only interpret texts with great difficulty, he/she is deficient in his/her understanding and application of basic literary theoretical concepts ; E- the student's work meets only minimal criteria, his/her interpretive work with the text is at a very low level; Fx - the student's work does not meet the requirements for passing the course in any of the required criteria and it is necessary for him/her to retake the course.

Slovak

Course outcomes of subject (content):

1.The Constituting of Classical Fiction Literature for Children and Youth, Theoretical and Poetological Foundations (F. Miko, V. Obert, R. Rusňák)

In the introductory part of the course, the basic concepts and their characteristics will be introduced: literature for children and youth, the child aspect in literature, the model reader and the phases of children's reading, the function and mission of literary education in education. At the same time, key personalities who have shaped the thinking about literature and the child reader in the Slovak environment will be presented.

2.Folk tale, poetics and typology. Intentional reputation for children and youth in the 20th century. Overview of authors (M. Ďuríčková, R. Moric, M. Ferko)

The next chapter will introduce the genre of the short story, the basic terminology (zoomorphy, anthropomorphisation, the genre's connection with physical realities and natural geography) and will also introduce the authors who have worked on the genre in the Slovak environment and who have shaped its form.

3. The folk and author's fairy tale: its status and characteristics. Overview of authors (J. Uličiansky, D. Hevier, K. Bendová, G. Futová, E. J. Groch)

The next chapter is devoted to the folk (folklore) fairy tale in the Slovak national context, collectors and disseminators of folk tales and the connection of the genre with folklore. The folk tale is presented in comparison with the modern author's fairy tale, with a strong representation of imaginativeness and disturbing the natural ontology of things and phenomena within the genre. Likewise, the chapter includes an overview of the authorial personalities devoted to the genre.

4. The subversive model of the author's fairy tale and its relation to archetypal texts (D. Taragel, V. Klimáček, Ľ. Feldek)

The following chapter is devoted to the subversive and postmodern form of the fairy tale, disrupting the archetypal forms of the genre, with a specific involvement of comic elements, often reaching the border of nonsense. It is a highly productive type of genre category, attractive also to readers of a given age, and therefore it is given special attention in the seminar.

5. Social prose for children (K. Jarunková, M. Ďuríčková, T. Lehenová, G. Futová, J. Blažková)

Next, we will discuss a variant of social prose for children and youth, reflecting the real experience of a child in an artistic form. This sub-category is quite diverse, therefore the selection of authors belonging to it is also wide, with a special emphasis on the emotionalisation (experience) of literary heroes. Again, a basic overview of authors is also provided within this category.

6.Modern poetry for children (Ľ. Feldek, M. Válek, T. Janovic, D. Hevier, V. Klimáček)

Poetry for children and young people is one of the categories where misunderstanding or even rejection of texts by pupils is most frequent. The interpretive key to it is language play and playfulness, which is used programmatically by a large number of authors, but in the seminar we will also look at its more meditative and lyrical forms and the meaning of the individual poetic devices used. Again, a basic survey of authors, and in this case illustrators, working in the genre is provided.

7. The Christian variant of poetry for children (M. Rúfus)

The work of Milan Rúfus is specific in its value overlap, but also in the conception of a new genre: prayers for children. He is a poet with a relatively conservative authorial poetics, but he has demonstrated a distinctly innovative approach in his reworking or "re-telling" of Slovak folk tales. His work is characterised by a distinctive Christian and moral message, but for pupils with a corresponding value background it may represent a receptive variant of poetry.

8. Didactic interpretation of the text its specifics and limits I. Children's reading and its peculiarities

The first chapter devoted to the didactic interpretation of the text deals with the status of the reader in primary education, his/her specific needs, but also the limits of the reception of the text, mainly determined by the age limitation, but also by the previous reading experience. The importance of this chapter lies in the well chosen approach that the teacher adopts towards his/her pupils as readers.

9. Didactic interpretation of the text II. Text as art or learning in the context of primary education

The second part of didactic interpretation deals with the interpretative possibilities and approach to the text in educational practice, neglecting the aesthetic function of the text and looking for intersections between the text as a source of learning and knowledge and its aesthetic value.

10. World literature for children and youth - authorial and genre forms I. (A. de Saint Exupéry, A. Lindgren).

The last two chapters are devoted to author portraits from the world literature for children and youth. In the comparison of the first two works, The Little Prince and Pippi Longstocking, the model of a philosophical fairy tale with a moral message, with a strongly imaginative story accentuating the value of freedom, independence, but also the immediate joy of life, comes into contact.

11. World literature for children and youth - authorial and genre forms II (O. Wilde, H. Ch. Andersen).

Learning outcomes/ Objectives and learning outcomes:

By completing the course, the student will acquire basic knowledge of the theory of genres, with particular emphasis on literature for children and youth as a subsystem of fiction literature and its poeological specifics. The student will gain an overview of the most important authors of individual genres of literature for children and youth in the Slovak environment and will become acquainted with the most important texts of the given subsystem of fiction literature. The student will learn the specifics necessary when working with a reader in each year of primary education. The course is primarily interpretation-oriented, as interpretation is considered to be the key to didactic work with texts. Last but not least, students also hone their transferable skills: the ability to communicate and organize (literary) and educational activities in primary education. As part of the development and refinement of digital skills and digital literacy, students will gain an overview of relevant internet resources with which they can expand their knowledge of literature.

Assessment Stages:

The first interim assignment will be a short interpretive essay, addressing a selected text. This will be based on a subjective reading, but must be sufficiently well argued. The aim of the intermediate assignment is to cultivate students' expressions of their opinions about the literary texts they have read, as this is one of the skills they will be honing in their future teaching practice with their pupils.

The second interim assignment will be a term paper in which the student will comprehensively analyse a selected literary work. They will assess its structure, didactic potential, as well as its applicability in primary education. The assessment will focus on professional knowledge and accuracy of expression.

The last assignment will be a final test, verifying in particular the knowledge of genre typology and the work of authors dedicated to children's and young people's literature.

Type of activities, scope (number of hours) and methods of educational activities: Type, scope and methods of educational activities:

2 hours seminar/week; total 22 hours per semester, combined, mainly by the lecture method

Student workload:

11x 2 hours of direct instruction = 22 hours; 15 hours preparing the student for the first interim assignment; 25 hours preparing the student for the second interim assignment; 28 hours preparing the student for the final test; Total 90 hours of student work.

Teaching methods: the initial method is a lecture by the teacher, analysing the individual phenomena related to the process of reading and subsequently reading comprehension. The lecture is designed to gradually cover all the topics of the subject and at the same time to continuously develop students' communication and speaking skills and competences and, above all, to improve their ability to analyse the text and to create questions and assignments covering all levels of reading comprehension.

Another central method is the method of analytical work with literary and educational texts, by analysis we mean identifying the structure of the text and suggesting ways of working with it didactically and communicating with pupils about it. During the analytical work, students analyse a wide range of texts, taking into account their accessibility, linguistic and internal conceptual structure, so that, in cooperation with the pupils, they can discover their communicative potential.

Teaching is further underpinned by training in the development of different levels of reading comprehension, as this is a core competence of reading comprehension which (as the PIRLS test results show) needs to be continuously developed in both pupils and teachers. Practical training leads to a deeper awareness of the nature of understanding the difference between the content and meaning of a text and to the formulation of adequate questions that not only cover the first (memory or orientation) level of comprehension, but also point towards deeper, more complex and meaningful levels of comprehension.

The students' discussion with the teacher and with each other in groups is also important, with particular emphasis on moments of misunderstanding of the text at different levels (language inaccessibility, complicated formulation of questions and assignments, or failure to take into account the cognitive abilities of a given group of learners.

The last method used continuously is ICT work, which is mainly used to search for resources that are useful in the development of reading comprehension, textual and communicative literacy.

Compulsory/Recommended readings:

ALABÁNOVÁ, M.: Reception and interpretation of a literary text. Nitra: UKF, 2015. ISBN 978-80-558-0776-8.

GAVORA, P. The pupil and the comprehension of the text. In KOLLÁRIKOVÁ Z. Communication through written language. Bratislava: PDF UK, 1998. ISBN 80-88868-43-2.

GAVORA, P. et al. How to develop pupil's comprehension of text. Bratislava: Enigma, 2008. ISBN 8978-80-89132-57-7.

LIPTÁKOVÁ, L.: Educational model of developing text comprehension in primary education. University of Prešov: Prešov, 2013. ISBN 978-80-555-0980-8.

VÁRIOVÁ, B. A view of reading in terms of linguistic and cognitive processes. In Psychologia, 1999, vol. 37, č. 1.

HLEBOVÁ, B. Genres of children's literature in reading comprehension. A handbook for the teacher's assistant.

Prešov: Faculty of Education, University of Prešov, 2006. ISBN 80-8068-403-0.

Course completion requirements: The student will complete two interim assessments during the semester, each with a maximum of 30 points. In addition, the student will take a final test with a maximum of 40 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

A-excellent performance, the student knows/mastered all the knowledge related to text comprehension, can apply it flawlessly also in various activities; B-excellent performance, the student can fully apply the strategies of text comprehension at all levels and in all types of texts, his/her work shows only minor deficiencies; C-average performance, the student's ability to develop students' understanding of the text is problematic, especially in the area of application of creative activities; D- the student is only able to reveal different levels of understanding of the text with great difficulty, he/she also shows great deficiencies in his/her knowledge of theory; E- the student's work meets only minimal criteria, his/her understanding of and work with the text is at a very low level; Fx - the student's work does not meet the requirements for passing the course in any of the required criteria and it is necessary for him/her to retake the course.

Slovak

Course outcomes of subject (content):

1.Reading comprehension, reading literacy.

The first topic of the course defines the basic concepts that students work with throughout the semester: reading, cultural and literary literacy, reading as a process and an intellectual activity, its technical and semantic level. These concepts are then conceptually worked with and analyzed in various contexts.

2.Text, its basic characteristics, types of texts

The chapter clarifies the characteristics of the text as a sign structure, types and types of texts, clarifies the specifics of the teaching text, its functions and uses. Knowledge of text type is a key competence for subsequent analysis and development of understanding. Within both chapters, students' communicative and speaking competences are continuously developed.

3.Teaching text - characteristics, types and uses.

The chapter is devoted to the teaching text and its specifics - the analysis of its structure and the competences that through them guide and direct the student's learning. Attention is paid to the main text, supplementary information, the apparatus of independent learning, as well as the orientation apparatus of the teaching text. This chapter is particularly important for students' didactic practice, since the teaching text represents the basic type of text they will encounter in the educational environment.

4. Comprehension of the text - basic characteristics, levels of comprehension and their identification

In this chapter we clarify the context of text comprehension: the cognitive and neurological processes that make it happen, the processing of comprehension into visual schemas, and the way in which different structures, genres and types of texts are acquired. Students are also introduced to the different levels of textual comprehension and how to identify and apply them.

5. Strategies for inferring the meaning of unfamiliar words in a text

The next part of the course deals with word semantics, inferring the meaning of words of foreign origin, archaisms and bookish expressions that students may encounter. The student learns the different strategies of inferring the meaning of words, learns how to work with different kinds of synonymic dictionaries, learns the principle of semantic relatedness of words and how to communicate it to pupils.

6. Activities aimed at understanding the text before, during and after reading

As the title suggests, the chapter focuses on activities that can be carried out with pupils before reading the text to activate their attention and build on their previous knowledge of the topic, activities that can be included during the reading of the text, and finally after reading the text (questions, dialogue, group discussions, etc.). In all strategies, metacognitive processes and strategies are involved along with knowledge, through which the pupil himself is able to regulate the process of reception of the text.

7. Strategies for checking the comprehension of the text

The following chapter is devoted to strategies for verifying comprehension of a text, and these differ depending on whether the text is fiction or knowledge text. The chapter includes practicing faithful and free reproduction of the text, creating a knowledge outline, as well as strategies for creating excerpts, either in abbreviated or extended form. There is also the development of cross-curricular relationships in this topic, particularly the interconnectedness with style education and informational essay practice.

8. Working with illustration in reading comprehension

This chapter of the subject deals with the position of illustration in the overall comprehension of the text, which is in terms of adherence to the didactic principle of illustration. The topic deals with pictorial grammar, the different illustrative techniques, as well as the interaction of illustration and text in processing in the child's perception. Students will also learn to apply different types of illustrations in the comprehension of the text (visual coding of the text).

9. Mental map and its function in text comprehension

Mental map is one of the basic ways of graphically organizing a text and it is very beneficial especially in systematizing a narrative text. Its usefulness in summarizing knowledge is undeniable, the strategy of mental mapping in general is nowadays more and more widespread, it promotes logical organization of ideas and metacognitive work with reading strategies, therefore it will be given special attention in the course.

10. Innovative reading comprehension strategies

A related theme of the course is the use of innovative text comprehension strategies and processes (brainstorming, brainwriting, creative writing, picture outline development, shared reading journal, and more). The use of innovative strategies promotes creativity and the ability to think creatively about text. Through innovative methods and approaches, the student is able to creatively approach the teaching of reading and working with text in general.

11. PIRLS testing: demonstration of model problems and their solutions.

The last chapter of the course is devoted to an overview of the test tasks in the International Reading Literacy Study (PIRLS), the analysis of tasks related to both instructional and fiction texts.

Learning outcomes/ Objectives and learning outcomes:

By completing the course, the student will gain basic knowledge of the theory of reading and reading comprehension, the process of reading comprehension, its levels and strategies for its development. The course is devoted to analytical work with literary, educational and didactic (teaching) texts, develops students' communication skills and the ability to "bring" the text and its characteristics closer to pupils in primary education. Text comprehension is seen within the course as a graded mental process of decoding the text. The ability to work comprehensively with the text is considered crucial for students in primary education, also in view of the deteriorating results of Slovak pupils in various models of literacy testing (PIRLS). As part of the development of digital literacy and digital skills, students will learn the principles of working with text in an online environment.

The student receives bonus points to the overall grade for activity in seminars and submits two interim assignments during the course.

The first intermediate assignment works with strategies for inferring meaning for unfamiliar words (inference from context, morphological analysis, explanation of terminological terms, use of pictures and illustrations, search for Slovak equivalent). This task is chosen because the word is the basic component of comprehension and if it is not understood, it is not possible to progress to higher levels.

The second intermediate task is based on the creation of tasks and assignments for one educational and one literary text. The tasks for the texts have to be didactically correct, appropriate and to cover all levels of comprehension. Great emphasis is placed on the correct formulation of questions and assignments.

Type of activities, scope (number of hours) and methods of educational activities: Type, scope and methods of educational activities:

2 hours seminar/week; total 22 hours per semester, combined, mainly by the lecture method

Student workload:

11x 2 hours of direct instruction = 22 hours; 15 hours preparing the student for the first interim assignment; 25 hours preparing the student for the second interim assignment; 28 hours preparing the student for the final test; Total 90 hours of student work.

Teaching methods: the initial method is a lecture by the teacher, analysing the individual phenomena related to the process of reading and subsequently reading comprehension. The lecture is designed to gradually cover all the topics of the subject and at the same time to continuously develop students' communication and speaking skills and competences and, above all, to improve their ability to analyse the text and to create questions and assignments covering all levels of reading comprehension.

Another central method is the method of analytical work with literary and educational texts, by analysis we mean identifying the structure of the text and suggesting ways of working with it didactically and communicating with pupils about it. During the analytical work, students analyse a wide range of texts, taking into account their accessibility, linguistic and internal conceptual structure, so that, in cooperation with the pupils, they can discover their communicative potential.

Teaching is further underpinned by training in the development of different levels of reading comprehension, as this is a core competence of reading comprehension which (as the PIRLS test results show) needs to be continuously developed in both pupils and teachers. Practical training leads to a deeper awareness of the nature of understanding the difference between the content and meaning of a text and to the formulation of adequate questions that not only cover the first (memory or orientation) level of comprehension, but also point towards deeper, more complex and meaningful levels of comprehension.

The students' discussion with the teacher and with each other in groups is also important, with particular emphasis on moments of misunderstanding of the text at different levels (language inaccessibility, complicated formulation of questions and assignments, or failure to take into account the cognitive abilities of a given group of learners.

The last method used continuously is ICT work, which is mainly used to search for resources that are useful in the development of reading comprehension, textual and communicative literacy.

Compulsory/Recommended readings:

ALABÁNOVÁ, M.: Reception and interpretation of a literary text. Nitra: UKF, 2015. ISBN 978-80-558-0776-8.

GAVORA, P. The pupil and the comprehension of the text. In KOLLÁRIKOVÁ Z. Communication through written language. Bratislava: PDF UK, 1998. ISBN 80-88868-43-2.

GAVORA, P. et al. How to develop pupil's comprehension of text. Bratislava: Enigma, 2008. ISBN 8978-80-89132-57-7.

LIPTÁKOVÁ, L.: Educational model of developing text comprehension in primary education. University of Prešov: Prešov, 2013. ISBN 978-80-555-0980-8.

VÁRIOVÁ, B. A view of reading in terms of linguistic and cognitive processes. In Psychologia, 1999, vol. 37, č. 1.

HLEBOVÁ, B. Genres of children's literature in reading comprehension. A handbook for the teacher's assistant.

Prešov: Faculty of Education, University of Prešov, 2006. ISBN 80-8068-403-0.

Course completion requirements: The student will complete two interim assessments during the semester, each with a maximum of 30 points. In addition, the student will take a final test with a maximum of 40 points. A minimum of 91 points is required for a final grade of A, a minimum of 81 points for a grade of B, a minimum of 73 points for a grade of C, a minimum of 66 points for a grade of D, and a minimum of 60 points for a grade of E. To pass the course, a minimum of 60% of the marks must be obtained.

The grade is awarded on a scale:

A (100-91%, excellent - outstanding),

B (90-81%, very good - above average standard),

C (80-73%, good - normal reliable work),

D (72-66%, satisfactory - acceptable results),

E (65-60%, satisfactory - results meet minimum criteria),

Fx (59-0%, inadequate - extra work required)

A-excellent performance, the student knows/mastered all the knowledge related to text comprehension, can apply it flawlessly also in various activities; B-excellent performance, the student can fully apply the strategies of text comprehension at all levels and in all types of texts, his/her work shows only minor deficiencies; C-average performance, the student's ability to develop students' understanding of the text is problematic, especially in the area of application of creative activities; D- the student is only able to reveal different levels of understanding of the text with great difficulty, he/she also shows great deficiencies in his/her knowledge of theory; E- the student's work meets only minimal criteria, his/her understanding of and work with the text is at a very low level; Fx - the student's work does not meet the requirements for passing the course in any of the required criteria and it is necessary for him/her to retake the course.

Slovak

Course outcomes of subject (content):

1.Reading comprehension, reading literacy.

The first topic of the course defines the basic concepts that students work with throughout the semester: reading, cultural and literary literacy, reading as a process and an intellectual activity, its technical and semantic level. These concepts are then conceptually worked with and analyzed in various contexts.

2.Text, its basic characteristics, types of texts

The chapter clarifies the characteristics of the text as a sign structure, types and types of texts, clarifies the specifics of the teaching text, its functions and uses. Knowledge of text type is a key competence for subsequent analysis and development of understanding. Within both chapters, students' communicative and speaking competences are continuously developed.

3.Teaching text - characteristics, types and uses.

The chapter is devoted to the teaching text and its specifics - the analysis of its structure and the competences that through them guide and direct the student's learning. Attention is paid to the main text, supplementary information, the apparatus of independent learning, as well as the orientation apparatus of the teaching text. This chapter is particularly important for students' didactic practice, since the teaching text represents the basic type of text they will encounter in the educational environment.

4. Comprehension of the text - basic characteristics, levels of comprehension and their identification

In this chapter we clarify the context of text comprehension: the cognitive and neurological processes that make it happen, the processing of comprehension into visual schemas, and the way in which different structures, genres and types of texts are acquired. Students are also introduced to the different levels of textual comprehension and how to identify and apply them.

5. Strategies for inferring the meaning of unfamiliar words in a text

The next part of the course deals with word semantics, inferring the meaning of words of foreign origin, archaisms and bookish expressions that students may encounter. The student learns the different strategies of inferring the meaning of words, learns how to work with different kinds of synonymic dictionaries, learns the principle of semantic relatedness of words and how to communicate it to pupils.

6. Activities aimed at understanding the text before, during and after reading

As the title suggests, the chapter focuses on activities that can be carried out with pupils before reading the text to activate their attention and build on their previous knowledge of the topic, activities that can be included during the reading of the text, and finally after reading the text (questions, dialogue, group discussions, etc.). In all strategies, metacognitive processes and strategies are involved along with knowledge, through which the pupil himself is able to regulate the process of reception of the text.

7. Strategies for checking the comprehension of the text

The following chapter is devoted to strategies for verifying comprehension of a text, and these differ depending on whether the text is fiction or knowledge text. The chapter includes practicing faithful and free reproduction of the text, creating a knowledge outline, as well as strategies for creating excerpts, either in abbreviated or extended form. There is also the development of cross-curricular relationships in this topic, particularly the interconnectedness with style education and informational essay practice.

8. Working with illustration in reading comprehension

This chapter of the subject deals with the position of illustration in the overall comprehension of the text, which is in terms of adherence to the didactic principle of illustration. The topic deals with pictorial grammar, the different illustrative techniques, as well as the interaction of illustration and text in processing in the child's perception. Students will also learn to apply different types of illustrations in the comprehension of the text (visual coding of the text).

9. Mental map and its function in text comprehension

Mental map is one of the basic ways of graphically organizing a text and it is very beneficial especially in systematizing a narrative text. Its usefulness in summarizing knowledge is undeniable, the strategy of mental mapping in general is nowadays more and more widespread, it promotes logical organization of ideas and metacognitive work with reading strategies, therefore it will be given special attention in the course.

10. Innovative reading comprehension strategies

A related theme of the course is the use of innovative text comprehension strategies and processes (brainstorming, brainwriting, creative writing, picture outline development, shared reading journal, and more). The use of innovative strategies promotes creativity and the ability to think creatively about text. Through innovative methods and approaches, the student is able to creatively approach the teaching of reading and working with text in general.

11. PIRLS testing: demonstration of model problems and their solutions.

The last chapter of the course is devoted to an overview of the test tasks in the International Reading Literacy Study (PIRLS), the analysis of tasks related to both instructional and fiction texts.

Learning outcomes/ Objectives and learning outcomes:

By completing the course, the student will gain basic knowledge of the theory of reading and reading comprehension, the process of reading comprehension, its levels and strategies for its development. The course is devoted to analytical work with literary, educational and didactic (teaching) texts, develops students' communication skills and the ability to "bring" the text and its characteristics closer to pupils in primary education. Text comprehension is seen within the course as a graded mental process of decoding the text. The ability to work comprehensively with the text is considered crucial for students in primary education, also in view of the deteriorating results of Slovak pupils in various models of literacy testing (PIRLS). As part of the development of digital literacy and digital skills, students will learn the principles of working with text in an online environment.

The student receives bonus points to the overall grade for activity in seminars and submits two interim assignments during the course.

The first intermediate assignment works with strategies for inferring meaning for unfamiliar words (inference from context, morphological analysis, explanation of terminological terms, use of pictures and illustrations, search for Slovak equivalent). This task is chosen because the word is the basic component of comprehension and if it is not understood, it is not possible to progress to higher levels.

The second intermediate task is based on the creation of tasks and assignments for one educational and one literary text. The tasks for the texts have to be didactically correct, appropriate and to cover all levels of comprehension. Great emphasis is placed on the correct formulation of questions and assignments.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

(full-time):

Scope: 2 hours per week seminar, total 22 hours per semester

Organisational form: combined form (primarily full-time)

Student workload:

11 x 2 hours of direct teaching = 22 hours;

22 hours of continuous preparation, including study of literature;

8 hours preparation of the semester activity;

8 hours preparation of the term paper.

Total 60 hours of student work.

Teaching methods: lecture, demonstration, discussion, work with text, project teaching, problem solving, group work, individual work, e-learning, individual self-study

Compulsory/Recommended readings:

Required reading:

- Eliašová, V. (2017). Creative writing and possibilities of its use in the educational process. Bratislava. ISBN 978-80-223-3079-4.

- Klimovič, M. (2009). Creative writing in primary school. Prešov: Faculty of Education, University of Prešov. ISBN 978-80-8068-982-7.

Recommended reading:

- Eliašová, V., Kočanová, M., Lacko, I. (2007). On the trail of words. Bratislava: State Pedagogical Institute. ISBN 978-80-89225-35-4. Available at: https://www.yumpu.com/xx/

document/view/34886824/na-stope-slovam-a-tatny-pedagogicka-1-2-astav/2.

Course completion requirements:

Active participation in the class is required to pass the course. Assessment includes:

- Continuous completion of micro-assignments in seminars (40 points) on the theoretical knowledge and practical skills needed in creative writing in the educational process;

- the implementation of a semester activity (30 points) consisting in the design and management of a specific creative writing technique, the participants of the seminar;

- preparation of a term paper (30 points), which is a report on the semester activity, includes its theoretical and critical reflection and application to primary education.

The course culminates in a grade resulting from an interim review of learning outcomes during the teaching portion of the semester of study (100/0).

To pass the course, a minimum of 60 % of the marks must be obtained (at least 60 points). A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (micro-assignments: less than 24 points; semester activity: less than 18 points; term paper: less than 18 points).

The grade is awarded on a scale:

A (100 - 91 %, excellent - outstanding): excellent performance:

The student has an excellent command of the theory of creative writing and its use in teaching Slovak language and literature at the primary level of education, can apply, adapt, innovate and design creative writing activities in teaching practice at an excellent level, can analyse and critically assess theoretical and professional knowledge, can solve individual tasks and assignments creatively and independently without mistakes, and can further his/her education independently.

B (90 - 81 %, very good - above average standard): very good performance: the student has a very good knowledge of the theory of creative writing and its use in the teaching of Slovak language and literature, can apply, adapt, innovate and design creative writing activities in teaching practice without major errors, has a partially critical attitude to the acquired knowledge, has the ability to independently solve individual tasks and assignments, can independently further his/her education.

C (80 - 73 %, good - normal reliable work): good performance: the student has good knowledge of the theory of creative writing and its use in teaching Slovak language and literature, can apply, adapt and innovate creative writing activities in teaching practice, can reliably apply the acquired knowledge in practice, reliably solves individual tasks and assignments, can reliably further their education.

D (72 - 66 %, satisfactory - acceptable results): satisfactory performance: the student satisfactorily understands the theory and didactic use of creative writing in the teaching of Slovak language and literature, can apply and adapt existing creative writing activities in teaching practice, satisfactorily applies the acquired knowledge in practice, can satisfactorily solve individual tasks and assignments, has acceptable skills for self-study.

E (65-60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the theory and didactical use of creative writing in the teaching of Slovak language and literature, can apply existing creative writing activities in teaching practice, can explain the knowledge, but with significant errors, can solve individual tasks and assignments at a minimal level and with significant professional help, has minimal skills for self-study.

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge of the theory and practice of creative writing in the teaching of Slovak language and literature, cannot apply it to the design of creative writing activities in classroom practice, has insufficient understanding of the knowledge, cannot solve individual tasks and assignments, cannot self-study further.

Slovak

Course outcomes of subject (content):

Different traditions and forms of creative writing.

The student will explore the various traditions of creative writing in diachronic sequence and internationally with a focus on integrating creative writing into educational systems. The student will gain knowledge about the institutionalization of creative writing in Slovakia. The student will be able to differentiate between product-oriented and process-oriented approaches within the various articulations of creative writing. Can apply both approaches to a selected creative writing technique.

2. Creativity, creative thinking and creative teaching. Creative writing as a creative teaching strategy.

The student will understand the grounding of creative writing in creativity as a psychological category and understand the relationship of creative writing to creative teaching. The student will understand the transformation of the phases of the creative process into the phases of creative writing as a didactic activity and be able to apply it. Understands the specific functions and goals of creative writing in school. Can implement selected associative creative writing techniques aimed at meeting didactic objectives.

3. Creative writing in the educational process with a focus on the subject of Slovak language and literature in primary education.

The student will understand the specifics of creative writing in the subject of Slovak language and literature in primary education. The student will master the concept of creative writing as a creative workshop based on creative etudes. At an appropriate level, the student will be able to design a creative etude in creative writing. Can implement selected techniques of playful creative writing aimed at meeting didactic objectives.

4. Organization of creative writing in school settings.

The student understands the conditions of implementation of creative writing in the educational process with regard to the basic educational documents (state educational program, content and performance educational standards, etc.). The student is able to assess effective organisational forms, teaching methods and aids in the didactic use of creative writing. Can implement selected techniques of structured creative writing aimed at meeting didactic objectives.

5. Functions of creative writing in the educational process. Creative writing and the development of pupils' competences.

The student will understand the specific features of the application of creative writing in the educational process in primary education, with an emphasis on creative writing as a means of developing the whole range of pupils' competences (cross-curricular, subject-specific). Can implement selected literary creative writing techniques aimed at meeting didactic objectives. Can design appropriate motivational and expository practices in creative writing.

6.Student and teacher as participant and tutor in creative writing.

The student will recognize the typology of creative writing participants and its use in school practice. The student will learn the demands of the teacher's role as a creative writing tutor and the demands on the teacher's skills. The student will be able to design appropriate fixation and presentation practices in creative writing.

Knows how to remove blockages in creative writing.

7. Specifics of assessment in creative writing.

The student will understand the specifics of diagnostic assessment in creative writing. The student learns the principles of appropriate assessment in product-oriented and process-oriented workshops and understands the role of workshops in developing the assessment skills of creative writing participants. Can undertake critical self-reflection of a completed creative writing activity.

8. Creative writing as a means of developing the personality of the young school-age child.

The student will learn to effectively design and implement creative writing techniques aimed at developing the personality of the young school-age child. The student will be able to appropriately relate creative writing techniques to didactic goals. The student will be able to distinguish organizational forms, teaching methods, and aids appropriate to creative writing aimed at personal development.

9. Creative writing as a means of developing communicative competence.

The student will learn to effectively design and implement creative writing techniques aimed at developing the communicative competence of the young school-age child. The student will be able to appropriately relate creative writing techniques to didactic goals. Can distinguish between organisational forms, teaching methods and teaching aids appropriate to creative writing aimed at developing communication.

10. Creative writing as an integrative means of fostering intra- and inter-textual relationships.

The student will learn how to effectively design and implement creative writing techniques that support the integration of knowledge and skills within and across the components of the Slovak language and literature course. The student will be able to make appropriate connections between creative writing techniques and didactic goals. Can distinguish between organisational forms, teaching methods and teaching aids appropriate to creative writing aimed at linking knowledge and skills within the subject.

11. Creative writing as an integrative means of fostering cross-curricular relationships.

Learning outcomes/ Objectives and learning outcomes:

The student will gain basic knowledge about creative writing as a strategy for creative teaching of the subject Slovak language and literature in primary education. He/she will acquire knowledge about the history and different concepts of creative writing, gain knowledge about strategies that develop creativity, learn about the peculiarities of the organisation of creative writing in school conditions and the specifics of the pupil-teacher relationship in creative writing, acquire knowledge about tools for evaluating creative writing in terms of its effectiveness. The student will acquire the skills necessary to design, implement, and evaluate creative writing techniques in educational practice. The student will learn how to use creative writing effectively in the teaching of the subject Slovak language and literature as a means of developing the personality of the child of younger school age and his/her communicative competence, as a tool for mastering the curriculum in the individual components of the subject Slovak language and literature, and as an integrative means of promoting intra-, inter- and inter-subject relationships.

The course is mainly application-oriented to the training of designing, implementing, managing and evaluating creative writing techniques as a means of educational activity. While practicing them, the student will consolidate and develop skills in the use and creation of methodological materials, didactic aids and digital technologies. The student will develop the ability to create a stimulating and respectful learning environment. In solving project tasks, the student will also consolidate and develop a number of transferable skills such as creativity, communication and organisational skills, thinking in context, abstract and critical thinking.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form:

(full-time):

Scope: 2 hours per week seminar, total 22 hours per semester

Organisational form: combined form (primarily full-time)

Student workload:

11 x 2 hours of direct teaching = 22 hours;

22 hours of continuous preparation, including study of literature;

8 hours preparation of the semester activity;

8 hours preparation of the term paper.

Total 60 hours of student work.

Teaching methods: lecture, demonstration, discussion, work with text, project teaching, problem solving, group work, individual work, e-learning, individual self-study

Compulsory/Recommended readings:

Required reading:

- Eliašová, V. (2017). Creative writing and possibilities of its use in the educational process. Bratislava. ISBN 978-80-223-3079-4.

- Klimovič, M. (2009). Creative writing in primary school. Prešov: Faculty of Education, University of Prešov. ISBN 978-80-8068-982-7.

Recommended reading:

- Eliašová, V., Kočanová, M., Lacko, I. (2007). On the trail of words. Bratislava: State Pedagogical Institute. ISBN 978-80-89225-35-4. Available at: https://www.yumpu.com/xx/

document/view/34886824/na-stope-slovam-a-tatny-pedagogicka-1-2-astav/2.

Course completion requirements:

Active participation in the class is required to pass the course. Assessment includes:

- Continuous completion of micro-assignments in seminars (40 points) on the theoretical knowledge and practical skills needed in creative writing in the educational process;

- the implementation of a semester activity (30 points) consisting in the design and management of a specific creative writing technique, the participants of the seminar;

- preparation of a term paper (30 points), which is a report on the semester activity, includes its theoretical and critical reflection and application to primary education.

The course culminates in a grade resulting from an interim review of learning outcomes during the teaching portion of the semester of study (100/0).

To pass the course, a minimum of 60 % of the marks must be obtained (at least 60 points). A minimum of 91 points is required for a final grade of A, a minimum of 81 points is required for a grade of B, a minimum of 73 points is required for a grade of C, a minimum of 66 points is required for a grade of D and a minimum of 60 points is required for a grade of E. Credit will not be awarded to a student who scores less than 60 % on any component of the assessment (micro-assignments: less than 24 points; semester activity: less than 18 points; term paper: less than 18 points).

The grade is awarded on a scale:

A (100 - 91 %, excellent - outstanding): excellent performance:

The student has an excellent command of the theory of creative writing and its use in teaching Slovak language and literature at the primary level of education, can apply, adapt, innovate and design creative writing activities in teaching practice at an excellent level, can analyse and critically assess theoretical and professional knowledge, can solve individual tasks and assignments creatively and independently without mistakes, and can further his/her education independently.

B (90 - 81 %, very good - above average standard): very good performance: the student has a very good knowledge of the theory of creative writing and its use in the teaching of Slovak language and literature, can apply, adapt, innovate and design creative writing activities in teaching practice without major errors, has a partially critical attitude to the acquired knowledge, has the ability to independently solve individual tasks and assignments, can independently further his/her education.

C (80 - 73 %, good - normal reliable work): good performance: the student has good knowledge of the theory of creative writing and its use in teaching Slovak language and literature, can apply, adapt and innovate creative writing activities in teaching practice, can reliably apply the acquired knowledge in practice, reliably solves individual tasks and assignments, can reliably further their education.

D (72 - 66 %, satisfactory - acceptable results): satisfactory performance: the student satisfactorily understands the theory and didactic use of creative writing in the teaching of Slovak language and literature, can apply and adapt existing creative writing activities in teaching practice, satisfactorily applies the acquired knowledge in practice, can satisfactorily solve individual tasks and assignments, has acceptable skills for self-study.

E (65-60 %, sufficient - results meet the minimum criteria): sufficient performance: the student demonstrates a minimum amount of knowledge of the theory and didactical use of creative writing in the teaching of Slovak language and literature, can apply existing creative writing activities in teaching practice, can explain the knowledge, but with significant errors, can solve individual tasks and assignments at a minimal level and with significant professional help, has minimal skills for self-study.

Fx (59 - 0 %, insufficient - additional work required): insufficient performance: student does not demonstrate sufficient knowledge of the theory and practice of creative writing in the teaching of Slovak language and literature, cannot apply it to the design of creative writing activities in classroom practice, has insufficient understanding of the knowledge, cannot solve individual tasks and assignments, cannot self-study further.

Slovak

Course outcomes of subject (content):

Different traditions and forms of creative writing.

The student will explore the various traditions of creative writing in diachronic sequence and internationally with a focus on integrating creative writing into educational systems. The student will gain knowledge about the institutionalization of creative writing in Slovakia. The student will be able to differentiate between product-oriented and process-oriented approaches within the various articulations of creative writing. Can apply both approaches to a selected creative writing technique.

2. Creativity, creative thinking and creative teaching. Creative writing as a creative teaching strategy.

The student will understand the grounding of creative writing in creativity as a psychological category and understand the relationship of creative writing to creative teaching. The student will understand the transformation of the phases of the creative process into the phases of creative writing as a didactic activity and be able to apply it. Understands the specific functions and goals of creative writing in school. Can implement selected associative creative writing techniques aimed at meeting didactic objectives.

3. Creative writing in the educational process with a focus on the subject of Slovak language and literature in primary education.

The student will understand the specifics of creative writing in the subject of Slovak language and literature in primary education. The student will master the concept of creative writing as a creative workshop based on creative etudes. At an appropriate level, the student will be able to design a creative etude in creative writing. Can implement selected techniques of playful creative writing aimed at meeting didactic objectives.

4. Organization of creative writing in school settings.

The student understands the conditions of implementation of creative writing in the educational process with regard to the basic educational documents (state educational program, content and performance educational standards, etc.). The student is able to assess effective organisational forms, teaching methods and aids in the didactic use of creative writing. Can implement selected techniques of structured creative writing aimed at meeting didactic objectives.

5. Functions of creative writing in the educational process. Creative writing and the development of pupils' competences.

The student will understand the specific features of the application of creative writing in the educational process in primary education, with an emphasis on creative writing as a means of developing the whole range of pupils' competences (cross-curricular, subject-specific). Can implement selected literary creative writing techniques aimed at meeting didactic objectives. Can design appropriate motivational and expository practices in creative writing.

6.Student and teacher as participant and tutor in creative writing.

The student will recognize the typology of creative writing participants and its use in school practice. The student will learn the demands of the teacher's role as a creative writing tutor and the demands on the teacher's skills. The student will be able to design appropriate fixation and presentation practices in creative writing.

Knows how to remove blockages in creative writing.

7. Specifics of assessment in creative writing.

The student will understand the specifics of diagnostic assessment in creative writing. The student learns the principles of appropriate assessment in product-oriented and process-oriented workshops and understands the role of workshops in developing the assessment skills of creative writing participants. Can undertake critical self-reflection of a completed creative writing activity.

8. Creative writing as a means of developing the personality of the young school-age child.

The student will learn to effectively design and implement creative writing techniques aimed at developing the personality of the young school-age child. The student will be able to appropriately relate creative writing techniques to didactic goals. The student will be able to distinguish organizational forms, teaching methods, and aids appropriate to creative writing aimed at personal development.

9. Creative writing as a means of developing communicative competence.

The student will learn to effectively design and implement creative writing techniques aimed at developing the communicative competence of the young school-age child. The student will be able to appropriately relate creative writing techniques to didactic goals. Can distinguish between organisational forms, teaching methods and teaching aids appropriate to creative writing aimed at developing communication.

10. Creative writing as an integrative means of fostering intra- and inter-textual relationships.

The student will learn how to effectively design and implement creative writing techniques that support the integration of knowledge and skills within and across the components of the Slovak language and literature course. The student will be able to make appropriate connections between creative writing techniques and didactic goals. Can distinguish between organisational forms, teaching methods and teaching aids appropriate to creative writing aimed at linking knowledge and skills within the subject.

11. Creative writing as an integrative means of fostering cross-curricular relationships.

Learning outcomes/ Objectives and learning outcomes:

The student will gain basic knowledge about creative writing as a strategy for creative teaching of the subject Slovak language and literature in primary education. He/she will acquire knowledge about the history and different concepts of creative writing, gain knowledge about strategies that develop creativity, learn about the peculiarities of the organisation of creative writing in school conditions and the specifics of the pupil-teacher relationship in creative writing, acquire knowledge about tools for evaluating creative writing in terms of its effectiveness. The student will acquire the skills necessary to design, implement, and evaluate creative writing techniques in educational practice. The student will learn how to use creative writing effectively in the teaching of the subject Slovak language and literature as a means of developing the personality of the child of younger school age and his/her communicative competence, as a tool for mastering the curriculum in the individual components of the subject Slovak language and literature, and as an integrative means of promoting intra-, inter- and inter-subject relationships.

The course is mainly application-oriented to the training of designing, implementing, managing and evaluating creative writing techniques as a means of educational activity. While practicing them, the student will consolidate and develop skills in the use and creation of methodological materials, didactic aids and digital technologies. The student will develop the ability to create a stimulating and respectful learning environment. In solving project tasks, the student will also consolidate and develop a number of transferable skills such as creativity, communication and organisational skills, thinking in context, abstract and critical thinking.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form

2 hours of exercise, total 22 hours per semester, combined method (primarily face-to-face)

Student workload:

2C (2 credits) for a full-time student:

11x 2 hours of direct teaching = 22 hours;

30 hours of developing a project on a chosen natural science topic in the form of a practical evaluation of research activities (observation, attempt and experimentation) usable in primary natural science education;

8 hours of preparation for the practical output - didactic analysis of the curriculum of natural science topic of primary education from the educational area Man and Nature with the application of activating and experiential methods in the process of primary natural science education

A total of 60 hours of student work.

Teaching methods: experiential methods, activating methods, project methods

Compulsory/Recommended readings:

FUCHSOVÁ, M., ADAMKOVÁ, M., PIRHÁČOVÁ LAPŠANSKÁ, M., 2020. Uses of augmented reality in biology education. In: Augmented reality in educational settings. 1. vyd., Leiden: Brill, 2020, S. 168-194, ISBN 978-90-04-40883-8. Registrované v wos

FUCHSOVÁ, M., KOREŇOVÁ, L., 2019. Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. In: European journal of contemporary education. Roč. 8, č. 1 (2019), s. 92-102 Registrované v: wos, scopus

HELD, Ľ. A KOL., 2019. Koncepcia prírodovedného kurikula pre základnú školu 2020. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2019, 385 s., ISBN 978-80-568-0197-0

HELD, Ľ., A KOL., 2011. Výskumne ladená koncepcia prírodovedného vzdelávania IBSE v slovenskom kontexte. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2011. ISBN 978-80-8082-486-0. Online: file:///C:/Users/EME201~1/AppData/Local/Temp/zoldosova-VLKPV-1.pdf

ISCED 1 – primárne vzdelávanie . Štátny pedagogický ústav, Dostupné na: http://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/inovovany-svp-1.stupen-zs/clovek-priroda/

ROCHOVSKÁ, I., AKIMJAKOVÁ, B. A KOL., 2012. Prírodovedná gramotnosť a prírodovedné vzdelávanie v predškolskej a elementárnej pedagogike. Ružomberok: Verbum, 2012, 137 s., ISBN 978-80-8084-926-9

ŽOLDOŠOVÁ, K., 2013. Primárne prírodovedné vzdelávanie. Pedagogická fakulta Trnavskej univerzity v Trnave, ISBN 978-80-8082-688-8. Online: http://pdf.truni.sk/e-ucebnice/primarne-prirodovedne-vzdelavanie/

Course completion requirements:

The student will be assessed continuously:

a) in the form of developing a project on a chosen science topic in the form of a practical evaluation of research activities (observation, attempt and experimentation) usable in primary science education with a maximum value of 60 points;

b) a practical output will then take place - a presentation of the selected natural science topic in the form of a lesson evaluated as a didactic analysis of the natural science topic of primary education from the educational area Man and Nature with the application of activating and experiential methods in the process of primary natural science education with a maximum value of 40 points.

At least 91 points are required to obtain a final grade A, at least 81 points to obtain a B grade, at least 73 points for a C grade, at least 66 points for a D grade, and at least 60 points for an E grade. Credits will not be awarded to a student who gets less than 40 points from the developed project and less than 20 points from the practical output of the didactic analysis of the natural science topic of primary education. In order to successfully complete the subject, it is necessary to obtain at least 60% of the point evaluation.

The rating is given on a scale:

A (100-91%, excellent - excellent results), excellent performance, the student is excellent versed in the curricular documents of primary science education, knows how to work with current elementary and natural science textbooks, knows procedures, methodological tools, methods and forms of implementing science primary education and knows how to apply them to the pedagogical process

B (90-81%, very good - above average standard), very good performance, the student knows how to work with current elementary and natural science textbooks very well, his orientation in the curriculum documents of primary natural science education is borderline, however, he knows procedures, methodological tools, methods and forms of implementing science primary education and knows to apply them to the pedagogical process

C (80-73%, good – normal reliable work), good performance, although the student has a good command of working with the current elementary and natural science textbooks, but orientation in the curriculum documents of primary natural science education is partially absent and partially knows the procedures, methodological tools, methods and forms of implementing science primary education, but those he knows, he can apply to the pedagogical process

D (72-66%, satisfactory - acceptable results), satisfactory performance, the student only partially masters the work with the current elementary and natural science textbooks, orientation in curricular documents of primary natural science education is partially absent, he knows only some procedures, methodological tools, methods and forms of implementation of natural science primary education and can only partially apply them in the pedagogical process

E (65-60%, sufficient - the results meet the minimum criteria), satisfactory performance, the student minimally masters the work with the current elementary and natural science textbooks and his orientation in the curriculum documents of primary natural science education is at a minimum level, he only knows a minimum of basic procedures implementation of natural science primary education and can only partially apply them in the pedagogical process

Fx (59-0%, insufficient - additional work is required), insufficient performance, the student does not sufficiently master the work with the current elementary and natural science textbooks, orientation in the curricular documents of primary natural science education is completely absent, he does not even know the basic procedures for the realization of primary natural science education and is not able to apply them in the pedagogical process

Slovak and English language

Course outcomes of subject (content):

1. Basic methods of natural science research activities. Research activities that can be used in science education at the 1st grade of elementary school. Observation, attempt, experiment in primary science education. (the student knows the relevant methods of natural science research activities and can apply them appropriately in the pedagogical process of primary natural science education)

2. Principles and safety of work in the laboratory. Laboratory aids and microscopic technique. (the student knows and is able to use the basic laboratory aids necessary for the implementation of natural science experiments in the process of primary education and at the same time controls the principles of work safety in the laboratory in terms of protecting the health of children, pupils of younger school age)

3. Work in the field. Basic procedures in field research. (the student knows the appropriate organizational forms of primary natural science education and acquires basic knowledge of work organization during field research)

4. Practical recognition and identification of selected representatives of plants and animals. (the student will acquire practical skills in identifying selected species of plants and animals, which are part of the educational standards of primary natural science education, the student will learn to work with atlases for identifying plants and animals and will acquire digital skills in identifying selected species of plants and animals using interactive mobile applications)

5. Creation of aids, creation of collections. Alternative aids for the implementation of simple biological observations and experiments. (the student has the opportunity to develop his creativity when creating his own tools and collections, and at the same time the student gains experience working with special alternative tools that can be used in primary science education)

6. Creation and presentation of an educational activity with a focus on the development of practical research skills. (the student knows how to orient himself in the curricular documents of primary science education, knows how to work with current elementary and natural science textbooks, can identify in them and at the same time practice those research activities that are applicable in the educational process of primary education)

Learning outcomes/ Objectives and learning outcomes:

The student should know the procedures, methodological tools, ways and forms of implementing science education at a younger school age and be able to apply them to the pedagogical process of primary science education. The student should be able to orient himself in the current elementary and natural science textbooks, as well as curricular documents of primary natural science education. As part of the course, students should gain work experience and at the same time will have the opportunity to strengthen their digital skills with special aids that can be used in science education at the primary level of education.

Type of activities, scope (number of hours) and methods of educational activities:

Scope, type/method of teaching and organizational form

2 hours of exercise, total 22 hours per semester, combined method (primarily face-to-face)

Student workload:

2C (2 credits) for a full-time student:

11x 2 hours of direct teaching = 22 hours;

30 hours of developing a project on a chosen natural science topic in the form of a practical evaluation of research activities (observation, attempt and experimentation) usable in primary natural science education;

8 hours of preparation for the practical output - didactic analysis of the curriculum of natural science topic of primary education from the educational area Man and Nature with the application of activating and experiential methods in the process of primary natural science education

A total of 60 hours of student work.

Teaching methods: experiential methods, activating methods, project methods

Compulsory/Recommended readings:

FUCHSOVÁ, M., ADAMKOVÁ, M., PIRHÁČOVÁ LAPŠANSKÁ, M., 2020. Uses of augmented reality in biology education. In: Augmented reality in educational settings. 1. vyd., Leiden: Brill, 2020, S. 168-194, ISBN 978-90-04-40883-8. Registrované v wos

FUCHSOVÁ, M., KOREŇOVÁ, L., 2019. Visualisation in basic science and engineering education of future primary school teachers in human biology education using augmented reality. In: European journal of contemporary education. Roč. 8, č. 1 (2019), s. 92-102 Registrované v: wos, scopus

HELD, Ľ. A KOL., 2019. Koncepcia prírodovedného kurikula pre základnú školu 2020. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2019, 385 s., ISBN 978-80-568-0197-0

HELD, Ľ., A KOL., 2011. Výskumne ladená koncepcia prírodovedného vzdelávania IBSE v slovenskom kontexte. Trnava: Typi Universitatis Tyrnaviensis, VEDA, 2011. ISBN 978-80-8082-486-0. Online: file:///C:/Users/EME201~1/AppData/Local/Temp/zoldosova-VLKPV-1.pdf

ISCED 1 – primárne vzdelávanie . Štátny pedagogický ústav, Dostupné na: http://www.statpedu.sk/sk/svp/inovovany-statny-vzdelavaci-program/inovovany-svp-1.stupen-zs/clovek-priroda/

ROCHOVSKÁ, I., AKIMJAKOVÁ, B. A KOL., 2012. Prírodovedná gramotnosť a prírodovedné vzdelávanie v predškolskej a elementárnej pedagogike. Ružomberok: Verbum, 2012, 137 s., ISBN 978-80-8084-926-9

ŽOLDOŠOVÁ, K., 2013. Primárne prírodovedné vzdelávanie. Pedagogická fakulta Trnavskej univerzity v Trnave, ISBN 978-80-8082-688-8. Online: http://pdf.truni.sk/e-ucebnice/primarne-prirodovedne-vzdelavanie/

Course completion requirements:

The student will be assessed continuously:

a) in the form of developing a project on a chosen science topic in the form of a practical evaluation of research activities (observation, attempt and experimentation) usable in primary science education with a maximum value of 60 points;

b) a practical output will then take place - a presentation of the selected natural science topic in the form of a lesson evaluated as a didactic analysis of the natural science topic of primary education from the educational area Man and Nature with the application of activating and experiential methods in the process of primary natural science education with a maximum value of 40 points.