Syllabus
I. Theoretical knowledge
Transformation of science education - history, authors and appropriate literature, science literacy and how the four areas need to be addressed (cloverleaf).Evolutionary theory of J. Piaget, Piaget's experiments with preschool children.Theory of intelligence (g intelligence, various theories of intelligence, distributed intelligence).Behaviorism and programmed learning method.Structuralism.Constructivism.Connectivism.Children's relationship to nature - naturalistic intelligence, biophilia, biofóbie. Environmental sensitivity.Alienation nature and "green" therapy.Nature as a (third) teacher, informal education.
II. methodological knowledge
Linking art, math, music, language, movement, space, personnel activities to explore the nature and EV.Senses - what sense we have to protect them, how to know nature through the senses.Good questions.Education based on the relationship to place, garden kindergarten.Narrative method.A research approach (inquiry-based learning).Excursions, science and nature trail walk with preschool children.Observation and experiment (and spontaneous) in kindergarten.Loading collections in kindergarten.AAE (class breeding and guest programs).The teacher evaluates the expression as follows:
Annotation
Pedagogical theories, developmental theories, theory of intelligence and their influence on the field didactics (taking into account the specifics given by age). Child and nature.
Different approaches, such as deductive and inductive, or system and project approach. Introduction to literature, criteria for selecting appropriate teaching aids.
Didactic principles. Methods, eg observation, experiment, opinion, excursion, good questions, AAE, walk ...
Impact of environment (third teacher, informal education). Model organisms.
Models in teaching. Establishment and maintenance of science collections.
Evaluation of natural science activities, eg through portfolio.