Razredni Pouk 1 Stopnja - Ucni Nacrti 2014-2015

UM PEF, Univerzitetni tudijski program 1. stopnje Razredni poukUM PEF, Univerzitetni tudijski program 1. stopnje Razredni pouk

PEDAGOKA FAKULTETAKoroka cesta 1602000 Maribor, Slovenijawww.pef.um.si

TUDIJSKI PROGRAM 1. STOPNJE

RAZREDNI POUK

UNI NARTI PREDMETOV2014/2015

UNI NART PREDMETA / SUBJECT SPECIFICATION

Predmet:Tuji jezik za uitelje razrednega pouka

Subject Title:English for Primary School Teachers

tudijski programStudy programmetudijska smerStudy fieldLetnikYearSemesterSemester

Razredni poukElementary Education1.poletniSpring

Univerzitetna koda predmeta / University subject code:

PredavanjaLecturesSeminarSeminarVajeTutorialLaborat. vajeLab workTerenske vajeField workSamostojno deloIndividual workECTS

303060 4

Nosilec predmeta / Lecturer:Mihaela Brumen

Jeziki / Languages:Predavanja / Lecture:angleki / English

Vaje / Tutorial:angleki / English

Pogoji za vkljuitev v delo oz. za opravljanje tudijskih obveznosti:

Prerequisites:

Pogojev ni.None.

Vsebina:

Content (Syllabus outline):

1. Obravnava razlinih tematskih sklopov za irjenje besedia in utrditev anglekih jezikovnih struktur ter izgovorjave; tematski sklopi so vezani na izobraevanje oz. vsebine, s katerimi se bodo uitelji razrednega pouka najvekrat sooali v razredu in so tudi zanimive za uence, ki jih bodo pouevali1. Obravnava anglekih jezikovnih struktur, funkcij in norm v avtentinih besedilih (vezanih na pedagoko tematiko) ter selekcije in evalvacije novih informacij v angleini1. Interpretacija avtentinih besedil s podroja izobraevanja, ki temelji na semantini, pragmatini ter morfo-sintaktini progresiji1. Primerjava znailnosti anglekega (pedagokega/izobraevalnega) kulturnega prostora s slovenskim (interkulturne vsebine)1. Obravnava komunikacijskih vein in jezikovnih spretnosti na podroju izobraevanja uiteljev razrednega pouka ter kreativne, interaktivne jezikovne dejavnosti ter ravnanje v ustrezni situaciji1. Uporaba informacijsko-komunikacijske tehnologije in sistemov na podroju izobraevalne dejavnosti

1. Discussion about different topics with the intention to broaden English vocabulary, language structure and pronunciation; topics include educational contents with which primary/elementary teachers are confronted in everyday situations or during instruction, and are otherwise interesting to learners/pupils1. Handling of English language structures, functions and norms in authentic texts (connected to pedagogical/educational issues); selection, evaluation and assessment of new information in English1. Interpretation of authentic texts (connected to pedagogical/educational issues) which is based on semantic, pragmatic and morphologic-syntactic progression1. Comparison of characteristics in English (pedagogical/educational) sphere with Slovene (intercultural issues)1. Discussion of communication skills from pedagogy and creative, interactive language activities and their handling in suitable situation1. The use of information-communication technology and systems from the pedagogical /educational area

Temeljni tudijski viri / Textbooks:

Walton, R., Bartram, M.: Initiative, Cambridge University Press, Cambridge, 2005.Broadhead, A.: Advance your English, Cambridge University Press, Cambridge, 2004.O'Dell, F.: English Panorama, Cambridge University Press, Cambridge, 2005.Tullis, G., Talcott, C.: Target Score, Cambridge University Press, Cambridge, 2005.Foll, D., Kelly, A.: First Certificate Avenues, Cambridge University Press, Cambridge, 2004.Hewings, M.: Advanced Grammar in Use, Cambridge University Press, Cambridge, 2002.Haines, S., Nettle M., Hewings, M.: Advanced Grammar in Use: Supplementary Exercises, Cambridge University Press, Cambridge, 2005.An English-English Advanced (Students) Dictionary, eg. Collins, Cobuild: Advanced Learners Dictionary, HarperCollins, Glasgow, 2004.

Cilji:

Objectives:

Cilj predmeta je seznaniti tudente z naeli in zakonitostmi anglekega jezikovnega sistema in razvijanje kompetence v pisnem in ustnem sporoanju, zlasti s podroij izobraevanja uiteljev razrednega pouka.The objective of this course is to acquaint students with the English language norms in oral and written form, namely from pedagogical/educational contents for primary/elementary school teachers.

Predvideni tudijski rezultati:

Intended learning outcomes:

Znanje in razumevanje:

Po zakljuku tega predmeta bo tudent sposoben1. izkazati znanje in razumevanje anglekega jezikovnega sistema v pisnem in ustnem sporoanju, vsebine so vezane na izobraevanje uiteljev razrednega pouka,1. pripraviti kraje prezentacije o razlinih izobraevalnih/pedagokih vsebinah,1. uporabljati omejeno tevilo strokovnih izrazov iz pedagokega/izobraevalnega podroja.

Knowledge and understanding:

On completion of this course the student will be able to1. demonstrate knowledge and understanding of English language system in oral and written form, topics are connected to pedagogical/educational issues for primary school teachers,1. prepare short presentations about different pedagogical/educational contents,1. use a limited number of terms from the pedagogical/educational area.

Prenosljive/kljune spretnosti in drugi atributi:

1. Spretnosti komuniciranja: pisno in ustno izraanje, javno nastopanje,1. Delo v skupini: reevanje skupnih zadolitev v parih in manjih skupinah.1. Reevanje problemov: sposobnost reevanja pedagokih problemov v razlinih kontekstih.Transferable/Key skills and other attributes:

Communication skills: oral and written expression, public speaking,1. Working in a group: solving tasks in pairs and small groups,1. Problem solving: the ability to solve educational/didactic problems in various contexts.

Metode pouevanja in uenja:

Teaching and learning methods:

1. predavanja, 1. seminarske vaje,1. individualne naloge,1. tudentova jezikovna mapa,1. simulacije,1. igre vlog.1. lectures,1. tutorial,1. individual assignments,1. language portfolio,1. simulation,1. role playing.

Naini ocenjevanja:Dele (v %) /Weight (in %)Assessment methods:

1. portfolio1. pisni izpit.

40601. portfolio,1. written examination.

Opomba: Navedene sestavine so obvezna sestavina unega narta predmeta kot ga doloajo Merila za akreditacijo visokoolskih zavodov in tudijskih programov v 7. lenu (Ur. l. RS, t. 101/2004).


Predmet:Astronomija

Subject Title:Astronomy


Razredni poukElementary education3.

4. zimski/poletniAutumn/SpringpoletniSpring



301575 4

Nosilec predmeta / Lecturer:Marko Marhl

Jeziki / Languages:Predavanja / Lecture:slovenski / Slovene

Vaje / Tutorial:slovenski / Slovene


Prerequisites:

Pogojev ni. None.

Vsebina: Content (Syllabus outline):

Nebesni objekti in pojavi (Zemlja, Luna, planeti, kometi, asteroidi, meteorji, meteorski roji, meteoriti, Sonce, ivljenje zvezd, naa galaksija, galaksije v vesolju, vesolje kot celota, veliki pok, ). Astronomska opazovanja (pogoji opazovanja, glavne karakteristike teleskopov, opazovanje s prironimi optinimi pripomoki, opazovanje objektov skozi teleskop, najveji observatoriji na svetu, teleskopi prihodnosti). Ozvezdja in grka mitologija (pomen ozvezdij neko in danes, orientacija na nonem nebu s pomojo ozvezdij, grki miti in legende povezane s posameznimi ozvezdji, vrtenje Zemlje okoli njene osi in kroenje Zemlje okoli Sonca, nastanek horoskopa). Raunalniki programi in internet (prednosti raunalnikih programov pred zvezdnimi kartami, raunalniki programi Skymap, Starry Night, Moon Atlas, zanimivi internetni naslovi). Didaktine igre (vrtenje Zemlje okoli svoje osi, kroenje Zemlje okoli Sonca; Sonce, Zemlja, Luna; planeti, zvezde). Objects in the sky, processes and phenomena (Moon, planets, comets, asteroids, meteors, meteorites, Sun, life of stars, our galaxy, galaxies in universe, universe in general, Big Bang, ). Astronomical observations (conditions for observation, main characteristics of telescopes, observation with every-day optical devices, observation with telescopes, the biggest telescopes in the world, telescopes of the future). Star constellations and Greek mythology (role of constellations in the past and today, orientation according to night sky, Greek myths and legends, rotation of the Earth, revolution of the Earth round the Sun, development of horoscope. Computer programmes and internet (advantages of computer programmes in comparison to sky maps, computer programmes: Skymap, Starry Night, Moon Atlas, selected www-pages). Instructional games (rotation of the Earth, revolution of the Earth round the Sun; Sun, Earth, Moon; planets, stars).


Avsec F., Prosen M. (1989). Astronomija. Ljubljana: DMFA. Zwitter T. (2002). Pot skozi vesolje. Ljubljana: Modrijan. Moore, P. (1999). Atlas vesolja. Ljubljana: Mladinska knjiga.Roy, A. (1999). Oxfordova enciklopedija astronomije. Ljubljana: DZS. Prosen, M. in Prosen, S. (2002). Zvezdni miti in legende. Ljubljana: Zalonitvo Jutro. Kunaver, P. (1981). Pravljica in resnica o zvezdah. Ljubljana: Mladinska knjiga.

Cilji:Objectives:

Pregledna predstavitev osnovnih nebesnih objektov in pojavov. Pridobivanje praktinih izkuenj pri opazovanju nebesnih teles in pojavov. Priprava na samostojno izvajanje astronomskih opazovanj v oli. Predstaviti osnovna ozvezdja in jih povezati z grko mitologijo, kar prispeva k bolj trajnemu oblikovanju podobe zvezdnega neba in s tem bolje orientacije na zvezdnem nebu. Nauiti se uporabljati raunalnike programe in znajti se na internetu. Priprava na delo v razredu (eksperimenti, didaktine igre, ) Giving an overview of basic objects in the sky, processes and phenomena. To gain practical experience by observing objects in the sky and phenomena. Preparation for self-supporting realization of astronomical observation in school. Presentation of basic constellations in context of Greek mythology, which contributes to better imagination of star position and orientation in the night sky. Using computer programmes and be able to find appropriate information on the internet. Preparations for working in school (experiments, instructional games, )




Poznati osnovne nebesne objekte in pojave. Pridobiti si praktine izkunje za opazovanje nebesnih teles in pojavov ter se usposobiti za samostojno izvajanje preprostih astronomskih opazovanj v oli. Poznati osnovna ozvezdja in jih povezati z grko mitologijo. Znati se orientirati na nonem nebu. Znati uporabiti zvezdno karto ter si pomagati z raunalnikimi programi in internetom. Pridobiti si znanja in izkunje, ki se neposredno navezujejo na delo v razredu (eksperimenti, didaktine igre, )


Recognising basic objects in the sky and phenomena. Developing practical skills for observing objects in the sky and be able to carry out astronomical observation in school. Recognising basic constellations and put them into the context of Greek mythology. Be able to orient according to objects in the sky. Using sky map, computer programmes and be able to find appropriate information on the internet. Having knowledge and experience which are of vital importance for working in school (experiments, instructional games, )


Skozi praktino eksperimentalno delo in delo na terenu usvojiti kljune naravoslovne postopke ter si pridobiti praktine izkunje opazovanja. Prenos uporabe univerzalnih metod raziskovalnega in praktinega dela s primerov iz tudija na primere olske prakse in vsakdanjega ivljenja.Transferable/Key skills and other attributes:

By practical experimental and field work gain knowledge about crucial scientific approaches in science and develop skills for observing. Transfer of universal scientific methods used during the study to examples in school praxis and problems in everyday life.



Predavanja Eksperimentalne vaje Terensko delo, ekskurzija Lectures Experiments Field work, excursion


Ustni izpit Praktine naloge oz. izdelki 6040 Oral examination practical works



Predmet:Branje

Subject Title:Reading


Razredni poukElementary education1.zimskiAutomn



30 3030 3

Nosilec predmeta / Lecturer:Marija Ropi




Prerequisites:

Pogojev ni. None.

Vsebina:


Opredelitev branja. Bralni modeli. Dejavniki branja. Kognitivni dejavniki pri branju: dekodiranje - sluni procesi zaznavanja pri branju: fonemska segmentacija, fonemska diskriminacija, vidni procesi zaznavanja pri branju. BRALNO RAZUMEVANJE. Stopnje bralnega razumevanja, stopnje, ki jih je mogoe dosei pri pouku. Bralni razvoj, bralne stopnje. Metode opismenjevanja: analitine, sintetine, analitino-sintetine, globalne, kombinirane, spontano opismenjevanje. Uenje s pomojo branja. Bralne strategije.

Definition of reading. Reading models. Reading process; cognitive influences on reading, auditive perception processes; phonemic segmentation, phonemic discrimination; visual perception. READING UNDERSTANDING. Levels of reading understanding. Levels, which can be achieved in learning process at school. Reading development., reading levels. Methods for achieving literacy: analytical, synthetically analytical-synthetically whole language approach combined emerging literacy Learning through reading. Reading strategies.


Pejak S.(1999): Osnove psihologije branja. Ljubljana.Pejak. S., A. Gradiar (2003): Bralne une strategije. Ljubljana.Pejak S.(2000): Z igro razvijamo komunikacijske sposobnosti uencev. Ljubljana 2000.Ropi M.(2001): Na vrtiljaku rk 2. Prironik. Ljubljana .Ropi M.(2002): Na vrtiljaku rk 3. Prironik. Ljubljana.

Cilji:Objectives:

Cilj predmeta je, da tudenti usvojijo znanje in metode za spodbujanje otrokovega opismenjevalnega procesa in procesa usvajanja bralne kompetence. The objective of the course is to acquaint students with knowledge and methods for encouraging child's literacy and reading competence process.




tudenti znajo opredeliti branje in stopnje v usvajanju bralne spretnosti.

Poznajo dejavnike branja: kognitivne dejavnike pri branju: (dekodiranje - slune procese zaznavanja pri branju fonemsko segmentacijo, fonemsko diskriminacijo, ter vidne procese zaznavanja pri branju).

Poznajo zakonitosti usvajanja bralnega razumevanja: tri stopnje bralnega razumevanja, stopnje, ki jih je mogoe dosei pri pouku.

Poznajo metode opismenjevanja.

Razumejo, da sta branje in uspenost usvajanja bralne spretnosti tesno povezana z uenevo kompetenco UITI SE, zato razumejo, da je pouk branja proces, ki traja vso osnovno olo in nima kvalitativnega vrha. Razumejo, da se proces opismenjevanja drsee prevea v proces usvajanja spretnosti uenja s pomojo branja. Razumejo pomen usvajanja bralnih strategij in razvoja bralne metakognicije.


Students can demonstrate knowledge, what is reading, which are the steps in reading acquisition.

They can recognize elements of reading: cognitive elements, as decoding, phonemic segmentation, phonemic discrimination, and visual part of the reading perception.

They will be able to select a appropriate literacy method for they pupils. Students know and are able to decide when to use literacy methods

They will be able to relate reading and reading ability with pupils learning competence. So they will understand the reading acquisition as the process, which lasts through whole education and has no qualitative top.

Students will understand the meaning of reading strategies acquisition and the meaning of reading metacognition.


Spretnost uporabe strokovne literature, uporaba IKT in drugih didaktinih pripomokov. Uporaba bralnih strategij pri optimiranju lastnega tudijskega procesa. Transferable/Key skills and other attributes:

The skill of using literature, using ICT and other didactic devices, skill of using reading strategies for the optimization of their own study process.



Predavanja, individualne naloge, sodelovalno (dialoko) uenje, tudentova mapa, laboratorijske vaje, simulacije, igre vlog. Lectures, individual assessment, group and dialogue learning, portfolio, role play


portfolio pisni izpit2575 portfolio written examination



Predmet:Dejavnosti izven uilnice pri pouku spoznavanja okolja in drube

Subject Title:Environmental and Social Studies lessons outside the classroom


Razredni poukElementary education3.

4. zimski/poletniAutumn/SpringpoletniSpring



3015754

Nosilec predmeta / Lecturer:Vlasta Hus




Prerequisites:

Pogojev ni. None.

Vsebina:


Temeljne znailnosti pouka spoznavanje okolja in drube izven uilnice. Analiza nacionalnih unih nartov za pouk spoznavanje okolja in drube z vidika monosti izvajanja pouka izven uilnice. Razvoj druboslovnih in naravoslovnih spretnosti in sposobnosti pri pouku spoznavanja okolja in drube izven uilnice. Oblike pouka spoznavanja okolja in drube izven uilnice: uni sprehod (neposredna bliina ole), izlet, ekskurzija, ola v naravi. Nartovanje in priprava pouka spoznavanje okolja in drube izven uilnice. Didaktini pristopi pri izvajanju pouka spoznavanje okolja in druba izven pouka. Naini vrednotenja pouka spoznavanje okolja in drube izven uilnice. Basic characteristics of the Environmental and Social Studies lessons outside the classroom. Analysis of national curricula from the viewpoint of realization possibilities of lessons outside the classroom. Development of sociological and natural skills and capabilities. Types of lesson: teaching walk (vicinity of school), school trip, excursion, open-air school. Designing and preparation of lessons. Didactic approaches. Evaluation methods.


Gros, J. (2002). V naravo z glavo: zakaj pa ne? Ljubljana: Center olskih in obolskih dejavnostiBudnar, M., Hus. V., et.al. (2006) Druba 4. Natovanje, pouevanje, uenje, ocenjevanje. odeli pouevanja in uenja. Ljubljana: Zavod Republike Slovenije za olstvo.Naji, M. (1998). Narava, ola najveje modrosti (videoposnetek). Blejska Dobrava: VideofonKristan, S. (1996). ola v naravi. Radovljica: DidaktaJerner Martin, David.(2001). Constructing Early Childhood Science.Delmar. Kennsaw StateUniversity. Avstralia

Cilji:Objectives:

Cilj tega predmeta je seznaniti tudente s temeljnimi znailnostmi pouka spoznavanje okolja in drube izven uilnice in jih usposobiti za njihov prenos v prakso.

The objective of this course is to acquaint students with the basic characteristics of the Environmental and Social Studies lessons outside the classroom and to teach the students how to transfer them into practice.

Predvideni tudijski rezultati: uni sprehodi,



Po zakljuku tega predmeta bo tudent sposoben utemeljiti pomen in vlogo pouka spoznavanje okolja in drube izven uilnice, organizirati pouk spoznavanja okolja in drube izven uilnice, nartovati pouk spoznavanje okolja in drube izven uilnice, izbrati najustreznejo obliko pouka spoznavanja okolja in drube izven uilnice, uporabiti razline didaktine pristope za izvedbo pouka spoznavanje okolja in drube izven uilnice, vrednotiti pouk izven uilnice.


On completion of this course the student will be able to justify the importance and role of lessons outside the classroom, organize the lessons, choose the most appropriate type of lesson, use various didactic approaches for realization of lessons, evaluate the lessons.


Uporaba domae in tuje literature ter sredstev IKT. Uporaba uil in drugih didaktinih pripomokov. Skupinsko delo. spretnotnost komuniciranja. organizacijske spretnosti. Timsko delo. Transferable/Key skills and other attributes:

Use of home and foreign literature and ICT means. Use of teaching requisites and others didactic aids. Work in groups. Communication skills. Organisational skills Teamwork.



predavanja, ekskurzije, laboratorijske vaje, uni sprehodi, domae naloge. lectures, exursion, lab work, field work, homework assignments.


praktine naloge pisni izpit. 5050

practical assesment, written examination.


UNI NART PREDMETA / COURSE SYLLABUS

Predmet:Delo s stari

Course title:Work with parents

tudijski program in stopnjaStudy programme and leveltudijska smerStudy fieldLetnikAcademic yearSemesterSemester

Razredni pouk4poletni

Elementary education4spring

Vrsta predmeta / Course typeizbirni / optional

Univerzitetna koda predmeta / University course code:

PredavanjaLecturesSeminarSeminarVajeTutorialKlinine vajeworkDruge oblike tudijaSamost. deloIndivid. workECTS

30151055

Nosilec predmeta / Lecturer:dr. Tina Vrnik Pere

Jeziki / Languages:Predavanja / Lectures:slovenina / slovene

Vaje / Tutorial:slovenina / slovene


Prerequisits:

Ni pogojev.No prerequisits.


Vpogled v zakonske opredelitve vkljuevanja starev v vzgojno izobraevalni proces Vpogled v andragoko specifiko dela s stari Pomen pedagokega trinoma: uenec- uitelj- stari Tradicionalne oblike sodelovanja uiteljev s stari Odprta ola in vrste dela s stari Pedagoka komunikacija kot pedagoki odnos: participativen, kompenzacijski, paternalistini Izobraevanje starev Priakovane sposobnosti uitelja za uinkovito delo s stari Oblikovanje pisnih vabil k sodelovanju starev

The insight in to the legal definitions of parents inclusion in to the educational process The insight in to the special work with adults and parents The meaning of pedagogical collaboration : pupil theacher - parents The traditional forms of teachers collaborations with parents The open school and the forms of work with parents Pedagogical comunication as a pedagogical relation Education for the parents Expectations ( fit for work) for good work with the parents The written forming of invitations to parents collaborations

Temeljni literatura in viri / Readings:

Razdevek Puko,C.at all 1996: Drugae v drugano olo, Pedagoka fakulteta, LjubljanaWilliams, D.1999: Handbook for Involving Parents in Education, Humanics Lim. Atlantaagar, D. at all 2001: Razrednik, vloga, delo in odgovornost, Jutro,LjubljanaPunder, M.1998: Kaj bi uitelji in stari e lahko vedeli?, ZRS, LjubljanaPunik, M. at all 2000: Razrednik v osnovni in srednji oli, ZRS, LjubljanaAman, T. 2012. Sodobni razrednik, ZRS, Ljubljana

Cilji in kompetence:Objectives and competences:

Student/ka: pozna osnove osnove sodelovanja s stari in jih zna prenesti v prakso razvija interes za fleksibilne oblike sodelovanja s stari razume pomen medsebojnih odnosov in komunikacije

Studet: knows basics of collaboration with parents and knows how to use them in practice develops interest for flexible forms of cooperation with parents understands the importance of personal relations and communication




Po zakljuku tega predmeta bo tudent sposoben: izkazati znanje vzgojno izobraevalnega dela s stari, izkazati razumevanje specifinega uiteljevega dela s stari znati uporabiti pedagoko komunikacijo.


On completion of this course the student will be able to: demonstrate knowledge of educational work with the parents demonstrate the understanding of teachers specific work with the parents to apply the pedagogical communication.


Spretnost komuniciranja. Organizacijske spretnost. Delo s posameznikom in skupino.Transferable/Key skills and other attributes:

Skills of communication, Skills of organization, Work with the individuals and with the groups.


Learning and teaching methods:

visokoolsko predavanje,metoda razgovora, metoda reevanja problemov, sodelovalno uenje, seminarske vajelecture, the method of discourse, problem solving, cooperative learning, tutorial

Naini ocenjevanja:Dele (v %) /Weight (in %)Assessment:

Pisni izpitOpravljena seminarska naloga Obvezna 80 % udeleba na seminarskih vajah 5050

Written examCompleted tutorialCompulsory 80 % attendance at tutorial

Reference nosilca / Lecturer's references:

VRNIK PERE, Tina, KOZINA, Ana, RUTAR LEBAN, Tina. Negative school factors and their influence on math and science achievement in TIMSS 2003.Educ. stud., 2011, vol. 37, no. 3, str. 265-276VRNIK PERE, Tina, KOZINA, Ana, RUTAR LEBAN, Tina. olska svetovalna sluba v osnovnih olah : vloga in delovne naloge s posebnim poudarkom na delu z nadarjenimi uenci in dodatni strokovni pomoi.Sodob. pedagog., 2008, letn. 59, t. 2, str. 82-98.VRNIK PERE, Tina. Razvoj konceptov pomoi otrokom s posebnimi potrebami : zakonodaja in praksa.ols. svetov. delo, 2007, letn. 12, t. 1/2, str. 24-28. VRNIK PERE, Tina. Politika EU do vzgoje in izobraevanja otrok s posebnimi potrebami.Sodob. pedagog., 2007, letn. 58, t. 1, str. 130-144.


Predmet:Didaktini praktikum iz naravoslovja in tehnike

Subject Title:Didactically practical course of science and technics


Razredni poukElementary education2.poletniSpring



1530 45 3

Nosilec predmeta / Lecturer:Samo Fonari




Prerequisites:

Pogojev ni. None.

Vsebina:


Prostori: bivanje, gibanje. Kapljevine: pretakanje, viinska razlika. Toplota in temperatura. Voda: kroenje vode, modeli. Zrak: zmes plinov. Premikanje, prevaanje in prenaanje. Snovi: pretakanje, razvranje, spreminjanje lastnosti. Gonila: verina, jermenska, torna, zobata. Izdelava igrae. Zemlja: gibanje, dan, no, orientacija. Vreme: vetrovi, tokovi, oblanost, vlanost. Areas: residence, movement. Fluids: decantation, altitude. Heat and temperature. Water: water cycling, models. Air: composition of gas. Motion, transportation and transmission. Materials: decentation, sorting, modifaying of characteristic. Gears: chains, straps, torsion, Making a toy Eearth: circular motion, day, night, orientation. Weather: Winds, streams, clouds, moisture.


Fonari, S., Marhl, M. in Grubelnik, V. (2002). Priprava uitelja na eksperimentalno delo pri predmetu naravoslovje in tehnika v 4. razredu : delovni ubenik za strokovno izpopolnjevanje uiteljev. Pedagoka fakulteta. Maribor.Fonari, S., MarhlL, M. in Grubelnik, V. (2003). Priprava uitelja na eksperimentalno delo pri predmetu naravoslovje in tehnika v 5. razredu : delovni ubenik za strokovno izpopolnjevanje uiteljev. Pedagoka fakulteta. Maribor. Vadnal A. (ured.) (1996). Voda bo gnala moj mlinek, zbirka seminarskih nalog iz naravoslovja na razredni stopnji. ZRS. Ljubljana.Uni nart (2004).Program osnovnoolskega izobraevanja. Naravoslovje in tehnika. Ljubljana, MZ, ZRS

Cilji:

Objectives:

Cilj predmeta je, tudente seznaniti z izkustvenim doivljanjem eksperimentalnega dela in njihovimi temeljnimi didaktinimi prijemi.The objective of this course is to acquaint students with experience of experimental work and their basic didactical guidance.




Po zakljuku tega predmeta bo tudent sposoben izkazati znanje in razumevanje osnovnih pojmov naravoslovja in tehnike, identificirati in reiti probleme povezane z eksperimentalnim delom in jih uporabiti na drugih podrojih, pokazati sposobnost nartovanja in razumevanje principov dokazovanja.


On completion of this course the student will be able to demonstrate knowledge and understanding of basic concepts in science and technics, identify and solve problems related to experimental work and use them in other areas, show ability of planning and understanding of principles of proofs.


Spretnosti komuniciranja: ustno izraanje pri zagovoru portfolia, pisno izraanje pri pisnem izpitu. Uporaba informacijske tehnologije: uporaba programskih orodij pri naravoslovju in tehniki. Reevanje problemov: sposobnost reevanja eksperimentalno-didaktinih problemov v razlinih kontekstih.Transferable/Key skills and other attributes:

Communication skills: oral exam at portfolio, manner of expression at written examination. Use of information technology: use of software tools in science and technics. Problem solving: ability to solve experimental and didactics problems in various contexts



predavanja, laboratorijske vaje. lectures, lab work.


portfolio pisni izpit.4555 portfolio written examination.



Predmet:Didaktika

Subject Title:Didactics


Razredni poukElementary education2.zimskiAutumn



453075 5

Nosilec predmeta / Lecturer:Milena Ivanu Grmek




Prerequisites:

Pogojev ni. None.


Uvod v didaktiko. Opredelitev temeljnih didaktinih pojmov: pouk, uenje, pouevanje, izobraevanje, vzgoja, ola. Uitelj, uenec, olski sistem, uni nart, predmetnik, urnik Nartovanje pouka. Uiteljeva letna, tedenska, dnevna priprava. Nartovanje ciljev, vsebine in unih pripomokov. Artikulacija une ure. Specifika pouka v prvem in drugem triletju devetletke. Izvajanje pouka Metode, oblike in strategije pouevanja. Uiteljeva vloga pri pouku. Druge uiteljeve vloge: uitelj razrednik, uitelj mentor, timsko delo, sodelovanje s stari. Aktivnosti uencev pri pouku. Komunikacija med uitelji in uenci pri pouku. Samostojno delo uencev v oli in doma. Vrednotenje in analiza pouka. Preverjanje in ocenjevanje znanja. Znailnosti, vrste, oblike in metode preverjanja in ocenjevanja znanja. Preverjanje in ocenjevanje znanja v prvem in drugem triletju devetletke. Uiteljevo spremljanje in analiza lastnega dela, refleksija, akcijsko raziskovanje. An introduction to Didactics. Definition of basic didactic terms: lesson, learning, teaching, education. Teacher, pupil, school system, curriculum, weekly schedule of subjects, timetable. Planning of educational process. A teachers annual, weekly, daily lesson plan. Planning of goals, contents and learning tools. Articulation of a lesson. Specification of a lesson in the first and second triennium of a nine year elementary school. Carrying out a lesson. Methods, forms and strategies of teaching. A teachers role during a lesson. Other teachers roles: classteacher, teacher mentor, team work, cooperation with parents. Pupils activities during lesson. Communication between teachers and pupils during a lesson. Individual work of pupils at home and in school. Estimation and analysis of a lesson. Knowledge examining and grading. Characteristics, ways, forms and methods of knowledge examining and grading. Knowledge examining and grading in the first and second triennium of a nine year elementary school system. A teachers monitoring and analysis of his/her own work, reflection, action research.


Blai, M.,Ivanu Grmek, M.,Kramar, M., Strmnik, F. (2003). Didaktika. Visokoolski ubenik. Novo mesto: Visokoolsko sredie, Intitut za raziskovalno in razvojno delo.Ivanu Grmek, M. (2003). Ubeniki kompleti v prvem triletju devetletne osnovne ole. Sodobna pedagogika, 54, t. 5, str. 74 - 89.Ivanu Grmek, M. (2004). Didaktine znailnosti pouka v devetletni osnovni oli. Pedagoka obzorja, 19, t.1, str. 2 16.Kron, F. (2001). Grundwissen Didaktik. Mnchen, Basel: Ernst Reinhardt Verlag.

Cilji:Objectives:

tudent/ka: se seznani z osnovami didaktike in zna teoretina spoznanja prenesti v pedagoko prakso, se usposablja za nartovanje in izvajanje pouka v prvem in drugem triletju devetletke, si razvija interes in sposobnosti za uno delo (pouevanje, usmerjanje, vodenje), se usposablja za vrednotenje in analizo pouka. Student (he or she): becomes familiar with: the principles of Didactics and knows how to transfer theoretical knowledge into pedagogical practice, gets trained for planning and executing a lesson in the first and second triennium of a nine year school system develops interest and capabilities for teaching work (teaching, directing, leading) gets trained for lesson assessment and analysis




Zna opredeliti temeljne didaktine pojme in pojasniti odnos med njimi. Opie artikulacijske stopnje. Opie in analizira razline vloge uitelja pri delu z uenci. Pojasni razliko med preverjanjem in ocenjevanjem znanja. Opredeli pomen in naine spremljanja in vrednotenja pouka


knows how to define basic didactic terms and explains the correlation between them. Describes articulation stages Describes and analyses different roles of a teacher when working with pupils Explains the difference between knowledge examining and grading Defines the importance and ways of lesson monitoring and assessment.


Zna zapisati elemente letne, tedenske, dnevne priprave. Zna zapisati cilje in vsebino. Zna izbrati ustrezne une metode. Zna opredeliti opisnike za oblikovanje opisne ocene. Zna pripraviti pisni preizkus znanja.Transferable/Key skills and other attributes:

knows how to write down the elements of annual, and daily lesson plans knows how to write down the goals and contents. knows how to select appropriate learning methods knows how to define descriptors to form the descriptive mark knows how to prepare a written examination



Visokoolsko predavanje, metoda razgovora, metoda reevanja problemov, mikropouk, sodelovalno uenje. higher education lecture, the method of discourse, problem solving, microteaching, cooperative learning.


pisni ali ustni izpit projekt

7030 oral or written exam project



Predmet:Didaktika glasbene umetnosti I

Course title:Music Didactic I


Razredni pouk3.Letni

Elementary Education3.Spring

Vrsta predmeta / Course typeObvezni/ obligatory


PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLaboratory workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

3015291N755

Nosilec predmeta / Lecturer:Janja rinovi Rozman

Jeziki / Languages:Predavanja / Lectures:slovenski / Slovene



Prerequisits:

Izpit iz Vokalno-instrumentalnega pouka I in II.Examination from Vocal-instrumental Course I in II.


Uvod: opredelitev pojma in vloge unega predmeta glasbena vzgoja na razredni stopnji pouevanja. Glasba in otrokov razvoj s poudarkom na obdobju od 6. do 10 leta starosti: glasbene razvojne znailnosti in teorije. Uenje glasbenega miljenja: koncepti, strategije in principi glasbenega uenja. Uno okolje in organizacija glasbenega pouevanja: okolje za glasbeno pouevanje in uenje, glasbena oprema, glasbeni mediji, organizacija pouka. Individualizacija glasbenega pouka: neformalni razred, individualiziran glasbeni pouk, glasbeno delo z uenci s posebnimi potrebami. Nartovanje glasbenega kurikula na razredni stopnji: cilji, vsebine, metode, glasbene dejavnosti. Nartovanje pouevanja glasbene vzgoje na razredni stopnji: kriteriji za oblikovanje unih enot, oblikovanje natanne une priprave. Praktine aplikacije pouevanja glasbe na razredni stopnji. Evalvacija: uiteljeva samoevalvacija, ocenjevanje glasbenih dosekov uencev. Raziskovalne aktivnosti. Introduction: definition of conception, role and teaching subject music education on the elementary level. Music and child development: developmental characteristics, and theories. Learning to think musically: concepts, strategies, and principles of music learning. The learning environment and organisation of music instruction: environments necessary for music teaching and learning, the musical equipment, the music media, and lessons organising. Individualization of music instruction: the informal classroom, individualized music instruction, music works with specials learners. Planning curricula on the elementary level: goals, contents, methods and music activities. Planning for teaching music on the elementary level: criteria for use in designing lesson plans, designing detailed music lesson plans. Practical applications of teaching music on elementary level. Evaluation: the teachers self-evaluation, evaluation of childrens music achievements. Exploratory activities.


Kerr, B. (Ur.) (2009). Encyclopedia of Giftedness, Creativity, and Talent. Volume 1, 2. Thousand Oaks: SAGE Publications, Inc. Nye, R.E., Nye V.T. (1985). Music in the Elementary School. Fifth Edition. Prentice-Hall. Uni nart (2011). Program osnovna ola. Glasbena vzgoja. Ljubljana, Ministrstvo za olstvo in port, ZRS. Sloboda, J.A. (2004). The Musical Mind. The Cognitive Psychology of Music. New York, Oxford University Press. rinovi Rozman, J., Kovai, B.. Musical talent. Pedago. obz., 2010, letn. 25, t. 3/4, str. 47-59.


Cilj predmeta je spoznavanje glasbenega razvoja otrok, glasbenega miljenja, nartovanja pouka glasbe ter aplikacija pridobljenega znanja in spretnosti v prakso.The objective of this course is to become aware of child's music development, musical thinking, planning for teaching and application of acquired knowledge and skills to the praxis.




Po zakljuku tega predmeta bo tudent sposoben izkazati znanje in razumevanje glasbenega razvoja otrok in glasbenega miljenja, identificirati in razloiti elemente makro in mikro nartovanja glasbenega pouka, uporabiti pridobljeno znanje za praktino aplikacijo na podroju glasbenega pouka.


On completion of this course the student will be able to demonstrate knowledge and understanding of child's musical development, identify and explain elements of macro and micro planning for teaching music, use the acquire knowledge for practical application on the field of music education.


Spretnosti komuniciranja: glasbeno in ustno izraanje pri zagovoru portfolia, pisno izraanje pri pisnem izpitu. Uporaba informacijske tehnologije: uporaba programskih orodij na podroju glasbe. Reevanje problemov: sposobnost reevanja glasbeno-didaktinih problemov v razlinih kontekstih.Transferable/Key skills and other attributes:

Communication skills: music communication and oral exam at portfolio, manner of expression at written examination. Use of information technology: use of software tools in music field. Problem solving: ability to solve experimental and didactics problems in various contexts



predavanja, laboratorijske vaje, nastop iz pouevanja glasbe. lectures, lab work, musical learning experience.


nastop iz pouevanja glasbe, opravljene laboratorijske vaje (portfolio), pisni izpit.10 %40 %50 % musical learning experience, completed lab work (portfolio), written examination.


RINOVI ROZMAN, Janja. Musical creativity in Slovenian elementary schools. Educ. res. (Windsor), March 2009, vol. 51, no. 1, str. 61-76. - RINOVI ROZMAN, Janja, KOVAI, Bojan. Musical talent. Pedago. obz., 2010, letn. 25, t. 3/4, str. 47-59. - RINOVI ROZMAN, Janja, KOVAI, Bojan. Harmoniousness in connecting music and visual artworks in the Slovenie and Finnish cultural environment = Ujemanje povezovanja glasbe in likovnih del v slovenskem in finskem kulturnem okolju. Muzik. zb., 2011, [Letn.] 47, zv. 1, str. 249-262.


Predmet:Didaktika glasbene umetnosti II

Course title:Music Didactic II


Razredni pouk

4.Zimski

Elementary EducationAutumn

Vrsta predmeta / Course typeObvezni/obligatory


PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLaboratory workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

3029

1 N604

Nosilec predmeta / Lecturer:Janja rinovi Rozman

Jeziki / Languages:Predavanja / Lectures:slovenski / Slovene



Prerequisits:

Izpit iz Didaktike glasbene vzgoje I.Examination from Music Didactic I.


Slovenska ljudska glasbena zapuina: spoznavanje znailnosti in primerov ljudskih plesov, pesmi in glasbil. Ustvarjalni proces pri glasbeni vzgoji: faze, artikulacijske stopnje in dejavniki ustvarjanja. Organizacija glasbene vzgoje: od zvoka in tonskih kvalitet do glasbenih elementov, principov in oblik. Metode oblikovanja glasbenih predstav in njihova aplikacija v praksi. Integracija: spoznavanje monosti integracije glasbene vzgoje z drugimi predmeti na razredni stopnji. Vrednotenje: glasbenih prireditev ter poustvarjalnih in ustvarjalnih dosekov uencev. Vloga in osebnost uitelja: glasbena, verbalna in neverbalna komunikacija pri pouku glasbene vzgoje, spremljanje in analiza dela, refleksija, akcijsko raziskovanje. Slovene folk music heritage: cognition of folk songs, dances and instruments. Music creativity at music education: phases, lesson's articulators phases, factors of creativity. Organisation of music education: from sound and tone qualities to music elements, principles and forms. Methods of modelling music imaginations and their application in praxis. Integration: get to know possibilities of music education integration with other subjects on elementary level of education. Evaluation: music performances as well as performing and creating results of students. Teacher's role and personality: music, verbal and nonverbal communication, accompaniment and analyze, reflection, action's research.


Bennett, R. (1996). Fortissimo. Cambridge: University Press. Cslovjecsek, M. idr. (2001). Mathe macht Musik.Zug: Klett und Balmer. Reiter, G. (2005) Body Percussion 1, Rhythmisches basistraining & Percussion-arrangements, Zweite Auslage. Innsbruck: Helbling. rinovi Rozman, J., Duh, M.(2010) Connecting chosen music and artworks. V: Welzer-Druovec, Tatjana (ur.), Jakkola, H. (ur.), Kiyoki, Y. (ur.), Tokuda, T. (ur.), Yoshida, N. (ur.). Information modelling and knowledge bases XXI, (Frontiers in artificial intelligence and applications, vol. 206). Amsterdam [etc.]: IOS Press, str. 370-378. North, A. C. in Hargreaves, D. J. (2008). The Social and Applied Psychology of Music. New York: Oxford University Press.


Cilj tega predmeta je dati znanje o oblikovanju in vrednotenju glasbenega pouka na mikro ravni.The objective of this course is to give knowledge about modelling and evaluating music instruction on the micro level.




Po zakljuku tega predmeta bo tudent sposoben nartovati glasbeni pouk, izbirati razvojni stopnji uencev ustrezne metode pri vseh glasbenih dejavnostih, uporabiti pridobljeno znanje za praktino aplikacijo na podroju glasbenega pouka, vrednotiti in presoditi delo uencev in lastno delo


On completion of this course the student will be able to planning music lessons, select appropriate methods for different music activities , use knowledge for the practical application on the music lesson's field, evaluating and criticizing student's work and self-evaluating.


Spretnosti komuniciranja: glasbeno in ustno izraanje pri zagovoru portfolia, pisno izraanje pri pisnem izpitu. Uporaba informacijske tehnologije: uporaba programskih orodij na podroju glasbe. Reevanje problemov: sposobnost reevanja glasbeno-didaktinih problemov v razlinih kontekstih.Transferable/Key skills and other attributes:

Communication skills: music communication and oral examination at portfolio, manner of expression at written examination. Use of information technology: use of software tools on the musical field. Problem solving: ability to solve experimental and didactics problems in various contexts



predavanja, laboratorijske vaje, nastop iz pouevanja glasbe. lectures, lab work, musical learning experience.


nastop iz pouevanja glasbe, opravljene laboratorijske vaje (portfolio), pisni izpit. 20%30 %50 % musical learning experience, completed lab work (portfolio), written examination.


- RINOVI ROZMAN, Janja. Musical creativity in Slovenian elementary schools. Educ. res. (Windsor), March 2009, vol. 51, no. 1, str. 61-76. - RINOVI ROZMAN, Janja, KOVAI, Bojan. Musical talent. Pedago. obz., 2010, letn. 25, t. 3/4, str. 47-59. - RINOVI ROZMAN, Janja, KOVAI, Bojan. Harmoniousness in connecting music and visual artworks in the Slovenie and Finnish cultural environment = Ujemanje povezovanja glasbe in likovnih del v slovenskem in finskem kulturnem okolju. Muzik. zb., 2011, [Letn.] 47, zv. 1, str. 249-262.


Predmet:Didaktika likovne umetnosti I

Subject Title:Art Didactics I




PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLab. workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

3015291 N 75 5

Nosilec predmeta / Lecturer:Matja Duh

Jeziki / Languages:Predavanja / Lecture: sovenski/Slovene

Vaje / Tutorial: Slovenski/Slovene


Prerequisites:

Opravljeni izpiti iz Pedagogike, Didaktike in iz Temeljnih likovnopedagokih vsebinExam in pedagogy and didactics and exam in basic art-education subjects.

Vsebina: Contents (Syllabus outline):

Uvod v didaktiko likovne vzgoje: opredelitev didaktike likovne vzgoje kot znanstvene discipline, opredelitev predmeta likovna vzoja. Otrokovo likovno izraanje:razvoj in znailnosti otrokovega likovnega izraanja, posebnosti v likovnem razvoju glede na likovna podroja in individualne razlike med uenci (likovni tipi), faze otrokovega in miselnega in likovnega razvoja, osnove recepcije umetnikih del. Nartovanje pouka likovne vzgoje: uiteljevo letno, tedensko, projektno in dnevno nartovanje ciljev, vsebin in unih pripomokov, ubenik in delovni listi pri likovni vzgoji, medpredmetne povezave. Vsebine likovne vzgoje: teme in motivi pri likovni vzgoji. Metode in oblike dela pri pouku likovne vzgoje: splone in specifine metode dela pri likovni vzgoji, oblike dela pri likovni vzgoji. Uenci v procesu likovne vzgoje: temeljna podroja ueneve osebnosti, nartovanje likovnih nalog za uence. Artikulacija une ure pri pouku likovne vzgoje: izhodia za nartovanje likovne vzgoje, znailnosti didaktinih enot pri likovni vzgoji, uiteljeva dnevna una priprava. Naela likovne vzgoje: vrste in pomen nael likovne vzgoje, nepravilni postopki pri likovni vzgoji. Likovna podroja in likovne tehnike v osnovni oli. Introduction to art education didactics: defining didactics in art education in terms of science, defining art education as a school subject. Child's artistic expression: its development and its features, particularities in artistic development regarding various fields and differences between pupils (types) on an individual level, phases in child's mental and artistic development, basic perception/acknowledgements of works of art. Planning art classes: annual, weekly, daily and project-based planning in terms of goals, content, teaching aids, class book and worksheets used in art classes, relations to other subjects. Art education subject-matters: themes and motifs in art education. Work methods and practices in art education: general and specific work methods in art education, work practices in art education. Students within art education process: basic features of student's personality, task planning. Lesson articulation in teaching art: starting points in art classes planning, characteristics of didactic units in art education, teacher's daily preparations. Art education principles: principle types and meaning, inappropriate approaches in teaching art. Areas and techniques of art in primary school.


M. Duh, T. Vrli: Likovna vzgoja v prvi triadi devetletne osnovne ole, prironik za uitelje razrednega pouka, Rokus, Ljubljana, 2003. T. Vrli: Likovno-ustvarjalni razvoj otrok v predolskem obdobju, Debora, Ljubljana, 2001.G. Peez: Einfhrung in die Kunstpdagogik, W. Kohlhammer GmbH, Stuttgart, 2005.H. G. Schtz: Kunst un Anlyse der Betrachtung. Entwicklung und Gegenwart der Kunstrezeption zwischen Original und Medien. Schneider Verlag Hohegehrenm, Baltmannsweiler, 2002.T. Tacol, S. Karim, A. Kramberger, R. Klannik, V. Markoi, R. Puvar, I. imenc Mihali: Uni nart: program osnovnoolskega izobraevanja. Likovna vzgoja, Ministrstvo za olstvo, znanost in port: Zavod RS za olstvo, Ljubljana, 2004.

Cilji:Objectives:

Cilj tega predmeta je seznaniti tudente z didaktiko likovne vzgoje, likovnim razvojem otrok in njegovimi posebnostmi, seznaniti tudente z nartovanjem pouka likovne vzgoje in ustreznimi metodami in oblikami dela, seznaniti tudente z naeli likovne vzgoje ter z likovnimi podroji in tehnikami.The main objective of this course is to introduce to the students art education didactics and artistic development of children with all its particularities, introduce to them planning of art classes, proper methods and work practices, basic principles of art teaching in addition to areas and techniques in art.



Znanje in razumevanjePo zakljuku tega predmeta bo tudent sposoben: opredeliti razvoj in temeljne cilje sodobne likovne vzgoje ter razvoj otrokovega likovnega izraanja, opredeliti temeljne likovno-didaktine pojme in pojasniti odnos med njimi pri nartovanju pouka likovne vzgoje, povezati elemente likovne naloge v smiselno celoto in poiskati ustrezna izhodia pri njihovem nartovanju, analizirati une narte, ubenike in mediije za pouk likovne vzgoje, opisati artikulacijske stopnje in jih povezati z ustreznimi oblikami in metodami dela, opredeliti pomen in naine spremljanja ter vrednotenja pouka likovne vzgoje.

Knowledge and Understanding:On completing this course the student should be able to: define the development and main goals of modern art education and the development of child's artistic expression, define basic art-didactics terms and explain the relation among these in terms of planning art classes, join the elements of an art task into a whole and find adequate starting points in their planning, analyse curriculums, class books and media in teaching art, describe articulation stages and connect them to specific work methods and practices, define the meaning and ways of how to monitor and evaluate art teaching.

Prenesljive/kljune spretnosti in drugi atributiPo zakljuku tega predmeta bo tudent sposoben: zapisati elemente letne, tedenske, dnevne priprave za pouka likovne vzgoje, izbrati ustrezne une metode in oblike dela in zapisati cilje ter vsebino pouka likovne vzgoje, artikulirano nartovati in izvesti likovno nalogo za vsa podroja likovne vzgoje, kritine uporabe znanstvenih in strokovnih spoznanj iz didaktike likovne vzgoje.Transferable/Key Skills and other attributes:On completing this course the student should be able to: outline the elements of weekly and daily preparations for art classes, select adequate teaching methods and work practices, set the goals and subject-matter of art classes, plan and execute an art task for all areas in art education in an articulate manner, use scientific and expert findings in the field of art didactics with a critical approach.



visokoolska predavanja z aktivno udelebo tudentov (razgovor, razlaga, diskusija, vpraanja, primeri, metoda reevanja problemov). University lectures in which students engage actively (interview, explanation, discussion, questions, examples, problem solving method).


portfolio seminarska naloga ocena pisnega izpita.201070

portfolio seminar paper, written exam mark.



Predmet:Didaktika likovne umetnosti II

Subject Title:Art Didactics II




PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLab. workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

30291 N 60 4

Nosilec predmeta / Lecturer: Matja Duh

Jeziki / Languages:Predavanja / Lecture: slovenski / Slovene

Vaje / Tutorial: slovenski / Slovene


Prerequisites:

Opravljen izpit iz Didaktike likovne umetnosti I Exam in art didactics I

Vsebina: Contents (Syllabus outline):

Temeljna vpraanja didaktike likovne vzgoje: likovno-teoretske vsebine v unem nartu, vsebine umetnostne zgodovine v unem nartu, estetsko-umetnike, pedagoko-socioloke in psiholoke osnove didaktike likovne vzgoje. Didaktino okolje in sredstva pri likovni vzgoji: likovna oprema uilnice, mediji pri likovni vzgoji. Problemski pouk pri likovni vzgoji: subjektivni in objektivni dejavniki uenja pri problemskem pouku likovne vzgoje. Ciljna naravnanost pouka likovne vzgoje: vzgojni in izobraevalni cilji pri likovni vzgoji, sploni in globalni vzgojno-izobraevalni cilji, operativni vzgojno-izobraevalni cilji, taksonomija ciljev. Motivacija pri likovni vzgoji: elementi motivacije, znailnosti notranje motivacija pri likovni vzgoji, vrste zunanje motivacije pri likovni vzgoji. Organizacija likovne vzgoje in ustvarjalni proces. Dejavniki ustvarjalnosti pri likovni vzgoji: subjektivni dejavniki likovnih zmonosti, dejavniki likovne ustvarjalnosti. Likovno vrednotenje v osnovni oli: obiski galerij, verifikacija vzgojo-izobraevalnega procesa pri likovni vzgoji, vrednotenje likovnih del uencev. Vloga in osebnost uitelja pri pouku likovne vzgoje. Uiteljevo spremljanje in analiza lastnega dela pri pouku likovne vzgoje, refleksija, akcijsko raziskovanje. Basic questions in art didactics: art-theory subject matters in the curriculum, art history subject matters in the curriculum, aesthetics in art, pedagogical-sociological and psychological background in art didactics. Didactic environment and means in art education: art-related items in an art classroom, media in art teaching. Problem-oriented art classes: subjective and objective factors of teaching with problem-oriented teaching. Goal-oriented art classes: educational goals in teaching art, general and global educational goals, operative educational goals, goal taxonomy. Motivation in teaching art: elements of motivation, features of inner motivation, types of exterior motivation in teaching art. Organizing art classes and the creative process. Factors of creativity in art education: subjective factors of artistic capabilities, factors of creativity. Art evaluation in primary school education: visits to galleries, verification of educational process in art education, evaluation of pupils' work. Teacher's role and personality in terms of art education. Teacher's monitoring and analysis of his or her own work in art classes, reflection, action research.


M. Duh: Vrednotenje kot didaktini problem pri pri likovni vzgoji v osnovni oli, Pedagoka fakulteta, Maribor, 2004.M. Duh: Raunalnik pri likovni vzgoji, Didaktini, vsebinski in organizacijski vidiki uporabe raunalnika pri institucionalni likovni vzgoji, Zavod RS za olstvo, Ljubljana 2001.T.Tacol: Likovno izraanje, Didaktina izhodia za problemski pouk likovne vzgoje v devetletni osnovni oli, Debora, Ljubljana 2003.H. G. Schtz: Die Kunstpdagogik ffnen, Erste Schritte zwischen Kunst und Medien Zwischen Sinnlichkeit und Unterricht, Schneider Verlag Hohengehren GmbH, 1998.B. Uhlig: Kunstrezeption in der Grundschule, Zu einer grundschulspezifischen Rezeptionsmethodik, W. Kohlhammer GmbH, Stuttgart, (2005).

Cilji:Objectives:

Cilj tega predmeta je seznaniti tudente s temeljnimi vpraanji didaktike likovne vzgoje, z mediji pri likovni vzgoji, seznaniti tudente s problemsko in ciljno naravnanostjo pouka likovne vzgoje, seznaniti tudente z motivacijo pri likovni vzgoji, seznaniti tudente z ustvarjalnim procesom in dejavniki ustvarjalnosti, z vrednotenjem pri likovni vzgoji ter z vlogo in osebnostjo uitelja.The main objective of this course is to introduce to the students some basic issues of art didactics, media in art education, problem- or goal-oriented classes, motivation in art education, creativity process and factors, evaluation in art education and the role and personality of art teacher.



Znanje in razumevanje

Po zakljuku tega predmeta bo tudent sposoben: opredeliti temeljne didaktine pojme in pojasniti odnos med njimi, opredeliti problemski pouk likovne vzgoje in razume taksonomijo ter vrste ciljev, opredeliti naine motiviranja uencev pri likovni vzgoji, razumeti in opredeliti dejavnike likovne ustvarjalnosti, pojasniti razliko med vrednotenjem in ocenjeva-njem pri likovni vzgoji, razumeti pomen in naine spremljanja in vrednotenja pouka likovne vzgoje in opisati ter analizirati razline vloge uitelja pri delu z uenci.

Knowledge and Understanding:

On completing this course the student should be able to: define basic terms in didactics and explain the relations among them, define problem-oriented art education and understand goal taxonomy and types, define the ways to motivate pupils in art classes, understand and classify factors of creativity, explain the difference between evaluation and giving marks in art education, understand the meaning and ways of monitoring and evaluating work in art classes and describe and analyse different teachers' roles in working with pupils.

Prenesljive/kljune spretnosti in drugi atributi

Po zakljuku tega predmeta bo tudent sposoben: zapisati elemente dnevne priprave in upotevati znailnosti ustvarjalnega procesa, zapisati in ustrezno strukturirati vsebine in cilje pri pouku likovne vzgoje, pojasniti elemente motivacije in likovno-ustvarjalne dejavnike, opredeliti merila za vrednotenje in opisnike za oblikovanje opisne ali tevilne ocene, za trajno strokovno spopolnjevanje in tudij specialno didaktinih vsebin.Transferable/Key Skills and other attributes:

On completing this course the student should be able to: outline the elements of daily preparations and observe the characteristics of creativity process, outline and compose subject matters and goals of art classes, explain motivation elements and factors of creativity, define measures for evaluation and outlines to come up with a descriptive or numerical mark, engage in further professional training or studies in special didactic subject matters.



visokoolska predavanja z aktivno udelebo tudentov (razgovor, razlaga, diskusija, vpraanja, primeri).

University lectures in which students engage actively (interview, explanation, discussion, questions, examples).


Pisni izpit portfolio7030 Written exaportfolio.



Predmet:Didaktika matematike I

Subject Title:Mathematics Education I




PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLabor workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

3015291 N755

Nosilec predmeta / Lecturer:Alenka Lipovec




Prerequisits:

Pogojev ni. None.


Percepcije olske matematike: tradicionalne teorije uenja matematike, matematika kot znanost vzorcev in reda. Razvijanje razumevanja matematinih konceptov: kognicijske teorije uenja, tipi matematinega znanja, vloga ponazoril, strategije uinkovitega pouevanja. Pouevanje skozi reevanje problemov: problemi in naloge za uenje matematike, tri delna oblika lekcije, ubeniki in drugi viri. Kurikularni cilji, temeljne vsebine in metodini principi pri zgodnjem pouku matematike. Komunikacija pri pouku matematike: matematini diskurz, razvijanje metakognitivnih navad, odnos do matematike. Vgradnja vrednotenja matematinega znanja v pouk: taksonomije , klasine in avtentine oblike vrednotenja matematinega znanja, ocenjevanje. Nartovanje problemskega pouka matematike: delavnice in igre, dril in vaja, vloga starev in domae naloge. Princip enakih monosti za vse uence: multikulturna, spolna in socialna enakost,uenci z unimi teavami, nadarjeni uenci. Tehnologija in olska matematika: kalkulatorji, osebni raunalniki, izobraevalna programska oprema, viri na internetu.

Perceptions of school mathematics: traditional mathematics learning theories, mathematics as a science of pattern and order. Developing understanding in mathematics: cognition learning theories, types of mathematical knowledge, the role of models, strategies for effective teaching. Teaching through problem solving: problems and tasks for learning mathematics, three-part lesson format, textbooks and other tacher resources. Curricular goals, contents and methodical principles in early school mathematics.. Communication in mathematics classroom: mathematical discourse, developing metacognitive habits, attitudinal goals. Building assessment into instruction: , taxonomies , classical and authentic assessing mathematical knowledge, grading. Planning in the problem based classroom: workstations and games, drill and practise, the role of parents and homework. Teaching all children mathematics: multicultural, gender and social equity, children with learning problems, mathematics for gifted and talented. Technology and school mathematics: calculators, computers,instructional software,resources on internet.

Temeljni literatura in viri / Textbooks:

Van de Walle, J. (2004). Elementary and middle school mathematics. Teaching Developmentally. NY:Pearson.NCTM. (1999). Developing Mathematical Reasoning in Grades K-12. (1999). Virginija:NCTM.akelj, A. (2003) Kako pouevati matematiko : teoretina zasnova modela in njegova didaktina izpeljava.Ljubljana : Zavod Republike Slovenije za olstvo.Coti, M. , Primc, H. (1999) Matematini problemi v osnovni oli 1-5; teoretina zasnova modela in njegova didaktina izpeljava. Ljubljana : Zavod Republike Slovenije

Cilji:Objectives:

Cilj predmeta je tudentom posredovati spoznanja didaktike matematike, ki jih potrebujejo za uspeno pouevanje matematike na primarni stopnji olskega izobraevanja.

The aim of the course is to give knowledge of mathematics education needed for school mathematics on primary level.




Po zakljuku tega predmeta bo tudent sposoben: demonstrirati znanje in razumevanje osnovnih nael didaktike matematike, izkazovati suveren in kritien odnos do olske matematike, razumeti in uporabljati logino zaporedje, ki modelira strategije reevanja problemov pri pouku matematike, nartovati pouk matematike in vrednotiti matematino znanje, izkazovati znanje, razumevanje in uinkovito uporabo tehnologije pri pouku. samoevalvacija uinkovitosti uenja in pouevanja vezana na pouk matematike.


On completion of this course the student will be able to: demonstrate knowledge and understanding of basic mathematical education principles, sovereign and critical attitude towards school mathematics, understand and apply logical sequence of problem solving strategies in classrooms, plan developing and assesing mathematical knowledge in problem based classrooms, use and demonstrate knowledge and understanding about role of technology in school mathematics, evaluate himself as a learner and teacher of mathematics.

Prenesljive/kljune spretnosti in drugi atributi:

Spretnosti komuniciranja: preprosta ustna in pisna matematina komunikacija. Uporaba informacijske tehnologije: uporaba programskih orodij pri pouku matematike .Reevanje problemov: sposobnost reevanja preprostih izobraevalno matematinih problemov. Raunska pismenost: reevanje preprostih tevilskih problemov. Delo v skupini: priprava in izvedba timskega pouka.

Transferable/Key Skills and other attributes:

Communication skills: oral and written mathematical communication. Use of information technology: use of software tools in mathematics. Problem solving: ability to solve simple educational mathematical problems. Numeracy: solving simple numerical problems. Team work: designing and carrying out colaborative lessons.



predavanja, seminar, laboratorijske vaje, nastopi, hospitacije domae naloge. lectures, seminars, lab work, field work, homework assignments.


portfolio, reevanje odprtih nalog/problemov pisni izpit.302050

completed lab work (portfolio), problem solving completed written examination.



Predmet:Didaktika matematike II

Subject Title:Mathematics Education II




PredavanjaLecturesSeminarSeminarVajeTutorialLab. vajeLabor workDruge oblike tudijaOther study formsSamost. deloIndivid. workECTS

30291 N604

Nosilec predmeta / Lecturer:Alenka Lipovec



Pogoji za vkljuitev v delo oz. za opravljanje tud. obvez.:

Prerequisits:

Pogojev ni. None.


Razvoj zgodnjih tevilskih predstav: tetje, koliinska predstava in relacije med tevili, zapisovanje tevilk, mestnovrednostni zapis. Razvoj razumevanja osnovnih raunskih operacij: strukturni tipi setevanja, odtevanja, mnoenja in deljenja. Strategije reevanja raunskih problemov: lastne strategije, tradicionalni algoritmi, kognitivno voden pouk. Razvijanje razumevanja delov celot: naloge deljenja in jezik ulomkov, ponazorila za ulomke, ekvivalentni ulomki. Razvoj konceptov racionalnega tevila: merjenje kot osnova za zapis decimalnih tevilk, relacije med ulomki in decimalkami, raziritev mestnovrednostnega sistema. Razvoj koncepta razmerja: proporcionalno razmiljanje, neformalne aktivnosti za razvoj proporcionalnega razmiljanja. Razvijanje koncepta negativnega celega tevila: : intuitivni modeli tevil z negativnim predznakom. Razvoj konceptov merjenja: standardne in nestandardne enote, postopek merjenja. Geometrijsko razmiljanje in koncepti: prostorska predstavljivost, geometrijske oblike in transformacije Obdelava podatkov: zbiranje, prikazovanje in interpretacija preprostih podatkov. Zgodnje algebrajsko razmiljanje: vzorec, tevilski vzorec, spremenljivka, enabe in neenakosti. Developing early number concepts and number sense: counting, number sense and number relationships, numeral writing, whole number place value development. Developing meaning for the operations: addition, subtraction, multiplication and division problem types, Computational problem solving strategies: invented computational strategies, traditional algorithms, cognitively guided instructions. Developing fraction concepts: sharing tasks and fraction language, models for fractions, equivalent fraction concepts. Decimal concepts and computation: measurement as a basis for decimal concepts, fraction-decimal connection, extending the place value system. Developing concepts of ratio: proportional reasoning, informal activities to develop proportional reasoning. Developing concepts of integers: intuitive models of signed quantities Developing measurement concepts: informal units and standard units, process of measuring. Geometric thinking and geometric concepts: spatial sense, shapes and properties transformations.. Data handling: gathering, graphical representations and interpretations of simple data. Algebraic reasoning: pattern, number pattern, relationships, variables, equations and inequalities.

Temeljni literatura in viri / Textbooks:

Van de Walle, J. (2006). Teaching Student-Centered Mathematics. Grades K-3.NY: Pearson.Van de Walle, J. (2006). Teaching Student-Centered Mathematics. Grades 3-5.NY: Pearson.Carpenter, T.P., Fennema, E., Loef Franke, M., Levi, L. in Empson, S.B. (1999). Children's Mathematics. Cognitively Guided Instructions. Portsmouth:NCTM.Coti, M. (1999) Obdelava podatkov pri pouku matematike 1-5 :teoretina zasnova modela in njegova didaktina izpeljava. Ljubljana : Zavod Republike Slovenije za olstvo.

Cilji:Objectives:

Cilj predmeta je tudenta usposobiti za pouevanje matematike na primarni stopnji olskega izobraevanja.

The aim of the course is to prepare a student for teaching mathematics on primary level.




Po zakljuku tega predmeta bo tudent sposoben: demonstrirati znanje in razumevanje osnovnih nael metodike matematike, izkazovati temeljit vpogled v osnovne vsebine matematike na elementarni stopnji olanja , razumeti razvoj elementarnih matematinih pojmov, demonstrirati sposobnost pouevanje primarnih matematinih pojmov, uporabljati principe enakosti, kurukuluma, uenja, pouevanja, vrednostenja in tehnologije pri pouku matematike.


On completion of this course the student will be able to: demonstrate knowledge and understanding of basic methodological mathematical education principles, demonstrate a thorough insight in primary mathematical contents understand development of primary school mathematics concepts, demonstrate abilities of efficient teaching strategies, apply equity, curriculum, teaching learning, assessment and technology principles in classrooms.

Prenesljive/kljune spretnosti in drugi atributi:

Spretnosti komuniciranja: preprosta ustna in pisna matematina komunikacija. Uporaba informacijske tehnologije: uporaba programskih orodij pri pouku matematike .Reevanje problemov: sposobnost reevanja preprostih izobraevalno matematinih problemov. Raunska pismenost: reevanje preprostih tevilskih problemov. Delo v skupini: priprava in izvedba timskega pouka.

Transferable/Key Skills and other attributes:

Communication skills: oral and written mathematical communication. Use of information technology: use of software tools in mathematics. Problem solving: ability to solve simple educational mathematical problems. Numeracy: solving simple numerical problems. Team work: designing and carrying out collaborative lessons.



predavanja, seminar laboratorijske vaje, nastopi, hospitacije domae naloge. lectures, seminars, lab work, field work, homework assignments.


portfolio, reevanje realnih problemov, opravljen pisni izpit.252550 portfolio authentic problem solving completed colloquiums or written examination.



Predmet:Didaktika naravoslovja in tehnike I

Subject Title:Didactics of Science and Technics I




PredavanjaLecturesSeminarSeminarVajeTutorialLaborat. vajeLab workDruge oblike tudijaOther study formsSamostojno deloIndividual workECTS

3015291 N 75 5





Prerequisites:

Znanje, ki je v predmetih Pedagogika in Didaktika, ter izpit iz predmeta Didaktini praktikum iz naravoslovja in tehnike.

Knowledge included in the course of Pedagodics, Didactics and examination of subject Didactically practical course of science and technics.

Vsebina:Content (Syllabus outline):

Uvod v didaktiko naravoslovja in tehnike: predmet, naloge, metodologija, zgodovina, vsebinske povezave z drugimi znanstvenimi podroji. Nartovanje pouka naravoslovja in tehnike: cilji, naela, letno, tedensko in dnevno nartovanje pouka naravoslovja in tehnike, Metode in oblike dela pri pouku naravoslovja in tehnike Uenci v procesu pouka naravoslovja in tehnike: podroja ueneve osebnosti in znailnosti otrokovega miljenja, oblikovanje pojmov, induktivni zakljuki, deduktivni zakljuki. Artikulacija une ure pri pouku naravoslovja in tehnike: uiteljeva letna in dnevna una priprava, izvedba in evalvacija vzgojno izobraevalnega dela Sodobna informacijsko-komunikacijska tehnologija pri naravoslovju in tehniki: Una sredstva in pripomoki, varnosti pri delu v razredu.

Introduction in didactics of Science and Technics: subject, tasks, methodology, history, linkage with another science areas. Lesson planning of Science and Technics: aimless, principles, yearly, weekly and daily planning of Science and Technics lessons Methods and formation of Science and Technics lessons Pupils in the process of Science and Technics lessons: pupils personality, characteristic of child mind, formation of ideas, inductivity conclusions, deductivity conclusions. Articulation of lesson at Science and Tehnics: teacher year and daily preparing document, realization and evalvation of educational proces. Contemporary informational comunicational technology at Science and Tehnics lessons: means and expedient of teaching, personal security at work.


De Zan, I. (2001): Metodika nastave prirode i drutva. kolska knjiga. Zagreb.Tomi, A. (2003). Izbrana poglavja iz didaktike. Filozofska fakulteta, Center za pedagoko izobraevanje. Ljubljana.Esler K. W., and Esler, M. K. (2001): Teaching Elementary Science : A Full Spectrum Science Instruction Approach. Wadsworth Publishing. London.Uni nart (2004).Program osnovnoolskega izobraevanja. Naravoslovje in tehnika. Ljubljana, MZ, ZRS.

Cilji:Objectives:

Cilj predmeta je tudente seznaniti s temeljnimi didaktinimi komponentami pouevanja naravoslovnih ter tehninih vsebin na razredni stopnji v okviru prve in druge triade pouevanja ter se usposobit za varno delo z naravoslovno tehninimi sredstvi.The objective of this course is to acquaint students with basic didactical components of Science and Technics on the primary level of Education and to qualifay them for safety work with science and technics means.




Po zakljuku tega predmeta bo tudent sposoben izkazati znanje in razumevanje ciljev sodobnega pouka naravoslovja in tehnike, izkazati znanje in razumevanje temeljnih naravoslovnih in tehnino didaktinih pojmov in pojasniti odnos med njimi pri nartovanju pouka identificirati in reiti probleme povezane z naravoslovjem in tehniko v osnovni oli in jih uporabiti na drugih podrojih, pokazati sposobnost nartovanja in organizacije pouka naravoslovja in tehnike s poudarkom na varnosti pri delu.


On completion of this course the student will be able to demonstrate knowledge and understanding of contemporary lessons aims of Science and Technics, demonstrate knowledge and understanding of fundamental didactics conceptions and explain relation with them at lessons planning. identify and solve problems related to Science and Technics in primary school and use them in other areas, show ability of planning and organize of Science and Technics lesson with accentuation on the work safety.


Spretnosti komuniciranja: ustno izraanje pri praktinem nastopu v oli, zagovoru portfolia ter seminarske naloge. pisno izraanje pri pisanju priprav za pouk naravoslovja in tehnike ter pisnem izpitu. Uporaba informacijske tehnologije: uporaba programskih orodij pri naravoslovju in tehniki. Reevanje problemov: sposobnost reevanja problemov pri artikulaciji procesa ter pri uporabi znanstvenih ter strokovnih spoznanj iz didaktike naravoslovja in tehnike. Transferable/Key skills and other attributes:

Communication skills: oral exam at practical appearance in school, at portfolio and seminars, manner of expression at written daily preparing document and examination. Use of information technology: use of software tools in Science and Technilogy. Problem solving: ability to solve problems at process articulation and at aplication of scientificaly and professional Science and Technics cognition.



predavanja, domae naloge s pripravami na pouk, laboratorijske vaje. lectures, homework assignments, lab work.


portfolio, prajtine naloge oz. izdelki, pisni izpit.301060 portfolio practical works written examination.



Predmet:Didaktika naravoslovja in tehnike II

Subject Title:Didactics of Science and Technics II




PredavanjaLecturesSeminarSeminarVajeTutorialLaborat. vajeLab workDruge oblike tudijaOther study formsSamostojno deloIndividual workECTS

30291 N 60 4





Prerequisites:

Izpit iz predmeta Didaktika naravoslovja in tehnike I.Examination of subject Didactics of Science and Technics I.

Vsebina:


Temeljna vpraanja sodobne didaktike naravoslovja in tehnike: vsebine v unem nartu, sodobni didaktini pristopi k pouevanju, taksonomske prilagoditve pouevanja, konstruktivizen, kot didaktini sistem pouevanja naravoslovja in tehnike, projektno uno delo. Uvajanje v pouk naravoslovja in tehnike: temeljni spoznavni ter specifini naravoslovno-tehnini postopki, pomen opazovanja, ustvarjalnost pri pouku, vloga prakse pri pouku naravoslovja in tehnike, materialno tehnini pogoji, strategije pouka ronih spretnosti, vrednotenje praktinega dela uencev. Vloga in osebnost uitelja pri pouku naravoslovja in tehnike: komunikacija, spodbujanje aktivnosti, samostojno raziskovalno in ustvarjalno delo uencev v oli in doma, spremljava in analiza lastnega dela uitelja pri pouku naravoslovja in tehnike, (refleksija, akcijsko raziskovanje). olska dokumentacija vezane na naravoslovje in tehniko. Fundamental questions of contemporary didactics of Science and Technics: contents in curriculum, contemporary didactics elements of teaching, taxonomic adaptation of teaching, constructivism like a didactics system of science and technics teaching, project work. Introduction to science and technics lessons: fundamental recognition and specific science-technics proceedings, observation, creativeness at lessons, importance of practice at science and technics lessons, material-technical conditions of work, strategy of craft, evaluation of practical pupils work. Importance and teacher personality at science and technics: communication, stimulation of activity, independence research and creativity pupils work in school and home, attendance and analyse of teacher own work at science and technics lessons (reflection, action research). School documentacion with a point on science and technics.


De Zan, I. (2001): Metodika nastave prirode i drutva. kolska knjiga. Zagreb.Fonari, S., Katalini, D. in Papotnik, A. (2005): To zmoremo e sedaj: z opazovanjem, raziskovanjem in ustvarjanjem v svetu naravoslovja in tehnike. Izotech. Limbu.Mareti-Poarnik, B. (ur.) (2003): Konstruktivizem v oli in izobraevanje uiteljev. Zbornik prispevkov za posvet. Slovensko drutvo pedagogov. Ljubljana.Esler K. W., and Esler, M. K. (2001): Teaching Elementary Science : A Full Spectrum Science Instruction Approach. Wadsworth Publishing. London.Uni nart (2004). Program osnovnoolskega izobraevanja. Naravoslovje in tehnika. Ljubljana, MZ, ZRS.

Cilji:

Objectives:

Cilj predmeta je tudente seznaniti z naravoslovno - tehninimi problemi v unem nartu, ter usvojiti znanja o sodobnih didaktinih pristopih pouevanja naravoslovja in tehnike.

The objective of this course is to acquaint students with science and technics problems in school curriculum and assimilate knowledge about contemporary didactics elements of science and technics teaching.




Po zakljuku tega predmeta bo tudent sposoben izkazati znanje in razumevanje taksonomskih prilagoditev pouevanja v naravoslovju in tehniki, izkazati znanje in razumevanje kdaj uporabiti posamezne temeljne spoznavne ter specifine naravoslovno-tehnine postopke, identificirati in reiti probleme povezane z vrednotenjem naravoslovja in tehnike in jih uporabiti na drugih podrojih, pokazati sposobnost samostojnega nartovanja in organizacije razlinih strategij pouka ronih spretnosti in razume principe dela s konstrukcijskimi zbirkami.


On completion of this course the student will be able to demonstrate knowledge and understanding of taxonomi

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