1. Apply basic concepts of the methodology of biology in the interpretation of the specific contents of Nature and Biology with the acquisition of scientific experience and develop preferences for further learning.
2. Prepare instructional documentation according to current regulations and national standards of education in science, taking into account individual differences of students.
3. Use teaching aids, biological material and accessories in teaching performance, with the application of measures for the safety of students.
4. Show the example of teaching focused on the interpretation of scientific biological concepts and principles to the construction of meaning to the experiences of everyday life and student environment.
5. Create teaching materials and assignments for students in accordance with the characteristics of their personality, their mental and physical development, abilities and interests with the use of different learning strategies.
6. Conduct research following the criteria of preparation and presentation of scientific work in the field of biology with a view to adopting the model applicable to work with students.
7. Use strategies for assessing student achievement in learning biology, given the different domains of their development.
8. Create support and learning environments that reflect high expectations for the success of all students.
9. Evaluate their own work, the work of their peers and participate in class discussions, and oral and written arguments.
10. Analyze processes in the classroom, their interconnection and interdependence, starting from empirical experience of concrete situations during class.
Subject integrates biological content with the skills of teaching and learning.
1. the biology teacher (history teaching biology, philosophy of teaching, learning and teaching folders - portfolio in the classroom, e-learning);
2. basic teaching biology skills (teaching methods in biology, organization of space for teaching, facilities for teaching, outdoor education, extracurricular activities);
3. cognitive process in teaching and motivation;
4. sociological forms of work (taking into account the learning styles and personality adjustment in teaching, inclusive learning, work with gifted students, remedial and supplementary classes);
5. development of biological science literacy (encouragement of scientific and critical thinking with problem solving);
6. project and research in the classroom (stages of research, observation with a hypothesis, the research design)
7. misunderstanding and barriers in learning biology (nature of biological knowledge, cognitive biology);
8. learning in class (strategies and techniques of active learning);
9. cooperative and collaborative learning;
10. cognitive model of learning (cognitive levels of student achievement);
11. conceptual model of teaching (biological concept framework, building concepts, conceptual change, constructivism in biology);
12. experiential learning (adaptation to needs of students);
13. research and learning in the classroom (hands-on activities, inquiry-based learning);
14. inter-disciplinary teaching (level of integration of knowledge);
15. competence of students in teaching nature and biology (analysis of research knowledge, interests and experiences of students).
The practical lesson preparation with developing the necessary skills for teaching:
1. material conditions of teaching biology;
2. demonstrations and practical work;
3. multimedia in teaching;
4. biological material for teaching;
5. short preparation for the lesson;
6. students notes and worksheets in class;
7. rules for the preparation of the written assignments;
8. basic methodological advice;
9. -15. practical lesson preparation with a selection of practical work and demonstration trials in the form of exercises to display topics within the curriculum of Nature and Biology for primary and secondary schools.
Part of teaching the seminar is linked to every lecture and involves the application of knowledge in the work of students:
1. simulation lesson by spotting good features and guidelines for the correction of errors;
2. sample teaching lesson in primary and secondary schools with reference to the performance;
3. sources for learning the characteristics and choice of quality textbooks and insight into the curriculum of Nature and Biology;
4. prepares for teaching the next cycle of teaching to the formulation of objectives and outcomes of teaching and the development of curriculum outcome maps;
5. experiential learning to the learning cycle with the application of the organizers of attention at the students presentation;
6. preparation of teaching materials for structured guided observation of students;
7. developing simulation performance parts lesson with the use of active learning techniques within the EER and 5E model in teaching;
8. prepare and simulation learning with graphics in the problem-task;
9. organizations and simulation workshops for the purpose of learning and popularization of biology (open forms of teaching, creativity students and teachers);
10. preparation and simulation games for learning and teaching;
11. help understanding the biology with the use of tools to facilitate the learning and memory (graphic organizers, method of loci - mental palace, associations, mnemonics, analogies);
12. external evaluation with an analysis of national exams, state graduation, PISA and TIMSS studies)
13. specifics of the school curriculum to the planning of school projects;
14. exhibition with biological evaluation of posters depicting the research;
15. work of teachers of biology in school with the analysis of practical application.
The second part of the seminar is linked to the performance of the tasks of students:
1. communication skills of teachers with the preparation of interesting biology;
2. teachers mentoring with a research project students (organization of a research project for students);
3. preparation of field work with biological research;
4. prepares task for research and learning in the school environment (organization and use school yard, garden, park, and a vivarium in teaching);
5. students misconceptions analysis;
6. mapping biology knowledge;
7. e-learning at school with the preparation of materials for e-learning;
8. continuous monitoring of the preparation of reports on work and student feedback;
9. prepare card base tasks of the written test for different cognitive levels of learning (reproduction, conceptual understanding and application, problem solving);
10. written tasks qualitative assessment;
11. design, implementation and analysis of the written knowledge test;
12. simulation of oral knowledge scanning;
13. self-evaluation and evaluation of students and teachers by applying the criterion of evaluation (making feature for determining learning achievement using the elements and evaluation criteria);
14. systematization of knowledge of methodology to the preparation of concept maps as a guide for new teachers of biology;
15. self-evaluation with the preparation of reviews on mastering the subject under study and plans for personal and professional development.
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