(in Polish) Dydaktyka fizyki I 390-FM2-1DFI

In terms of preparation for the teaching profession, the graduate knows and understands:
1. D.1/E.1.W2. the core curriculum of a given subject, the educational objectives and content of the subject or classes conducted at specific educational stages, the subject or type of classes in the context of prior and continuing education, the structure of knowledge within the subject or classes conducted, and key competencies and their development within the teaching of the subject or classes conducted;
2. D.1/E.1.W4. the teacher's substantive, didactic, and educational competencies, including the need for professional development, including the use of information and communication technology, and adapting communication to students' developmental levels and stimulating students' cognitive activity, including creating teaching situations; the importance of teacher authority and the principles of student-teacher interaction during lessons; moderating interactions between students; the teacher's role as a disseminator of knowledge and the importance of teacher collaboration in the teaching process with students' parents or guardians, school staff, and the community outside of school;
3. D.1/E.1.W6. Methodology for implementing specific educational content within a subject or class – substantive and methodological solutions, best practices, adapting interactions to the needs and abilities of students or student groups with different learning potential and styles, student errors typical of the subject or type of class, their role and methods of utilizing them in the teaching process;

4. D.1/E.1.W12. Initial diagnosis of the student group and each student in the context of the subject being taught or classes being conducted, and methods for supporting students' cognitive development; the need to shape concepts, attitudes, practical skills, including problem-solving, and the application of knowledge; methods and techniques for effective learning; methods of structuring knowledge and the need to repeat and consolidate knowledge and skills;

5. D.1/E.1.W15. The need to shape students' positive attitudes towards learning, foster curiosity, activity, and cognitive independence, logical and critical thinking, develop motivation to learn a given subject and systematic learning habits, use various knowledge sources, including the Internet, and prepare students for lifelong learning by stimulating independent work.

In terms of skills, the graduate is able to:
1. D.1/E.1.U1. Identify typical school tasks with educational objectives, particularly with the general requirements of the core curriculum, and with key competencies;
2. D.1/E.1.U5. Create teaching situations that foster student activity and interest, and promote knowledge;
3. D.1/E.1.U7. Select classroom methods and teaching resources, including information and communication technology, that engage students and address their diverse learning needs;
4. D.1/E.1.U8. Substantively, professionally, and reliably assess students' work in class and at home;

5. D.1/E.1.U10. Recognize student errors typical of the subject taught or classes conducted and utilize them in the teaching process;

In terms of social competences, the graduate is ready to:

1. D.1/E.1.K2. Popularize knowledge among students in the school and extracurricular environments;

2. D.1/E.1.K5. Develop students' collaborative skills, including group problem-solving;

3. D.1/E.1.K7. Develop students' curiosity, activity, and cognitive independence, as well as logical and critical thinking;

4. D.1/E.1.K8. Develop the habit of systematic learning and using various knowledge sources, including the Internet;

5. D.1/E.1.K9. Stimulate students' lifelong learning through independent work.

Oral exam: Answer three questions from the set previously given to students.

To assess learning outcomes, we use the following grading scale based on the average percentage of the questions:

Very good 5 (100% - 91%)
Good plus - 4.5 (90% - 81%)
Good 4 - (80% - 71%)
Satisfactory plus - 3.5 (70% - 61%)
Satisfactory 3 - (60% - 51%)
Unsatisfactory 2 (50% - 0%)

1. Zarys dydaktyki ogólnej, W. Okoń, Państw. Zakł. Wyd. Szkolnych, Warszawa 1965
2. Nauczanie fizyki – kurs podstawowy, Cz. Fotyma, Cz. Ścisłowski, Państw. Zakł. Wyd. Szkolnych, Warszawa , 1972
3. Zasady i metody nauczania fizyki – kurs podstawowy, red. M. Sawicki, Państw. Zakł. Wyd. Szkolnych, Warszawa 1973
4. Nauczanie fizyki. cz.I, II, III, IV, red. M. Sawicki, W.Sz.i P., Warszawa 1978
5. Problemowe nauczanie fizyki, D.Tokar, skrypt cz.1, Wyższa Szkoła Pedagogiczna im. Powstańców Śląskich, Opole 1983
6. Uczymy się nauczać, R. Arends, W.Sz.i P., Warszawa 1994
7. Jak uczyć fizyki w gimnazjum, M. Sawicki, Wyd. Naukowe Semper, Warszawa, 1999

Additional information (registration calendar, class conductors, localization and schedules of classes), might be available in the USOSweb system:

• Description of 390-FM2-1DFI in USOSweb