SKPC005 Transdisciplinary Didactics

Faculty of Education
Autumn 2021
Extent and Intensity
0/0/0. 8 credit(s). Type of Completion: z (credit).
Taught in person.
Teacher(s)
prof. PhDr. Mgr. Tomáš Janík, Ph.D. (lecturer)
doc. PaedDr. Jan Slavík, CSc. (lecturer)
Guaranteed by
prof. PhDr. Mgr. Tomáš Janík, Ph.D.
Institute for Research in School Education - Faculty of Education
Contact Person: Mgr. Jana Veličková
Supplier department: Institute for Research in School Education - Faculty of Education
Course Enrolment Limitations
The course is only offered to the students of the study fields the course is directly associated with.
fields of study / plans the course is directly associated with
Course objectives
The course aims at students' understanding of the relationship of general didactics and specific-domain didactics and the students should ask questions relating to next development of specific-domain didactics, event. transdidactic in the context of own dissertation.
Learning outcomes
After finishing the course, the student is able:
- to reflect didactical dimension of his/her own research project;
- to integrate his/her own research project into theoretical and metnodological approaches in didactic;
- to use his/her research findings in the field of didactic.
Syllabus
  • Pedagogy, pedagogical disciplines, and their relationships. Models of general didactics (constructivist didactics, etc.); models of specific -domain didactics (specific-domain didactics as the theory of teaching, etc.). The constituting of specific-domain didactics as relatively independent disciplines. The relationship of didactics, specific-domain didactics and specific-field discipline. Transdisciplinary didactic. The specific nature of teaching and learning in the specific subject. The task of specific-domain didactics by planning, realizing, and evaluating curriculum. The specific nature of research and research methodology in the specific-domain didactics.
Literature
    required literature
  • Westbury, I., Hopmann, S., & Riquarts, K. (Eds.), Teaching as a Reflective Practice. The German Didaktik Tradition. Mahwah: Lawrence Erlbaum Associates, 2000.
  • Brockmeryerová-Fenclová, J.. Čapek, V., Kotásek, J. Oborové didaktiky jako samostatné vědecké disciplíny. Pedagogika, 2000, č. 1, s. 23-37.
  • Slavík, J., Janík, T., Najvar, P., & Knecht, P. Transdisciplinární didaktika: o učitelském sdílení znalostí a zvyšování kvality výuky napříč obory. Brno: Masarykova univerzita, 2017.
  • Hudson, B. & Meyer, M. A. (Eds.), Beyond Fragmentation: Didactics, Learning and Teaching in Europe. Portland : Barbara Budrich, 2011.
  • Hillen, S., Sturm, T., & Willbergh, I. (Eds.), Challenges Facing Contemporary Didactics: Diversity of Students and the Role of New Media in Teaching and Learning. Münster: Waxmann, 2011.
  • Brousseau, G. Theory of didactical situations in mathematics: Didactique des mathématiques, 1970–1990. New York: Kluwer Academic Publishers, 2002.
  • Gundem, B., Hopmann, S. (eds.) Didaktik and/or Curriculum. An International Dialogue. New York: Peter Lang, 1995.
  • Choděra, R. Didaktika cizích jazyků: Úvod do vědního oboru. Praha: Academia, 2006.
  • Stuchlíková, I., Janík, T. et al. Oborové didaktiky: vývoj - stav - perspektivy. Brno: Masarykova univerzita, 2015.
  • Slavík, J., Janík, T., & Najvar. P. (2016). Producing knowledge for improvement: The 3A procedure as a tool for content–focused research on teaching and learning. Pedagogika, 66(6), 672–688.
  • Slavík, J., Stará, J., Uličná, K., & Najvar, P. et al. Didaktické kazuistiky v oborech školního vzělávání. Brno: Masarykova univerzita, 2017.
    recommended literature
  • Slavík, J., Janík, T. Významová struktura faktu v oborových didaktikách. Pedagogika, 2004, č. 4, s. 336-353.
  • Slavík, J. (ed.) Obory ve škole: metaanalýza empirických poznatků oborových didaktik. Praha: UK, 2005.
  • Janík, T. et al. Pedagogical Content Knowledge nebo Didaktická Znalost Obsahu? Brno: Paido, 2007.
  • Kalhous, Z., Obst, O. a kol. Školní didaktika. Praha: Portál, 2002.
Teaching methods
class discussion, literature review
Assessment methods
Critically evaluate two foreign journal studies, which are regrading to didactic empirical research with the connection to the dissertation.
To defend partially realized project of didactic research (as the base of dissertation).
Language of instruction
Czech
Further Comments
The course is taught each semester.
The course is taught: in blocks.
The course is also listed under the following terms autumn 2020, Spring 2021, Spring 2022.
  • Enrolment Statistics (recent)
  • Permalink: https://is.muni.cz/course/ped/autumn2021/SKPC005