Master of Science Graduate University Study Programme in Biology and Chemistry

Transcription

1 DEPARTMENT OF BIOLOGY JOSIP JURAJ STROSSMAYER UNIVERSITY OF OSIJEK Master of Science Graduate University Study Programme in Biology and Chemistry License of the Ministry of Science, Education and Sports, June 16, 2005 with the Senate amendments decision on October 29, 2007 and October 1,

2 INTRODUCTION a) Modern society is a knowledge-based society, and biology i.e. the science of life, has a significant role in it. Biodiversity, recombinant DNA technology and nature protection are biological disciplines the modern society would not be able to survive without. Therefore it is easy to recognize the value of knowledge gained from a study of natural sciences. Focusing on globalization, we often forget natural processes and it is important to provide education emphasising the importance and functioning of life. Teaching plays an important role in the process of education, and it should provide younger generations with the knowledge that explains and protects life. Biologists, in all segments of their activity, and whatever their professional interests may be (education, science, or professional activities), are necessary in a society, and can find employment in the global job market. In addition to educational and scientific institutions, there is an increasing number of private companies that need the expertise of biologists for conducting research or improve their production. The core and optional modules are based on the results of the most recent researches, and provide basic knowledge that will make it possible for our graduates to be competitive in the global market of knowledge. We offer a major programme for biologists that is comparable to many study programmes in the European Union (Universities in Wageningen, Heidelberg, Pecs), and the programme structure is agreed upon with other Croatian biologists. The programme also fits the vertical and horizontal student mobility. b) The University Department of Biology was originally the Institute of Biology that was a part of the Faculty of Education, and since 1977 it educates teachers of biology and chemistry. Based on the Report of the Committee for the evaluation of the institutions of higher education in the Republic of Croatia, natural sciences, field biology (section 11 of the Report), we deliver the undergraduate university study programme in biology and graduate university study programmes in biology, biology education, and biology and chemistry education. c) Partners in the education process are primary and secondary schools, where graduates will find employment. Partners in the education of graduates are public institutions involved in nature protection, as well as other research-oriented institutions. d) Proposed study programmes provide for the horizontal and vertical student mobility, as they are composed of 70% core modules and 30% optional modules like many European major + minor study programmes, and they are comparable to similar study programmes in the Republic of Croatia. e) Following the recommendations of the above mentioned the Report of the Committee for the evaluation of the institutions of higher education in the Republic of Croatia (sections 7, 8, and 9), and since we managed to implement our plan to relocate the Institute of Biology and founded the University Department of Biology, we now have much better conditions for research and teaching, and can offer a modern study programme in biology. Moreover, there have been considerable investments made in order to equip the laboratories and practicums, and such a positive trend is expected to continue. 2

3 1. GENERAL DESCRIPTION STUDY PROGRAMMES IN BIOLOGY Master of Science Programme in Biology and Chemistry Education 1.2. Proposing institution: Josip Juraj Strossmayer University in Osijek, Department of Biology 1.3. Duration of studies. Master level study programmes: 2 years (4 semesters) Qualifications awarded: MSc in Biology and Chemistry Education 1.4. Admission requirements. Requirements for the Master level programmes: -for the master level programme in biology and chemistry education: completed bachelor programme in biology, passed all exams in the optional module chemistry On completion of the master level study programme in biology and chemistry education, graduates will be able to continue some of the doctoral level programmes in natural sciences. Graduates can be employed to teach subjects in biology and chemistry at primary and secondary schools On completion of the master level study programmes the qualifications awarded are: MSc in biology and chemistry education 3

4 2. PROGRAMME DESCRIPTION 2.1. The list of the basic and elective courses and modules with lecture hours and ECTS I semester C S L ECTS CODE Fundamentals of Pedagogy BP9100 Psychology in Education BP798 Biochemistry BM754 Animal Physiology BM755 Plant Physiology BM756 Fundamentals of Physical Chemistry K058 Physical Chemistry Laboratory 60 5 K053 Professional Training BP II semester C S L ECTS CODE Special Pedagogy BP9101 Psychology in Education BP798-2 Didactics BP797 Making Biological Collections BP899 Basics in Horticulture BM861 Methodology in Teaching Biology BP8102 Fundamentals of Physical Chemistry K059 Methodology in Teaching Chemistry K071 Methodology in Teaching Chemistry in Laboratory K073 Professional Training BP III semester C S L ECTS CODE Didactics BP797-2 Ecosystems BP9103 Teaching Practice in Biology 30 3 BP9107 Teaching Practice in Chemistry 30 3 K072 Conservation Biology 30 3 BP9106 Professional training BP9110 Field trips and excursions 30 BP9112 Elective courses IV semester ECTS Preliminary Acceptance of MS thesis 5 Research work 15 MS thesis defence and final exam

5 Elective- Chemistry C S L ECTS CODE Atmosphere and Environment K082 Research in Teaching Chemistry K075 Chemistry in Everyday Life K083 Colloid and Interfacial Chemistry K054 Materials of the 21 st Century- Technology and Environment K026 Modern Spectroscopic Methods in Chemistry K056 Introduction to Chemical Sensors and Biosensors K066 Elective - Biology C S L ECTS CODE Biomolecules in Food BMZ77 Genome Evolution BMZ79 Plant Pathoanatomy BMZ80 Plant Microtechnique and Microscopy BMZ82 Immunocompetence and Transplantation BMZ84 Animal Behaviour BM969 Research teaching biology BBZ49 Ecology in education BBZ50 Medicinal Plants BBZ51 Faunistical Diversity of Croatia BBZ52 Sexuality of Living Creatures BBZ53 Vegetation Mapping BMZ92 Protection and Revitalization of Aquatic Ecosystems BBZ55 5

6 OBLIGATORY COURSES 6

7 Psychology in Education 1 (BP9100) 15C+15S+15L ECTS 3 COURSE CONTENT: Introduction to scientific psychology; defining the education psychology; biological basis of behaviour; development of an individual; cognition and creativity; personality and individual differences; memory; learning; students with learning difficulties and special educational needs. Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M. i Miljković, D. (2003). Psihologija obrazovanja. Zagreb: IEP- VERN. Zarevski, P. (2007). Psihologija učenja i pamćenja (5 th ed.). Naklada Slap, Jastrebarsko. Atkinson, R.L., Hilgard, E. (2007). Uvod u psihologiju.naklada Slap, Jastrebarsko. Beck, M. (2004). Motivacija. Naklada Slap, Jastrebarsko. Čorkalo Biruški, D. (2009). Primijenjena psihologija: pitanja i odgovori. Školska knjiga, Zagreb. Čudina-Obradović, M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Školska knjiga, Zagreb. Gardner, H., Kornhaber, M.L., Wake, W. K. (1999). Inteligencija. Naklada Slap, Jastrebarsko. Grgin, T. (2004). Edukacijska psihologija (2 nd ed). Naklada Slap, Jastrebarsko. Grgin, T. (2001). Školsko ocjenjivanje znanja (4 th ed.). Naklada Slap, Jastrebarsko. Hock, R.R. (2004). Četrdeset znanstvenih studija koje su promijenile psihologiju. Naklada Slap, Jastrebarsko. Rathus, S.A. (2001). Temelji psihologije. Naklada Slap. Ribić, K. (1991). Psihofizičke razvojne poteškoće. ITP Forum, Zadar. Slavin, R.E. (2012). Educational psychology: Theory and practice (10 th ed.). Pearson, New York. Vasta, R., Haith, M. M., Miller, S. A. (2004). Dječja psihologija (3 rd ed.).naklada Slap, Jastrebarsko. Recent scientific articles relevant for the course. 7

8 Fundamentals of Pedagogy (BP798) 15C+15S+15L ECTS 3 COURSE CONTENT: The subject matter of pedagogy. The system of pedagogical disciplines. Historical development of pedagogy. Theories of upbringing and its practice in the world and in Croatia. Socialization. Acculturation. Upbringing and education. Educational system. Philosophy and anthropology in upbringing; theories, process and factors of upbringing. Student active participant of upbringing. Teacher s personality and teacher s vocation. Methods and other ways of upbringing. Power and weaknesses of educational means and methods. Theories of school. Learning and teaching. Methods and styles of learning and teaching. Familial education. Education in homes. Free time education. Education and modern information - communicational technology. Socio-educational work. Preventive work in upbringing and education. Methodology. Categories of pedagogical research. Quantitative and qualitative nature of pedagogical research. EXAMINATION METHODS: lectures, seminars and workshops Gudjons, H. (1994). Pedagogija. Temeljna znanja. Educa, Zagreb. Mijatović, A. (ed.) (1998). Osnove suvremene pedagogije. HKZ "MI" HPKZ, Zagreb. Vukasović, A. (2001). Pedagogija. HKZ "MI", Zagreb. Armstrong, T. (2008). Najbolje škole.educa, Zagreb. König, E., Zedler, P. (2001). Znanosti o odgoju. Educa, Zagreb. Mlinarević, V. (2002). Učitelj i odrednice uspješnog poučavanja. Časopis za teoriju i praksu odgoja i obrazovanja Život i škola, br.7/2002., Osijek: Sveučilište J.J.Strossmayera u Osijeku, Pedagoški fakultet i Visoka učiteljska škola, pp Mlinarević, V., Brust Nemet, M. (2012). Izvannastavne aktivnosti u školskom kurikulumu. Sveučilište J. J. Strossmayera u Osijeku, Učiteljski fakultet u Osijeku, Osijek. 8

9 Biochemistry 3 (BP754) 30C+0S+15L ECTS 3 COURSE CONTENT: Catalytic (chymotrypsin, trypsin, elastase, cysteine, aspartyl and metalloproteases, carboanhydrase, restriction enzymes, nucleoside monophosphate kinases) and regulatory (aspartate transcarbamylase, cooperative oxygen transport by hemoglobin, isozymes, covalent modification, enzyme activation by proteolytic cleavage, blood clotting process) strategies of enzymes; the membrane channels and pumps (active and passive transport, the transport of ions, second messengers, specific channels), the transmission of signals (transmembrane receptors interacting with ligands and the G-protein, inositol phosphate pathway, calcium ions as the signal source in the cytosol, diseases caused by defects in the signal transport); the sensory system (detectors of smell, taste, visible light, sound and touch). The immune system (antibodies with antigen-binding and effector units, structure of immunoglobulins, binding of the specific molecules using hypervariable loop, MHC complexes, suppression of the immune response to own antigens); molecular motors (members of NTPase superfamily with P-loop, myosin and actin in muscles, kinesin and dynein in microtubules, rotary motors in bacteria). LABORATORY CONTENT: Activity measurement and isoenzyme detection using electrophoresis, the test for the purpose of detecting the lack of necessary factors for blood clotting processes, the measurement of the concentration of the antibodies (immunodiffusion, immunoelectrophoresis, ELISA), isolation and characterization of immunoglobulins from human blood. Berg, J.M., Tymoczko, J.L., Stryer, L. (2012). Biochemistry. Freeman & Comp., New York. Voet, D., Voet, J.G. (2011). Biochemistry, 4 th ed. J.Wiley & Sons Inc., New York. Nelson, D.L., Cox, M.M. (2012). Lehninger Principles of Biochemistry, 6 th ed.. W.H. Freeman, New York. Garrett, R.G., Grisham, C.M. (2010). Biochemistry. Brooks/Cole, Cengage Learning, Boston, USA. Devlin, T.M. (ed.) (2010). Textbook of Biochemistry with Clinical Correlations, 7 th ed. J.Wiley & Sons Inc., New York. 9

10 Animal Physiology 2 (BP755) 30C+0S+15L ECTS 3 COURSE CONTENT: Introduction and review of the basic physiological concepts; adaptation boundaries; restrictive and expansive adaptation; physical interactions between organisms and environment. Radiation, conduction, convection and evaporation. Scaling the metabolism and thermal interactions. Temperature adaptations: poikilothermy and ectothermy. Homeothermy and endothermy; Matter exchange with the environment; osmotic exchange in aquatic and transitional animals; water and sodium chloride exchange in terrestrial animals; gas exchange adaptations. Energetics of locomotion; physiological energetic balance; environmental periodicity and physiological changes; hibernation physiology; diversity of feeding and digestion; relation between morphology and physiology of the alimentary system and the feeding method and the type of food; physiological problems related to herbivores; fermentation in alimentary canal; distribution of the secondary plant components in organism and their effect on physiological processes; exophysiology and physiology of the extra-terrestrial biological systems; physiology of high and low air and water pressure; environmental and physiological factors that regulate pheromone production. LABORATORY CONTENT: Measuring of the basal metabolic rate; influence of air pressure on fish behaviour; hibernation; biological metabolic markers; ecophysiological markers; fermentation; physiology of high pressure; physiology of low pressure; temperature adaptation; adaptation on the environmental dynamics; insect pheromones and their analogues; mammalian pheromones. Case studies. Bradshaw, D. (2003). Vertebrate Ecophysiology. Cambridge University Press, Cambridge. Willmer, P., Stone, G., Johnston, I. (2004). Environmental Physiology of Animals. Wiley-Blackwell. Paul, J. R. (2001). Physiologie der Tiere. Thieme, Stuttgart. McNab, B.K. (2002). The Physiological Ecology of Vertebrates. Cornell University Press, London. 10

11 Plant Physiology 2 (BP756) 30C+0S+15L ECTS 3 COURSE CONTENT: Photosynthesis (C3, C4 i CAM plants). Photosynthesis and Respiration. Heterotrophic nutrition. Cell exchange regulation: inner cell regulation (gene and enzyme activity regulations). Intercellular regulations: plant growth regulators auxins, gibberellins, cytokinins, ethylene and abscisic acid (chemical composition, biosynthesis, transport, physiological effects and their mechanism). Growth, differentiation and development: levels of differentiation, cause of cell differentiation, plant aging. Regulations of the ecological factors: the effect of light, temperature and daylight on the growth and plant development. Physiology of the plant organelles and/or organ movements. LABORATORY CONTENT: Starch phosphorylase. The enzymatic degradation of the glycoside. The activity of saharase (invertase). The effect of kinetin on leaf senescence. Pevalek-Kozlina, B. (2003). Fiziologija bilja. Profil, Zagreb. Teiz, L., Zeiger, E. (2010). Plant Physiology. Sinauer Associates, Inc., Sunderland, Massachusetts. Berg, J.M., Tymoczko, J.L., Stryer, L. (2013). Biokemija, Školska knjiga, Zagreb. 11

12 Fundamentals of Physical Chemistry 1 (K058) 45C+15S+0L ECTS 5 COURSE CONTENT: The properties of gases the equation of state, real gases, mixtures of gases, The first law of thermodynamics - the conservation of the energy, internal energy and enthalpy; the applications of the first law - thermochemistry, physical changes, chemical changes. The second law of thermodynamics - entropy and Gibbs energy; physical equilibria: pure substances - the thermodynamics of the transition, phase diagrams. The properties of the mixtures -the thermodynamic description of the mixtures, colligative properties, phase diagrams of the mixtures. Chemical equilibrium - thermodynamic background, the response of equilibria to the conditions. Electrochemistry - ions in solution, electrochemical cells, the applications of standard potentials. Atkins, P., De Paula, J. (2006). Physical Chemistry for the Life Sciences. Oxford University Press, Oxford. Atkins, P., Atkins & De Paula, J. (2009).Elements of Physical Chemistry, 5 th ed. Oxford University Press, Oxford. Atkins, P., Atkins & De Paula, J. (2014). Physical Chemistry, 10 th ed. Oxford University Press, Oxford. Kallay, N., Tomišić, V., Preočanin, T. (2007). Osnove fizikalne kemije (Lessons for biology teachers, ecologists and molecular biologists). Zagreb. ftp://ftp.chem.pmf.hr/download/tpreocanin/biologijakemija/fizikalna%20kemija%202/skripta_2009. pdf Cvitaš, T. Fizikalna kemija, (manuscript). ftp://ftp.chem.pmf.hr/download/cvitas/fiz_kem/ii_termodinamika/214-kinteor_2010.pdf ftp://ftp.chem.pmf.hr/download/cvitas/fiz_kem/iii_kinetika/325-kinet-1_2010.pdf Košutić, K. (2011). Zbirka zadataka iz fizikalne kemije (interna zbirka odabranih poglavlja iz fizikalne kemije za studente Fakulteta kemijskog inženjerstva i tehnologije). Zagreb. 12

13 Physical Chemistry Practicum (K053) 0C+0S+60L ECTS 5 COURSE CONTENT: Calorimetry (enthalpy of neutralisation). Equilibrium constant (Nernst distribution law). Potentiometry 1 (measuring ph). Potentiometry 2 (potentiometric titration of NaOH with HCl). Conductometry (electrolyte conductivity). Conductometric titration (neutralisation of NaOH with HCl). Transition number (Hittorf). Chemical kinetics (decay of hydrogen peroxide). Spectrophotometry (Lambert-Beer law). Adsorption (adsorption of acetic acid on activated carbon). Physical properties of liquids 1 (viscosity). Physical properties of liquids 2 (surface tension). Medvidović-Kosanović, M. (2012). Laboratory reports for physical chemistry practicum 1 Atkins, P.W., De Paula, J. (2014). Atkins Physical Chemistry, 10 th ted. Oxford University Press, Oxford. Atkins, P.W., Clugston, M.J. (1989). Načela fizikalne kemije. Školska knjiga, Zagreb. Sikirica, M. (1985) Stehiometrija. Školska knjiga, Zagreb. Cvitaš, T., Kallay, N. (1980). Fizičke veličine i jedinice Međunarodnog sustava. Školska knjiga, Zagreb. 13

14 Professional Training 1 (BP7108) 0C+0S+30L ECTS 2 COURSE CONTENT: The course includes an introduction to pedagogical documentation: directory, diary, e-diary, register, e-register, yearbook, record keeping out-of-class activities, the development of the customized programmes, keeping records of additional and supplementary education; introduction to lesson plans: the curriculum, (Ministry of Science, 2006), the framework curriculum (Ministry of Science, 2010), the school curriculum, the annual plan and programme, the individual annual plan, the monthly plan and programme, the programme for children with special needs; introduction to the legal documents of school: school acts, statutes, ordinances, regulations, decisions; getting to know the work of the professional associates of school: teacher, psychologist, librarian, secretary, accountant. The National Curriculum for General Compulsory Education of the Republic of Croatia (2006). Ministry of Science, Education and Sports of the Republic of Croatia, Zagreb. The National Curriculum for Secondary Education of the Republic of Croatia (1995). Ministry of Science, Education and Sports of the Republic of Croatian, Zagreb. The test catalogue for the state exam NHSC in the academic year 2014/2015. National Centre for the External Evaluation of Education, Zagreb. The current textbooks for primary and secondary schools. All scientific and technical literature in biology. Scientific journals and popular magazines. 14

15 Special Pedagogy (BP9101) 15C+15S+15L ECTS 3 COURSE CONTENT: General characteristics, pedagogical needs and problems of children with special needs. Definitions and terminology of special needs. Classification and aetiology of special needs. Historical position and attitudes toward people with special needs. Legal guidelines and significance of early detection and early professional treatment of children with developmental disabilities. Teamwork in the process of diagnosing, upbringing, education and rehabilitation. System of upbringing, education and rehabilitation. Stereotypes. Philosophy of inclusion. Integrated upbringing and education of children and youth with developmental disabilities. Marginalized groups, modern tendencies, and civic education. Social and legal care of children with developmental disabilities. Practical problems of inclusion of children with developmental disabilities in regular school. Talent, personality, creativity. Gifted child in the family and school. Enrichment programmes of monitoring and leading gifted children and youth. Elements of the complete system of supporting gifted. Term marginal groups, marginal processes and dimensions. Competences of contemporary teacher. School management and class leadership. Rules and discipline. School cooperation with children and community. Lifelong learning and professional development. EXAMINATION METHODS: lectures, seminars, workshops and field course Bouillet, D., Uzelac, S. (2007). Osnove socijalne pedagogije. Školska knjiga, Zagreb. Jensen, E. (2004). Različiti mozgovi, različiti učenici - Kako doprijeti do onih do kojih se teško dopire. Educa, Zagreb. Bouillet, D. (2010). Izazovi integriranog odgoja i obrazovanja. Školska knjiga, Zagreb. Senge, P. M. (2001). Peta disciplina: principi i praksa učeće organizacije. Mozaik knjiga, Zagreb. Peko, A., Mlinarević, V., Buljubašić-Kuzmanović, V. (2008). Potreba unaprjeđivanja sveučilišne nastave. Odgojne znanosti. 10, 1., pp Šprljan, K. A., Rosandić, A. (2008). Krug znanja. Priručnik za učitelje, nastavnike i profesore. UNESCO (2009). Policy guidelines on inclusion in education. UNESCO, Paris. 15

16 Didactics (BP797) 15C+15S+15L ECTS 3 COURSE CONTENT: Fundamental terms (didactics, education, upbringing, teaching, training, schooling). Teaching as communication. Interaction in classroom. Non-verbal classroom communication. Aims of classroom communication. Bipolarity of teaching and learning. Curriculum concept. Aims, goals and tasks in education and teaching. General goals of education, individual educational goals, evaluation of educational goals. Taxonomy of educational objectives. Teaching objectives. Learning contents. School curriculum. National curriculum. Teaching plan and programme. Planning in education. Teaching methods and resources. Teaching techniques. Student organisation forms (group work, pair work, individual work, whole class work). Cooperative learning. Project based teaching. Stages of teaching (preparation, presentation, practice, revision, assessment). Teaching analysis. Evaluation of education. Teaching strategies. Simulation and games in classroom. Individualised teaching. From direct instruction to self-regulated learning. Lifelong learning. LABORATORY CONTENT: Study visits and analyses of the observed classroom activities in schools. SEMINAR CONTENT: Presentation of relevant topics chosen by students. Bognar, L., Matijević, M. (2002). Didaktika. Školska knjiga, Zagreb. Desforges, C. (2001). Uspješno učenje i poučavanje: psihologijski pristupi. Educa, Zagreb. Jelavić, F. (1995). Didaktičke osnove nastave. Naklada Slap, Jastrebarsko. Meyer, H. (2005). Što je dobra nastava? Erudita, Zagreb. Pranjić, M. (2005). Didaktika. Golden marketing, Zagreb. Terhart, E. (2001). Metode poučavanja i učenja. Educa, Zagreb. Dryden, G., Vos, J. (2001). Revolucija u učenju. Educa, Zagreb. Klippert, H. (2001). Kako uspješno učiti u timu. Educa, Zagreb. Meyer, H. (2002). Didaktika razredne kvake. Educa, Zagreb. Peko, A. (1999). Obrazovanje. In: Osnove suvremene pedagogije (eds.: Mijatović, A., Vrgoč, H., Peko, A., Mrkonjić, A., Ledić, J.), Hrvatsko pedagoško-književni zbor, Zagreb, pp

17 Psychology in Education 2 (BP798-2) 15C+15S+15L ECTS 3 COURSE CONTENT: Motivation; understanding emotions - the role of emotions in the learning process; teaching; planning of the educational process; evaluation and assessment; evaluation of teachers; group processes and group dynamics; classroom management and discipline; misbehaviour; alternative approaches to education. Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M., Miljković, D. (2003). Psihologija obrazovanja. IEP- VERN, Zagreb. Zarevski, P. (2007). Psihologija učenja i pamćenja (5 th ed.). Naklada Slap, Jastrebarsko. Atkinson, Hilgard (2007). Uvod u psihologiju. Naklada Slap, Jastrebarsko. Beck, M. (2004). Motivacija. Naklada Slap, Jastrebarsko. Čorkalo Biruški, D. (2009). Primijenjena psihologija: pitanja i odgovori. Školska knjiga, Zagreb. Čudina-Obradović,, M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Školska knjiga, Zagreb. Gardner, H., Kornhaber, M.L., Wake, W. K. (1999). Inteligencija. Naklada Slap, Jastrebarsko. Grgin, T. (2004). Edukacijska psihologija (2 nd ed.). Naklada Slap, Jastrebarsko. Grgin, T. (2001). Školsko ocjenjivanje znanja (4 th ed.). Naklada Slap, Jastrebarsko. Hock, R.R. (2004). Četrdeset znanstvenih studija koje su promijenile psihologiju. Naklada Slap, Jastrebarsko. Rathus, S.A. (2001). Temelji psihologije. Naklada Slap, Jastrebarsko. Ribić, K. (1991). Psihofizičke razvojne poteškoće. ITP Forum, Zadar. Slavin, R.E. (2012). Educational psychology: Theory and practice (10 th ed.). Pearson, New York. Vasta, R, Haith, M. M., Miller, S. A. (2004). Dječja psihologija (3 rd ed.). Naklada Slap, Jastrebarsko. Recent scientific articles. 17

18 Biological Collections (BP899) 15C+0S+30L ECTS 2 COURSE CONTENT: The aim of the course is to show the importance and preciousness of biological collections. Students learn about the different types of natural history collections, biological collections and the possibilities of growing experimental organisms in aquariums, terrariums, gardens etc. The goal is to give students the basic knowledge and develop skills of making biological collections on their own and breeding of respective substrates and habitats. As the part of their own biological collection, which is necessary for final exam, students are taught how to collect and conserve plants, algae, mushrooms, lichens, protozoans, insects, small vertebrates and how to organize biological collection. Students also observe several museum collections of natural history during their fieldwork. Students may keep the collection they create as a part of this course and use it in their future teaching profession. EXAMINATION METHODS: practical (biological collection) and oral Alinger, P. (1948). Prepariranje i konzerviranje životinja. Nakladni zavod Hrvatske, Zagreb. Durbešić, P. (1988). Upoznavanje i istraživanje kopnenih člankonožaca. Hrvatsko ekološko društvo, Zagreb. Schauff, E. (1993). Collecting and preserving insects and mites: techniques and tools. National Museum of Natural History, Washington. Oshea, M., Halliday T. (2002). Reptiles and Amphibians. Dorling Kindersley Book, London. Vaugham, T.A., Ryan, J.M., Czaplewski, N. (2000). Mammology. Saunders College Publishing, Philadeplhia. Maksimović, R., Mirić, Đ. (1985). Biološki kabinet. Zavod za izdavanje udžbenika, Beograd. 18

19 Basics in Horticulture (BM861) 30C+0S+15L ECTS 3 COURSE CONTENT: Classification and characteristics of flower types (annual, biennia, perennials, water plants, creepers). Basics of vegetable crops growing and the most important vegetable representatives. Reproduction of vegetable and flower cultures. In vitro propagation methods. Woody plant species and park architecture. Creating a school garden: spices and aromatic herbs, vegetable garden, ornamental plants, water garden. Eco - schools. Horticulture in teaching. LABORATORY CONTENT: Basic methods of reproduction in plants. In vitro propagation methods. Visit to the eco schools. Idžojtić, M. (2009). Dendrology - leaf. Sveučilište u Zagrebu, Šumarski fakultet, Zagreb. Idžojtić, M. (2013). Dendrology - flower, cone, fruit, seed. Sveučilište u Zagrebu, Šumarski fakultet, Zagreb. Parađiković, N. (2009). Basic and special vegetable growing. Poljoprivredni fakultet, Osijek. Parađiković, N. (1994). Greenhouses. Nova zemlja, Osijek. Hartmann, T.H., Kester, D.E., Davies, Jr., F.T., Geneve, R.L. (2011). Hartmann and Kester s plant propagation: principles and practice. 8 th ed. Prentice Hall, USA. Pittenger, D.R. (2002). California Master Gardener Handbook. University of California, USA. Healthy garden - organic, natural and free of chemicals (2010). Mozaik knjiga, Zagreb. Scientific papers 19

20 Methodology in Teaching Biology (BP8102) 30C+15S+60L ECTS 6 COURSE CONTENT: History of teaching methodology, the value of teaching methodology in biology; annual, monthly and thematic planning; cycle teaching: objective, outcomes, concepts, verification of achievement of planned outcomes, criteria, evaluation, levels of student achievement, material basis of teaching biology; sociological forms of teaching, organization of teaching, methodical design of the teaching process, evaluation structure of written examination, metric analysis of written examination, active teaching techniques, out-of-school activities, organising out-ofclassroom forms of teaching, the school garden and vivarium in lessons, evaluation of students and teachers, map of learning and teaching (portfolio), cooperative learning, e-learning, games for teaching and learning, the organizers of attention, knowledge mapping, graphical presentation, critical thinking, problem solving, project and research in teaching, work with gifted children, motivation in biology lessons, communication in biology lessons, teacher characteristics, intelligence and types of intelligence and creativity. LABORATORY CONTENT: Practical preparation for class with a selection of practical work and demonstration experiments in the form of exercises to display the topics in the curriculum of Nature and Society and Biology of primary and secondary schools, performing the parts of lessons as a simulation and presentation of the plan of the research project in the field of teaching methodology in biology. SEMINAR CONTENT: The fulfilment of the tasks of students: organization of workshops or projects for students and workshops for the purpose of popularizing biology, research in teaching, display current literature in a subject area with a guest teacher with whom will be done the critical review on application of literature solutions on some issues in practice EXAMINATION METHODS: seminar, written and oral Bognar, L., Matijević, M. (2002). Didaktika, (2 nd ed.). Školska knjiga, Zagreb. Kyriacou, C. (2001). Temeljna nastavna umijeća. EDUCA 52, Zagreb. Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Tipex, Zagreb. Matijević, M., Radovanović, D. (2011). Nastava usmjerena na učenika. Školske novine, Zagreb. Bruning, L., Saum, T. (2008). Suradničkim učenjem do uspješne nastave. Naklada Kosinj, Zagreb. Cowley, S. (2006).Tajne uspješnog rada u razredu. Školska knjiga, Zagreb. Terhart, E. (2001). Metode poučavanja i učenja. EDUCA 51, Zagreb. The National Curriculum for General Compulsory Education of the Republic of Croatia (2006). Ministry of Science, Education and Sports of the Republic of Croatia, Zagreb. The National Curriculum for Secondary Education of the Republic of Croatia (1995). Ministry of Science, Education and Sports of the Republic of Croatian, Zagreb. The current textbooks in primary and secondary schools. All scientific and technical literature in biology. Scientific journals and popular magazines. 20

21 Fundamentals of Physical Chemistry 2 (K059) 30C+15S+0L ECTS 5 COURSE CONTENT: Molecular motion -the kinetic model of gases, motion in liquids, diffusion. Chemical kinetics - the rate of reactions, integrated rate laws, reactions approaching equilibrium, the Arrhenius equation, reaction mechanisms, photochemistry, enzymes. Reaction dynamics - collision theory, diffusion controlled reactions, transition-state theory. Processes on the surfaces - adsorption, catalysis. Atkins, P., De Paula, J. (2006). Physical Chemistry for the Life Sciences. Oxford University Press, Oxford. Atkins, P., De Paula, J. (2009). Elements of Physical Chemistry, 5 th ed. Oxford University Press, Oxford. Atkins, P., De Paula, J. (2014). Physical Chemistry. Oxford University Press, Oxford. Kallay, N., Tomišić, V., Preočanin, T. (2007). Osnove fizikalne kemije (Lessons for biology teachers, ecologists and molecular biologists), Zagreb. ftp://ftp.chem.pmf.hr/download/tpreocanin/biologijakemija/fizikalna%20kemija%202/skripta_2009. pdf Cvitaš, T. Fizikalna kemija Manuscript. ftp://ftp.chem.pmf.hr/download/cvitas/fiz_kem/ii_termodinamika/214-kinteor_2010.pdf ftp://ftp.chem.pmf.hr/download/cvitas/fiz_kem/iii_kinetika/325-kinet-1_2010.pdf Košutić, K. (2011). Zbirka zadataka iz fizikalne kemije (interna zbirka odabranih poglavlja iz fizikalne kemije za studente Fakulteta kemijskog inženjerstva i tehnologije). Zagreb. 21

22 Methodology in Teaching Chemistry1 (K071) 30C+15S+0L ECTS 3 COURSE CONTENT: Subject and tasks on teaching methodology in chemistry. Scientific research methods in chemical education. Goals and tasks of chemical education in primary and secondary schools, and the analysis of curriculum contents. Facilities. Teaching methods. Teaching tools and helping tools. Preparations for class work. Modern didactic systems in teaching chemistry. Applying computers in chemical education. Caution and protection measures, first aid. Seminar paper on current topics of teaching chemistry, contemporary achievements and their applications according to original literature. SEMINAR CONTENT: Lesson structure. Demonstration lesson. Introduction to various teaching and learning resources. Making didactic models and materials for teaching chemistry. Presenting seminar papers dealing with the recent didactic and methodical issues, as well as with the actual tendencies in chemical education. Introduction to contemporary achievements in chemistry, and their application in education. Sikirica, M. (2003). Metodika nastave kemije. Školska knjiga, Zagreb. Bognar, L., Matijević, M. (1993). Didaktika. Školska knjiga, Zagreb. Herak, J. (1992). Što, kako i zašto prilog metodici početne nastave kemije. Školske novine, Zagreb. Herak, J. (1985). Uvođenje početnika u kemiju. Školske novine, Zagreb. Herron, J.D. (1996). The Chemical Classroom: Formulas for Successful Teaching. American Chemical Society. Radonić, F. (1997). Obrazovna tehnologija u nastavi i učenju. Biotehnika, Zagreb. Raos, P. (2004). Nove slike iz kemije. Školska knjiga, Zagreb. 22

23 Methodology in Teaching Chemistry in Laboratory (K073) 0C+0S+60L ECTS 3 COURSE CONTENT: Introduction to school laboratory procedures. Storing chemicals. Safety and risk assessment. First-aid. Preparation of teaching materials. Inorganic and organic chemicals at home. Kitchen-chemistry. Hand-made crystals. Handling of the chemical waste. Selected subjects: physical and chemical properties. Separation methods. Chemical laws. Energy and chemical change. Solutions. Chemical kinetics. Chemical equilibria. Acid-base theories. Electrochemistry. Periodic system of elements. Properties of chemical elements. Metals and their compounds. Non-metals and their compounds. Hydrocarbons and their derivatives (obtaining and properties). Alcohols, phenols and ethers. Carboxylic acids and their derivatives. Sugars. Amino acids. Proteins and enzymes. Synthetic polymers. LABORATORY CONTENT: The programme follows the course content. Through practical work students acquire knowledge and experience necessary for organising and performing high quality and creative lessons in primary and secondary schools. Students are introduced with a selection of practical exercises (experiments) that are a part of the chemistry curriculum in primary and secondary education, including environmental pollution and modern techniques of demonstrating experiments. Introduction of the methods and techniques of independent demonstration experiments in the fields of general, organic, inorganic, analytical and physical chemistry. Text books and manuals for primary and secondary school (various publishers and year of publication). Sikirica, M. (2011). Zbirka kemijskih pokusa. Školska knjiga, Zagreb. Majer, V. (1991). Eksperimentalna nastava kemije. Školska knjiga, Zagreb. Herak, J. (1992). Što, kako i zašto prilog metodici početne nastave kemije. Školske novine, Zagreb. Herak, J. (1985). Uvođenje početnika u kemiju. Školske novine, Zagreb. Sikirica, M. (2004). Metodika nastave kemije. Školska knjiga, Zagreb. 23

24 Professional training 2 (BP8109) 0C+0S+30L ECTS 2 COURSE CONTENT: The course introduces the obligations of a class teacher: class master lessons - the organization and performance, office hours for parents, parent-teacher conferences, teachers obligations for the half-term and the end of the school year; describing of the appointment process and assign tasks of the school board, parents councils and students; analysing the professional training and career advancement. Miljković, D., Rijavec, M. (2010). Pozitivna disciplina u razredu. Zagreb. Uzelac, M., Bognar, L., Bagić, A. (2000). Budimo prijatelji. Centar za kulturu mira i nenasilja, Zagreb. The current textbooks in primary and secondary schools. All scientific and technical literature in biology. Scientific journals and popular magazines. 24

25 Didactics 2 (BP797-2) 15C+15S+15L ECTS 3 COURSE CONTENT: The concept of the curriculum. Tradition of the curricular planning in the USA and Europe. Leading theoretical approaches to curriculum development. Different types of curriculum (levels of application: national curriculum, school curriculum, classroom curriculum, student curriculum; orientation: functionalist curriculum, humanistic curriculum; structure: closed curriculum, open curriculum, mixed type curriculum; transparency: official curriculum, hidden curriculum). Curriculum design - curricular circle. The concept of competences. Educational outcomes. Educational standards. Pedagogical standards. Key competences for life-long learning. Teacher competences. School curriculum development and methodology. Internal evaluation (KREDA/SWOT). External evaluation: national exams, international exams (PISA, PIRSL, TIMMS, ESCL, etc.). Action research. LABORATORY CONTENT: Legislation analysis. School documentation analysis. Study visits and analysis of the observed implementation of school curriculum. SEMINAR CONTENT: Presentation of relevant topics chosen by students Marsch, J.C. (1994). Kurikulum: Temeljni pojmovi. Educa, Zagreb. Previšić, V. (ed.) (2007). Kurikulum: Teorije, metodologija, sadržaj, struktura. Zavod za pedagogiju, Školska knjiga, Zagreb. Moon, B. (2001). A Guide to the national curriculum. Oxford University Press, Oxford, New York. Ornstein, A.C., Hunkins, F.P. (1998). Curriculum: Foundations, Principles, and Issues. Allan & Bacon publishers, Boston. Schröder, H. (2002.). Lernen, Lehren, Unterricht: lernpsychologische und didaktische Grundlagen. Oldenbourg, München. 25

26 Ecosystems (BP9103) 45C+15S+0L ECTS 5 COURSE CONTENT: Freshwater ecosystems classification, water as a living medium, aquatic biocenosis, energy flux in aquatic ecosystems. Basic biological and ecological characteristics of lentic systems. Lotic systems - longitudinal zonation, littoral zone, sediment. Eutrophication of freshwater ecosystems. Water pollution and water protection. Terrestrial ecosystems - description and characteristics: seacoast, karst, mountains, forests (tropical forests, taiga forests, deciduous forests), grasslands, deserts, tundra. Dynamics of the selected ecosystems (the taiga forests of interior Alaska, the Serengeti as herbivore dominated ecosystem, the tropical forests of Hawaii). Endemic species, relicts. Primary and secondary successions of the terrestrial ecosystems. Impact of the climate changes on the terrestrial ecosystems. Oceans geography and geomorphology, water temperature, vertical stratification, water circulation, quality of sea waters, plankton communities, nekton. Biology of the deep sea (zonation, environmental factors, pelagic and benthic organisms). Benthic communities of phytal systems (subtidal and intertidal) in oceans. SEMINAR CONTENT: Biodiversity of the selected terrestrial ecosystems. Eutrophication and species protection of selected freshwater ecosystems. Primary and secondary production in oceans. Decomposition of the organic matter in oceans. Nutrient cycle in oceans. Students will choose a topic of their interest, prepare presentation and present their seminar paper. Odum, E.P. (1971). Fundamentals of Ecology, 3 rd ed. W. B. Saunders Company. Philadelphia. London. Toronto, pp Leviton, J.S., Haefner, P.A., Jr. (2001). Marine Biology: Function, Biodiversity, Ecology, 2 nd ed. Oxford University Press, Inc., Oxford, pp Aber, J.D., Melillo, J. M. (2001). Terrestrial ecosystems. Harcourt/Academic Press, San Diego, pp Chapin, S.F.III., Mooney, H.A., Matson, P.A. (2002). Principles of terrestrial ecosystem ecology. Springer-Verlag, New York, pp Riedl, R. (1981). Flora und Fauna der Adria. Verlag Paul Parey, pp Šegulja, N., Hršak, V. (1988). Priručnik za fitocenološka i ekološka istraživanja vegetacije. Mala ekološka biblioteka, Zagreb, pp. 93. Kerovec, M. (1988). Ekologija kopnenih voda. Hrvatsko ekološko društvo i dr. Ante Pelivan, Zagreb. Weigel M. (2009). Encyclopedia of biomes. Gale, Cengage Learning, Detroit, pp

27 Teaching Practice in Biology (BP9107) 0C+ 0S+30L ECTS 3 COURSE CONTENT: The course includes participation in school practice, accompanied by a mentor: observing, monitoring, evaluating and analysing the lesson with a mentor, a biology teacher and colleagues. Mentor attends the lessons and analyses them with students; students plan lessons perform them; the performed lessons are evaluated in a group with a mentor together with a student teachers during the methodological practice; development of specific tasks that help students to be well prepared for the teachers position in schools; making the map of teaching. EXAMINATION METHODS: practical Mattes, W. (2007). Nastavne metode. Naklada Ljevak, Zagreb. Matijević, M., Radovanović, D. (2011). Nastava usmjerena na učenika. Školske novine, Zagreb. The National Curriculum for General Compulsory Education of the Republic of Croatia (2006). Ministry of Science, Education and Sports of the Republic of Croatia, Zagreb. The National Curriculum for Secondary Education of the Republic of Croatia (1995). Ministry of Science, Education and Sports of the Republic of Croatian, Zagreb. Klipert, H. (2001). Kako učiti u timu. Educa, Zagreb. Terhart, E. (2001). Metode poučavanja i učenja. Educa 51, Zagreb. Seam, N. (1994). Neverbalna komunikacija u razredu. Educa, Zagreb. All scientific and technical literature in biology. Scientific journals and popular magazines. 27

28 Teaching Practice in Chemistry (K072) 0C+0S+30L ECTS 3 COURSE CONTENT: Experimental and methodical elaboration from chemistry curriculum for primary schools. Training students in real situations (in the classroom), implementing the knowledge and skills acquired in pre-courses, providing students with first-hand insight into the organization of a school and its social environment, mastering the basic elements of pedagogical practice. Attending demonstration lectures of mentors, individual and public student lectures with thorough lecture analysis. Applying different methods and class organization patterns while teaching chemistry. Evaluation, grading and self-evaluation of chemistry classes. LABORATORY CONTENT: Students trial lectures students prepare and perform individual and demonstration lessons in chemistry in primary schools. Through practical work students are introduced with proper application of various methods and class organization patterns in teaching chemistry. Students get insight in verbal and non-verbal communication in the classroom. EXAMINATION METHODS: practical Text books and manuals for primary school (various publishers and year of publication). Various scientific papers with popular approach to science. 28

29 Conservation Biology (BP9106) 30C+0S+0L ECTS 3 COURSE CONTENT: Biodiversity the importance of species in conservation biology. The human impact: the rise of human populations, current human impacts, the human impact on species extinctions. Effects of habitat destruction: patterns of habitat fragmentation, biotic effects of habitat fragmentation, contraction in species range. Effects of habitat disturbance: chemical pollution, occurrence of exotic species, occurrence of diseases, genetically modified organisms, physical disturbance of ecosystem dynamics. Non-sustainable use: what is sustainable use, overexploitation of wild populations, impact of overexploitation of non-living resources? The rise of conservation biology: early conservationist, the emergence of conservation biology as a science. Selecting protected areas: history of protected area designation, criteria for measuring conservation value of the areas. Design and management of protected areas: designing and managing protected areas, management of semi-natural communities, monitoring change in protected areas. In situ conservation: commonness and rarity among species, assessing and categorizing the threats to species from human activity, managing small populations, measuring species decline, genetic management of small populations, sustainable harvesting of populations. Ex situ conservation: ex situ conservation of plants and animals, captive breeding, species reintroduction, direct species translocation, population reinforcement. Landscape scale conservation: patchiness in the landscape, landscape ecology and conservation, enhancing species movement in the landscape, conservation in the urban landscape, conserving ecosystem function, ecosystem management. Putting the science into practice: case studies. Pullin, S.A. (2007). Conservation Biology. Cambridge University Press, New York. Groom, J.M., Meffe, K.G., Carroll, R.C. (2006). Principles of Conservation Biology. Sinnauer Associates, Massachusetts. Magurran, A.E. (2010). Measuring Biological Diversity. Blackwell Publishing, UK. Hunter, M.L., Jr., Gibbs, J. (2007). Fundamentals of Conservation Biology, 3 rd ed. Blackwell Publishing, UK. Maczulak, A. (2010). Biodiversity, Conserving Endangered Species. Facts on File. USA. DZZP (2008). Izvješće o stanju prirode i zaštite prirode u Republici Hrvatskoj. Zagreb. 29

30 Professional training 3 (BP9110) 0C+0S+30L ECTS 2 COURSE CONTENT: The course involves students in the teaching process; monitoring mentor s lessons in regular classes, extracurricular activities, additional classes and supplementary classes; includes an analysis of the preparation and performance of the lessons. Mentor monitoring the students during their preparation for the classes as well as the preparation for competitions and festivals; indicates the school competition level and ways of participation. EXAMINATION METHODS: - Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Tipex, Zagreb. Matijević, M., Radovanović, D. (2011). Nastava usmjerena na učenika. Školske novine, Zagreb. Cowley, S. (2006). Tajne uspješnog rada u razredu. Školska knjiga, Zagreb All scientific and technical literature in biology. Scientific journals and popular magazines. 30

31 ELECTIVE COURSES 31

32 Atmosphere and Environment (K082) 15C+15S+0L ECTS 2 COURSE CONTENT: Evolution and changes in the atmosphere and climate; layers of the atmosphere; atmospheric microconstituents; cyclic process (carbon, sulfur, nitrogen, oxygen, halogen compounds); atmospheric ozone; particulate matter; aerosols; photochemical processes; chemistry of the stratosphere and troposphere; air pollution; pollution sources; types of pollutants and their impact (climate, environment, health); influence of meteorological parameters on atmospheric microconstituents; ozone hole; global warming; acid rain; human impact on air pollution, consequences and prevention. Seinfeld, J. H., Pandis, S. N. (2006). Atmospheric Chemistry and Physics. John Wiley and Sons, Inc., New Jersey. Hewit, C.N., Jackson, A.V. (2009). Atmospheric Science for Environmental Scientists. Wiley & Blackwel. Jacob, D.J. (1999). Intoduction of Atmospheric Chemisty. Prenston University Press, Prenston, New Jersey. Finlayson-Pitts, B. J., Pitts, J. N., Jr. (1986). Atmospheric Chemistry. John Wiley, New York. Seinfeld, J. H. (1986). Atmospheric Chemistry and Physics of Air Pollution. John Wiley and Sons, Inc., New York. 32

33 Research in Teaching Chemistry (K075) 15C+0S+45L ECTS 2 COURSE CONTENT: Scientific research methods in chemical education. What is creativity and how to exercise it? Teaching methods collaboration (classroom discussion, debriefing, classroom action research). Modern didactic systems in teaching chemistry. Applications of computer and enquirybased learning in chemical education. LABORATORY CONTENT: The programme follows course content and involves projects for students in primary and secondary schools, E-schools, pilot-projects related to chemistry education and teachers education. Work with gifted students. Through practical work students acquire the feeling for creativity, team-work, independence and learn the methodology of simpler research, use of literature and sources from the Internet. Sikirica, M. (2003). Metodika nastave kemije. Školska knjiga, Zagreb. Sikirica, M. (2011). Zbirka kemijskih pokusa za OŠ i SŠ. Školska knjiga, Zagreb. Raos, N. (2004). Nove slike iz kemije. Školska knjiga, Zagreb. 33