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1 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Delo z učenci s posebnimi potrebami Working with children with special needs Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 1. 1 Univerzitetna koda predmeta / University subject code: Predavanja Lectures 15 Sem. vaje Tutorial 15 Lab. Vaje Lab. Work Teren. vaje Field work Samost. delo Individ. work ECTS 30 2 Nosilec predmeta / Lecturer: Dr. Majda Schmidt Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: slovenski / Slovenian Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Vsebina: Sistem družbene pomoči in skrbi namenjen otrokom s posebnimi potrebami (PP); Terminologija povezana z motnjami, primanjkljaji, ovirami; Zgodnje odkrivanje in zgodnja obravnava motenj ter vzroki nastanka motenj; Opredelitev inkluzivne vzgoje in izobraževanja, filozofska izhodišča inkluzije, socialni model obravnave v inkluziji; Razvojne, učne in socialno-emocionalne značilnosti posameznih kategorij otrok z motnjami ter prilagoditve pri delu z njimi; Nova koncepcija vzgoje in izobraževanja v Sloveniji, usmerjanje, programi vzgoje in izobraževanja za otroke s PP, dodatna strokovna pomoč, individualizirani programi, vloga šol in zavodov za vzgojo in izobraževanje otrok s PP v integraciji/inkluziji; Sodelovanje in timsko delo učiteljev, specialnih pedagogov in drugih strokovnjakov v integraciji/inkluziji; Sodelovanje s starši otrok s posebnimi potrebami (ovire v procesu sodelovanja s starši, pomoč staršem, sodelovalnoo partnerski model Contents (Syllabus outline): System of societal support and care for children with special needs (SN) Terminology associated with disabilities, impairments, handicaps, Early identification and early intervention of disabilities and causes, Inclusive education, philosophical backgrounds of inclusion, social model of treatment in inclusion; Developmental, educational and socio- of children with emotional characteristics several categories of disabilities and adaptations in work with them; New conception of education in Slovenia, direction (assessment), educational programmes for children with SN, additional professional support, individualized education programmes, the role of schools and educational institutions of children with SN in integration/inclusion; Cooperation and team work of teachers, special educators and other professionals in integration/inclusion; Cooperation with parents of children with

2 vključevanja staršev); Študija primera s poudarkom na kvalitativnem pristopu. SN (barriers in the process of cooperation, support to parents, cooperation-partnership model of inclusion the parents); Case study with emphasis on qualitative approach. Temeljni študijski viri / Textbooks: -Schmidt, M. (2001). Socialna integracija otrok s posebnimi potrebami v osnovno šolo. Maribor: Pedagoška fakulteta. -Schmidt, M., Čagran, B. (2006). Gluhi in naglušni učenci v integraciji/inkluziji. Zbirka Zora, 43. Slavistično društvo, Maribor. -Lipec-Stopar, M. (1999). Vloga defektologa pri timskem delu z učenci s posebnimi potrebami v osnovni šoli. V: Hytonen, J., Razdevšek-Pučko, C., Smyth, G. (ur.). Izobraževanje učiteljev za prenovljeno šolo. Ljubljana: pedagoška fakulteta, str Integracija, inkluzija v vrtcu, osnovni in srednji šoli (2003). Sodobna pedagogika, 54, (120), Posebna izdaja. -Upoštevanje drugačnosti korak k šoli enakih možnosti (2006). Sodobna pedagogika, 57 (123), Posebna izdaja. Cilji: Cilj tega predmeta je seznaniti študente s sistemom družbene podpore za otroke s PP, s termini in razumevanjem le-teh, seznaniti s procesom odkrivanja posebnih potreb ter predstaviti možne prilagoditve vzgojno-izobraževalnega procesa, ponuditi znanje o osnovnih specialno-pedagoških načelih in pristopih pri delu z učenci s PP, uvesti v poznavanje inkluzivne vzgoje in izobraževanja ter izpostaviti novosti koncepcije izobraževanja otrok s PP, osvetliti pomen timskega dela in sodelovanja na področju inkluzije, vzpodbuditi znanje o temeljnih pristopih pri delu s starši otrok s PP ter predstaviti uporabo študije primera na področju integracije/inkluzije. Predvideni študijski rezultati: Znanje in razumevanje: Po zaključku tega predmeta bo študent sposoben: Izkazati znanje o sistemu družbene podpore za osebe s PP, Prepoznavati in upoštevati interindividualne razlike in posebne potrebe učencev, Predstaviti inkluzivni sistem vzgoje in izobraževanja ter novosti koncepcije izobraževanja, Razumeti vpliv inkluzije za otrokov razvoj in napredek, Poznati in razumeti uvajanje prilagoditev v vzgojno-izobraževalni proces, Objectives: The objective of this course is: to acquaint students with system of societal support for children with SN, with terminology and comprehension of it, to acquaint with the process of early intervention and present the possibilities for adaptations of educational process, to offer the knowledge about the basic special education principles and approaches when working with students with SN, to initiate the knowledge about inclusive education and to expose the novels of educational conception of children with special needs, to highlight the importance of the team work and cooperation on the field of inclusion, to encourage the knowledge about the basic approaches when working with parents of children with SN and introduce practical use of case study in the field of integration/inclusion. Intended learning outcomes: Knowledge and Understanding: On comletion of this course the student will be able to: Demonstrate knowledge about the system of societal support for persons with SN, Recognise and consider interindividual differences and special needs of students, Present inclusive education system and novels of the concept of education, Understand the influence of inclusion on childs' development and progress, Recognize and understand the meaning of adaptations in educational process,

3 Poznati in upoštevati pomen timskega dela in sodelovanja v inkluziji, Poznati in upoštevati posebnosti sodelovanja s starši otrok s PP Prenesljive/ključne spretnosti in drugi atributi: Pri študiju in kasnejši poklicni karieri bo študent sposoben: Izbrati prilagoditve vzgojno-izobraževalnega procesa glede na posebne potrebe učencev, Upoštevati individualiziran pristop pri delu z učenci s PP, Razvijati inkluzivno kulturo v neposredni praksi, Identificirati, analizirati probleme s področja vzgoje in izobraževanja skupaj s specialnimi pedagogi in drugimi strokovnjaki, Povezati osnovna specialno-pedagoška znanja z znanji iz razvojne psihologije in znanji drugih področij ter jih uporabiti pri delu z učenci in starši, Stalnega strokovnega izpopolnjevanja, Izgrajevati profesionalno etiko. Recognise and understand the importance of team work and cooperation in inclusion, Recognize and consider exceptionalities of cooperation process with parents of children with SN Transferable/Key Skills and other attributes: In studing process and in later professional career the student will be able to: Select adaptations of educational process with regard on special needs of students, Consider individualized approach in working with students with SN, Develop inclusive culture into direct practice, Identify, analyse the problems of the field of education together with special educators and others professionals, Link the basic special education knowledge together with the knowledge of developmental psychology and with the knowledge of other professional areas and use them when working with children and parents, Permanent professional training, Complete professional ethics. Metode poučevanja in učenja: Learning and teaching methods: predavanja z interaktivno udeležbo študentov, seminarji, študija primera, sodelovalno učenje in timsko delo individualne konsultacije Načini ocenjevanja: Delež (v %) / Weight (in %) ska naloga, Izpit lectures with interactive participation of students, seminars, the case study, cooperative learning and team work individual consultation Assessment: seminar work, examin -opravil/ni opravil seminarsko nalogo -izpitna ocena 6-10 (pozitivno), 1-5 (negativno) 30 % 70 % -passed/failed seminar work -examin's mark 6 10 (positive), 1 5 (negative) Materialni pogoji za izvedbo predmeta : Material conditions for subject realization Učilnica z ustrezno AV opremo Classroom with appropriate AV equipment Obveznosti študentov: (pisni, ustni izpit, naloge, projekti) Students commitments: (written, oral examination, coursework, projects):

4 seminarska naloga predstavitev v skupini, izpit seminar work presentation in group, examin

5 Univerza v Mariboru University of Maribor Predmet: Subject Title: UČNI NAČRT PREDMETA / SUBJECT SPECIFICATION E-učenje v izobraževanju fizike E-teaching in physics education Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures 30 Sem. vaje Tutorial Lab. vaje Labor work 15 Teren. vaje Field work Samost. delo Individ. work ECTS 45 3 Nosilec predmeta / Lecturer: Ivan Gerlič Jeziki / Languages: Predavanja / Lecture: Slovenski in angleški jezik; Slovene and English Vaje / Tutorial: Slovenski in angleški jezik; Slovene and English Pogoji za opravljanje študijskih obveznosti: Obvladovanje računalnika, osnovni multimedijski sistemi Prerequisites: Work with the computer, base multimedia systems Vsebina: Predavanja: Teoretične osnove e-učenja. Modeli uporabe IKT v izobraževanju. Strategije uporabe IKT pri poučevanju fizike. Simulatorji in simulacijski sistemi pri poučevanju fizike. Računalniške meritve in krmilno-regulacijski sistemi pri poučevanju fizike. Temelji elektronske komunikacije učitelj učeči (elektronska pošta in novice, elektronske distribucijske liste, portali, interaktivne komunikacije, audio in video konference, video na zahtevo ). Izobraževanje na daljavo pri poučevanju fizike. Sistemi za vodenje in upravljanje e- učenja LMS. Strokovno-didaktični pristopipi v pripravi in izdelavi e-učnih gradiv za poučevanje fizike. Content (Syllabus outline): Lectures: Base theories of E-education. Models of using ICT in education. Strategies of using ICT in physics education. Simulators and simulation systems in physics education. Computer measure and controlphysics education. regulating systems in Bases of e-communication teacher student (e- lists, portal, internet mail, e-news, e-distributions relay chat, audio and video conference, video on demand ) Distance learning in physics education. Learning Management System (LMS). Trade-didactic accessions to prepare and make e-teaching materials in physics education. Labor work: Application of lectures in practical cases and real research problems.

6 Vaje: Vaje aplikativno dopolnjujejo vsebino predavanj z reševanjem razvojno-raziskovalnih in praktičnih problemov. Temeljni literatura in viri / Textbooks: Gerlič Ivan, Debevc Matjaž, Dobnik Nadja, Šmitek Branislav, Korže Danilo, Stjepanović Zorna. Načrtovanje in priprava študijskih gradiv za izobraževanje na daljavo. FERI, Maribor, 2002 Gerlič Ivan. Sodobna informacijska tehnologija v izobraževanju. DZS, Ljubljana, 2000 Soleša Dragan, Nadrljanski Đorđe. Informatika. Univeza v Novem Sadu, Sombor, 2007 Soleša Dragan. Obrazovna tehnologija. Univeza v Novem Sadu, Sombor, 2006 Cilji: podati poglobljeno teoretično znanje s področja IKT v poučevanju fizike, poglobljeno znanje e-izobraževalnih standardov in specialno didaktičnih vprašanj poučevanja fizike z IKT, poglobljeno razvojno-raziskovalno znanje na področju uporabe e-izobraževanja pri poučevanju fizike razviti sposobnosti študentov za samostojno in kreativno reševanje razvojno raziskovalnih in praktičnih problemov uporabe e-izobraževanja v izobraževanju fizike. Predvideni študijski rezultati: Znanje in razumevanje: Strokovno-teoretično ozadje s področja e- izobraževanja v poučevanju fizike Prednosti in slabosti uporabe e-izobraževanja v poučevanju fizike Organizacija distribucije in prenosa znanja Prenesljive/ključne spretnosti in drugi atributi: Uporaba znanj pri izdelavi kakovostnih e- učnih gradiv Organiziranje in vodenje projektov za izdelavo e-učnih gradiv Objectives: Deep theoretical knowledge of ICT in physics education. Deep knowledge of e-education standards and special didactics questions Deep knowledge for research work on using e- education in physics education. Abilities to creatively solve problems in practice and research using e-education in physics education. Intended learning outcomes: Knowledge and understanding: Theoretical background of e-education equipment in physics education. Advantages and disadvantages of using e- education in physics education. Organization of knowledge distributions and knowledge transmission. Transferable/Key Skills and other attributes: Knowledge for development of quality e-teaching materials. Organizing and manage projects for produce e- learning materials. Metode poučevanja in učenja: experimentalna predavanja, izdelava seminarske naloge. Načini ocenjevanja: Teaching and learning methods: experimental lectures, seminar work. Delež (v %) / Weight (in %) Assessment methods:

7 Način (pisni izpit, ustno izpraševanje, naloge, projekt): opravljena seminarska naloga, opravljene vaje z zagovorom, ustni izpit. 30 % 30 % 40 % Type (examination, oral, coursework, project): completed seminar work, completed labour work with evaluation, oral examination.

8 Predmet: Subject Title: Fakulteta za naravoslovje in Univerza v Mariboru matematiko / Faculty of University of Maribor Natural Sciences and Mathematics OPIS PREDMETA / SUBJECT SPECIFICATION Filozofija znanosti Philosophy of Science Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures Sem. vaje Tutorial Lab. vaje Lab. Work Teren. vaje Field work Samost. delo Individ. work ECTS 45 3 Nosilec predmeta / Lecturer: Dr. Bojan Borstner Jeziki / Languages: Predavanja / Lecture: Vaje / Tutorial: Slovenščina/Slovene Pogoji za vključitev v delo oz. za opravljanje študijskih Prerequisites: obveznosti: Jih ni. Vsebina: None. Contents (Syllabus outline): Oblike znanstvene pojasnitve in poti do Forms of scientific explanation and ways leading to znanstvenega spoznanja: indukcija, dedukcija, scientific discoveries: induction, deduction, hipoteze, eksperimenti, kontekst odkritja in kontekst hypotheses, experiments, confirmation and rejection. utemeljevanja, potrditev in ovržba. The role of scientific laws: basic features of laws, laws Vloga znanstvenih zakonov: osnovne značilnosti of nature and other laws. zakonov, zakoni narave in drugi zakoni. Structure of scientific theories: theories and models, Zgradba znanstvenih teorij: teorije in modeli, teoretično in empirično v znanostih, vsebina in theoretical and empirical in science, content and formulation of theories, relation between theories and formulacija teorije, odnos med teorijo in realnostjo, spreminjanje in dopolnjevanje znanstvenih teorij. reality, theories. changing and complementing scientific Temeljni študijski viri / Textbooks: Newton-Smith, W. H. (1999): The Rationality of Science, Routledge, London. Boyd, R., Gasper, P., Trout, J. D. (ur.) (1991): The Philosophy of Science, The MIT Press, Cambridge. Okasha, S. (2008) Filozofija znanosti: zelo kratek uvod. Krtina, Ljubljana. Kuhn, T. (1999) Struktura znanstvenih revolucij. Krtina. Ljubljana. Feyerabend, P. (1999) Proti metodi. SH. Ljubljana. Popper, K. R. (1998) Logika znanstvenega odkritja. SH. Ljubljana. Ule, A. (1992): Sodobne teorije znanosti, Znanstveno in publicistično središče, Ljubljana.

9 Cilji: Cilj tega predmeta je razvijati filozofske kompetence in argumentativne sposobnosti s pomočjo razumevanja problemov sodobnih znanosti (naravoslovnih in družboslovnih) ter razpravljanja o njihovih rešitvah, ki temelji na kritičnem ocenjevanju predlaganih odgovorov in iskanju samostojnih ter izvirnih rešitev. Objectives: The objective of this course is to evolve philosophical competence and argumentative capacities by understanding problems of contemporary sciences (natural and social) and by discussing their solutions based on a critical evaluation of proposed answers and on a search for autonomous and original solutions. Predvideni študijski rezultati: Znanje in razumevanje: Po zaključku tega predmeta bo študent sposoben: Znanje in razumevanje: prepoznati filozofska vprašanja v različnih vrstah razprav, jasno in z občutkom predstaviti različno stara besedila različnih tradicij, natančno izraziti misli pri analizi in oblikovanju zapletenih ter spornih problemov. Uporaba in analiza: analizirati in razvijati zdrave argumente ter prepoznati v njih logične zmote, metodološke napake, metaforične trditve ali nepotrjene ljudske modrosti, izmišljati ali odkrivati primere v podporo ali zoper neko stališče in razlikovati med tistimi, ki so relevantni, in tistimi, ki niso. Sinteza in vrednotenje: kritično preučevati in samostojno oblikovati najboljše argumente za različna stališča ter iskati njihove najšibkejše korake, strpno in odprto vrednotiti poglede in argumente drugih, konceptualizirati lastno filozofsko dejavnost. Prenesljive/ključne spretnosti in drugi atributi: Spretnosti komuniciranja: ustno izražanje pri ustnem izpitu, pisno izražanje pri pisanju kolokvijev, pisno izražanje pri pisanju seminarja, pisno izražanje pri opravljanju domačih nalog, ustno izražanje pri sodelovanju v razpravi, nastop. Uporaba informacijske tehnologije: iskanje informacij na svetovnem spletu. Reševanje problemov: znanstveno-filozofski problemi. Metode poučevanja in učenja: Predavanja, z razpravo, Predstavitev esejev, Domače naloge. Intended learning outcomes: Knowledge and Understanding: On completion of this course the student will be able to: Knowledge and understanding: identify underlying issues in all kinds of debates, sensitively interpret texts drawn from a variety of ages and traditions, express and formulate complex and controversial problems precisely. Use and analysis: analyse and construct sound arguments and recognise logical fallacies, methodological errors, rhetorical devices or unexamined conventional wisdom, invent or discover cases to support or challenge a position, and distinguish those that are relevant from those that are not. Synthesis and evaluation: critically examine and independently formulate the best arguments for variety of positions and look for their weakest parts, evaluate views and arguments of others tolerantly and openly, conceptualize her own philosophical activity. Transferable/Key Skills and other attributes: Communication skills: oral expression at oral exam, writing expression at completing colloquiums, writing expression at making a seminar, writing expression at doing house works, oral expression at collaborating in a discussion, presentation. Use of information technology: search for information on the internet. Problem solving: scientific-philosophical problems. Learning and teaching methods: Lectures, A seminar with a discussion, Presentations of essays, Home works. Načini ocenjevanja: Delež (v %) / Weight (in %) Assessment:

10 Sodelovanje pri predavanjih in seminarju, Opravljene domače naloge, Opravljena seminarska naloga. 25% 25% 50% Collaboration in lectures and in a seminar, Completed house works, Completed seminar work. Materialni pogoji za izvedbo predmeta : predavalnica s tablo osebni računalnik projektor (za rač. prezentacije) Obveznosti študentov: (pisni, ustni izpit, naloge, projekti) Sodelovanje v seminarju, Opravljanje domačih nalog, Opravljanje kolokvijev, Izdelava seminarja. Material conditions for subject realization A lecture hall with a table-board, PC and LCD projector (for computer presentations) Students commitments: (written, oral examination, coursework, projects): Collaboration in a seminar, Completing house works, Completing colloquiums, Student paper.

11 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Izbrana poglavja šolske discipline (izbirni predmet) Selected topics in school discipline (Elective subject) Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures Sem. vaje Tutorial Lab. Vaje Lab. Work Teren. vaje Field work Samost. delo Individ. work ECTS 45 3 Nosilec predmeta / Lecturer: Mateja Pšunder Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: Prerequisites: Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Pogojev ni. None. Vsebina: Opredelitev osnovnih pojmov, cilji discipline in pomen v vzgojno-izobraževalnih institucijah Disciplina v šoli v kontekstu človekovih oziroma otrokovih pravic Formalne in neformalne oblike discipline v vzgojno-izobraževalnih institucijah Izhodišča in načela disciplinskega pristopa Modeli vodenja razreda Šola in problem nasilja Contents (Syllabus outline): Definition of basic principles, goals of discipline and its importance in educational institutions Discipline in the contemporary school in the context of children s rights and human rights Formal and informal methods of education discipline in educational institution Basic and principles of discipline approach Classroom management models School and problem of violence Temeljni študijski viri / Textbooks: Ayers, H, Gray, F (2002): Vodenje razreda, Priročnik za učitelje, Educy, Ljubljana. Jones V. F., Jones S. J. (2005): Comprehensive classroom management: Creating communities of support and solving problems, Allyn and Bacon, Boston. Devjak, T., ur. (2007): Pravila in vzgojno delovanje šole, Evropski socialnii sklad, Ljubljana. Pšunder, M. (2004): Disciplina v sodobni šoli, ZRSŠ, Ljubljana. Pušnik, M. (1999): Vrstniško nasilje v šolah, ZRSŠ, Ljubljana. Pšunder, M. (2006): Načela disciplinskega pristopa: izhodišča in stališča nekaterih avtorjev, Sodobna pedagogika, št. 1.

12 Cilji: Cilj tega predmeta je seznaniti študente s sodobnimi pogledi na disciplino in vodenje razreda in jih usposobiti za samostojno odkrivanje in reševanje vzgojno-disciplinskih vprašanj in problemov sodobne pedagoške prakse. Objectives: The objective of this course is to encourage the acquisition of modern views on discipline and classroom management and to enable students to explore autonomous solutions for educationaldisciplinary questions and problems in contemporary pedagogical practice. Predvideni študijski rezultati: Znanje in razumevanje: Po zaključku tega predmeta bo študent sposoben: izkazati znanje in razumevanje sodobnih pogledov na disciplino in vodenje razreda, izkazati znanje in razumevanje formalnih in neformalnih oblik discipline v vzgojnoizobraževalnih institucijah, ovrednotiti in uporabiti dejavnike učinkovitega disciplinskega pristopa. Prenesljive/ključne spretnosti in drugi atributi: Spretnost komuniciranja, uporabo informacijske tehnologije, kombinirana uporaba različnih znanj za reševanje praktičnih problemov, delo v skupini. Intended learning outcomes: Knowledge and Understanding: On completion of this course the student will be able to do the following: demonstrate knowledge and understanding of modern views on discipline and classroom management, demonstrate knowledge and understanding of formal and informal methods of educating/disciplining in educational institutions, evaluate and use methods of efficient discipline approach. Transferable/Key Skills and other attributes: Communication skills, usage of IT, combined use of different skills for solution of practical problems team work. Metode poučevanja in učenja: Learning and teaching methods: Predavanje, seminar, metoda razgovora, skupinska diskusija, metoda reševanja problemov, kooperativno in individualno učenje. Načini ocenjevanja: Delež (v %) / Weight (in %) Končna ocena je sestavljena iz: 50% pisnega izpita, 40% izdelave in zagovora seminarske 10% naloge, aktivnega sodelovanja v seminarju. Lectures, seminar, conversation, group discussion, problem-based approach, cooperative and individual learning. Assessment: The final mark consists of the: written exam, seminar paper and its presentation, active collaboration in the seminar. Materialni pogoji za izvedbo predmeta : Material conditions for subject realization predavalnica z multimedijskimi pripomočki lecture room with multimedia facilitie Obveznosti študentov: (pisni, ustni izpit, naloge, projekti) Aktivna udeležba v seminarju, izdelava in predstavitev seminarske naloge ter opravljen pisni izpit. Študent lahko pristopi k izpitu, ko opravi obveznosti seminarskega referata. Students commitments: (written, oral examination, coursework, projects): Active participation in the seminar, seminar paper and it presentation, written exam. Student can attend an exam when he successfully finishes his seminar work.

13 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Psihologija razvoja in učenja Psychologyy of development and learning Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2. 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures 30 Sem. vaje Tutorial Lab. Vaje Lab. Work 30 Teren. vaje Field work Samost. delo Individ. work ECTS 30 3 Nosilec predmeta / Lecturer: Izr. prof. dr. Karin Bakračevič Vukman Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: slovenski / Slovenian Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Vsebina: Dejavniki, teorije in tempo razvoja, kritične faze, individualne razlike v sposobnostih in osebnostnih lastnostih. Novejši pristopi k razlagi miselnega razvoja, ki vključujejo razvoj različnih sposobnosti, spomina, pozornosti, učne samoregulacije - v povezavi z učenjem učenja. Razvoj čustev; strah in anksioznost, šolska fobija, načini spopadanjaa s strahom in stresnimi situacijami, dejavniki in posledice stresa pri mladostniku, obremenjenost; agresivnost, dejavniki, ki vplivajo na razvoj agresivnosti, uravnavanje agresivnosti; empatija in čustvena inteligentnost. Psihosocialni razvoj otroka in mladostnika, problemi adolescence, formiranje identitete in samopodoba, vpliv samopodobe na motivacijo, aspiracije in pristop k problemom, psihološke osnove moralnega razvoja. Contents (Syllabus outline): Factors and theories of human development; individual differences in abilities and personality. Cognitive development: development of thinking and different abilities, development of memory, attention and self-regulation - in connection with Learning to learn. Emotional development: differentiation of emotions, anxiety, school-phobia, stress in adolescence, coping strategies; development and regulation of aggressive behavior; empathy and emotional intelligence. Psychosocial, moral and personality development, attaining identity, development of self, influence of self-image on motivation. Motivation (humanistic, socio-cultural and cognitive

14 Motivacija (humanistični, sociokulturni in kognitivni pristopi), interesi in čustva, sheme o sebi. Kognitivni in socialno kognitivni (konstruktivistični ) pogled na učenje: informacijsko procesni modeli spomina, metakognicija, reševanje problemov, učne strategije in spretnosti, poučevanje za transfer, metode za razvijanje ustvarjalnosti, socialni procesi pri učenju, socialno učenje, sodelovalno (kooperativno) učenje, oblikovanje učnega okolja ekologija in vodenje razreda, ustvarjanje pozitivnega učnega okolja, ustvarjanje učne skupnosti, ohranjanje dobrega okolja za učenje. approaches); interests and emotions; self-schemes. Cognitive and social cognitive (constructivist) approaches to learning. Information processing models of memory, metacognition. Problem solving, learning strategies and skills, teaching for transfer, methods for enhancing creativity. Social processes in learning, cooperative learning. Learning environment class management, creating positive learning environment. Komunikacija: Diagnosticiranje problema, svetovanje učenčev problem, soočenje in asertivna disciplina, konflikti, strategije reševanja konfliktov, soočanje učencev, komunikacija s starši. Preverjanje in ocenjevanje znanja: Testi znanja in naloge objektivnega tipa, merske karakteristike. Avtentično ocenjevanje - mapna (portfolio) metoda. Communication. Problem diagnosis, The student has a problem: counseling, assertive discipline, Conflicts, strategies for solving conflicts, Communication with parents. Assessment of students work: Knowledge tests metric characteristics, Authentic assessment- portfolio methods. Temeljni študijski viri / Textbooks: Marentič Požarnik, B. (2000): Psihologija učenja in pouka, Lj: DZS Marjanovič-Umek, L in Zupančič, M. (2004). Razvojna psihologija. Ljubljana: Znanstvenoraziskovalni inštitut Filozofske fakultete. Woolfolk, A. (2002). Pedagoška psihologija, Ljubljana: Educy. James, M. idr. (2006). Learning How to Learn. NY: Routledge Cilji: Pri predmetu se študent seznani z osnovami razvojne in pedagoške psihologije. Spozna in razume razvojne značilnosti otroka, mladostnika in odraslega. Usposobi se za prenos teoretičnih spoznanj v pedagoško prakso: izdelati zna učne enote in pripomočke, ki sledijo sodobnim teorijam učenja (sodelovalno učenje, učenje z odkrivanjem). Izdelati zna teste znanja. Študent pridobi temeljne veščine za učinkovito komunikacijo in se seznani s strategijami reševanja konfliktov med učenci, med učitelji in učenci ter med učitelji in starši. Predvideni študijski rezultati: Objectives: The student becomes familiar with the basic principles of developmental and educational psychology, he/she understands developmental characteristics of child and adolescent, as well as main learning theories. He/ she develops the ability for transferring theoretical knowledge into the educational praxis: he/ she is capable of designing lessons following the principles of learning by discovery and cooperative learning. The student is trained in the basic skills of successful communication, and solving of social conflicts in the class-room. Intended learning outcomes:

15 Znanje in razumevanje: Izdelati zna učne enote in pripomočke, ki sledijo sodobnim teorijam učenja. Pozna in razume razvojne značilnosti otroka in mladostnika in na podlagi tega zna ukrepati v prid otrokovemu razvoju. Prenesljive/ključne spretnosti in drugi atributi: Razvije spretnosti komuniciranja, z učenci, starši in učitelji. Knowledge and Understanding: The student is capable of designing lessons following the principles of modern theories of learning. He/ she understands developmental characteristics of child and adolescent and is able to apply this knowledge in benefit of child development. Transferable/Key Skills and other attributes: The student is trained in the basic skills of successful communication, and solving of social conflicts in the classroom. Metode poučevanja in učenja: Predavanja, problemsko učenje, igra vlog, ske vaje Individualno delo Learning and teaching methods: Lectures, learning by discovery, role playing, Excersises Individual work Načini ocenjevanja: Delež (v %) / Weight (in %) Pisni izpit in seminarska naloga Assessment: Written exam and coursework 60/ 40 Materialni pogoji za izvedbo predmeta : Material conditions for subject realization Predavalnica z grafoskopom ali LCD A lecture room with AV equipment projektorjem in računalnikom Obveznosti študentov: Students commitments: (pisni, ustni izpit, naloge, projekti) (written, oral examination, coursework, projects): Pisni izpit in seminarska naloga Written exam and coursework

16 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Didaktično-fizikalni praktikum 1 Didactical-physical lab 1 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 1,3 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Študenti morajo imeti osnovna znanja iz varnega laboratorijskega dela, osnovna znanja iz splošne didaktike. Prerequisits: Students must have basic knowledge of safe laboratory work, basic knowledge of general didactics. Vsebina: Content (Syllabus outline):

17 PR: Osnove varnega in didaktično ustreznega laboratorijskega dela v osnovni šoli. Kvalitativne in kvantitativne meritve, specifike samostojnega in skupinskega eksperimentalnega dela. Opremljenost fizikalnega kabineta in učilnice za laboratorijsko delo v osnovni šoli, prva pomoč ob nesrečah, varnostna pravila. Ergonomija šolskega eksperimentalnega delovnega mesta. LV: Izvedba kvalitativnih in kvantitativnih meritev: - izvedba demonstracijskega, skupinskega in samostojnega domačega (kuhinjska fizika) eksperimentalnega dela na primerih iz fizikalnih področij, predvidenih v učnem načrtu in potrjenih učbenikih za osnovno šolo - nivojsko izvajanje eksperimentalnega dela, diferenciacija in individualizacija pri osnovnošolskem fizikalnem eksperimentiranju - problemska zasnovanost eksperimentalnega dela, vloga podpornih materialov in aktivnosti pri tem (navodila za delo, navodila za uporabo pripomočkov, učni in delovni listi, razlaga in razgovor...) - vloga priprave na izvedbo vaj, razdelitev dela v skupini - pisno in verbalno poročanje o rezultatih - razvoj različnih taksonomskih globin znanj ob pripravi in izvajanju eksperimentalnega dela - uporaba posameznih elementov fizikalne eksperimentalne opreme, uporaba zbirk in priročne opreme - uporaba računalnika, vmesnikov, senzorjev, druge IKT in multimedijske opreme pri eksperimentalnem delu v osnovni šoli Projektna naloga: Samostojno delo: zasnovati in pripraviti motivativno eksperimentalno vajo, izvesti vajo in poročilo o vaji, pripraviti navodila in varnostna opozorila, vajo predstaviti strokovni in laični javnosti ter odgovarjati na vprašanja. Lectures: Basics of safe and didactical adequate laboratory work in elementary school. Qualitative and quantitative measurements, specifics of a autonomous and group experimental work. Equipment of physics cabinet and classrooms for laboratory work in elementary school, emergency first aid, safety rules. Ergonomics of school experimental workplace. LW: Implementation of qualitative and quantitative measurements: - Implementation of a demonstrational, group and autonomous home- (kitchen physics) experimental work on cases of physical fields provided in the curriculum and approved textbooks for elementary school - Level based implementation of experimental work, individualisation and differentiation in physics experimentation in elementary school - Problem-based experimental work, the role of supporting materials and activities (work instructions, instructions for use of devices, learning- and worksheets, interpretation and discussion...) - The role of the preparations for the execution of exercises, the division of labor work within the group - Written and verbal reporting of results - Development of different taxonomical depths of knowledge in preparation and implementation of experimental work - Use of individual components of physics experimental equipment, the use of experimental sets and handy equipment - Use of computer, interfaces, sensors and other ICT and multimedia equipment in the experimental work in elementary school Project work: Autonomous work: to design and prepare a motivative experimental exercise, execute and prepare report, prepare instructions and safety warnings, present exercise to professional and lay public and to answer questions.

18 Temeljni literatura in viri / Readings: 1. Navodila za izvedbo vaj/ Guidelines for the experiments 2. Znanstveni in strokovni članki v znanstvenih in strokovnih revijah / Scientific and technical papers in scientific and technical journals 3. Učbeniki, priročniki in e-gradiva s področja teme / textbooks, handbooks and e-materials on the chosen topic. 4. J. Strnad, Fizika, 1. in 2. del, (DMFA, Ljubljana, 2002) 5. Na spletnih straneh Oddelka za fiziko objavljena elektronska gradiva./ teaching material published on websites of Department of Physics 6. I. Gerlič. Didaktika pouka fizike v OŠ. PEF MB, I. Gerlič, V. Udir. Problemski pouk fizike v OŠ. Zavod RS za šolstvo, Ljubljana, Cilji in kompetence: Študenti poglobijo znanja iz didaktike fizike, natančneje s področja fizikalnega eksperimentiranja v osnovni šoli. Objectives and competences: Students deepen their knowledge in the field of didactics of physics, specifically in the field of physical experimentation in elementary school. Predvideni študijski rezultati: Znanje in razumevanje: Intended learning outcomes: Knowledge and Understanding: Poglobljeno znanje tem s področij didaktike fizike, osredotočeno na fizikalno eksperimentalno delo v osnovni šoli. Razvijejo spretnosti varnega snovanja, izvajanja eksperimentalnih vaj in kompetenco pisnega in verbalnega izražanja pred strokovno in laično javnostjo. Usposobljeni so, da znajo samostojno razvito vajo pripraviti na način, primeren za vključevanje v osnovnošolski pouk fizike. Vešči so izvajanja osnovnih meritev z različnih fizikalnih področij osnovnošolske fizike ter uporabe računalnika z vmesnikom in senzorji pri meritvah. Deeper knowledge in the fields of didactics of physics, focusing on physical experimental work in elementary school. Students develop skills of safe design, execution of experimental exercises and competence in writing and verbal expression in front of professional and lay public. They are able to prepare the self-developed exercise in such a manner, which is suitable for inclusion in the elementary teaching of physics. They are skilled to execute basic measurements of various physical fields of elementary school physics, and use of computer with interface and sensors at measurements.

19 Prenesljive/ključne spretnosti in drugi atributi: Transferable/Key Skills and other attributes: Strokovna in informacijska pismenost. Podajanje znanja za različne razvojne stopnje. Scientific and informational literacy. Knowledge communication at different development stages. Metode poučevanja in učenja: Learning and teaching methods: Multimedijska predavanja Vodeno eksperimentalno delo Problemsko učenje Samostojno terensko in laboratorijsko delo Načini ocenjevanja: a) priprave na vajo b) izdelano poročilo laboratorijskih vaj ter zagovor c) projektna naloga (izdelava in predstavitev) Delež (v %) / Weight (in %) a) 10 % b) 70 % c) 20 % Multimedia lectures Guided experimental work Problem-based learning Autonomous field and laboratory work Assessment: a) preparing on exercise b) elaborate a report of laboratory exercises, and defense it c) project work (execution and presentation) Reference nosilca / Lecturer's references: 1. MILFELNER, Maja, AMBROŽIČ, Milan, KRAŠNA, Marjan, CVETKO, Matej, ZIDANŠEK, Aleksander, REPNIK, Robert. Visualization of nematic director field with the RGB color system. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI- ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 2. JESENEK, Dalija, GERLIČ, Ivan, VIŠNIKAR, Anja, REPNIK, Robert, KRALJ, Samo. Thin nemantic films : laboratory of physics for topological defects. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 3. REPNIK, Robert, GERLIČ, Ivan. Liquid crystals and development of natural science competences. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 4. REPNIK, Robert, POPA-NITA, Vlad, KRALJ, Samo. Mixtures of nanoparticles and liquid crystal phases exhibiting topological defects. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 560, iss. 1, str , ilustr. doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 5. KRALJ, Samo, REPNIK, Robert. Patterns in symmetry breaking transitions. V: LAMANAUSKAS,

20 Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str , ilustr. [COBISS.SI-ID ]

21 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Didaktično-fizikalni praktikum 2 Didactical-physical lab 2 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 1,3 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Študenti morajo imeti osnovna znanja iz varnega laboratorijskega dela, osnovna znanja iz splošne didaktike. Prerequisits: Students must have basic knowledge of safe laboratory work, basic knowledge of general didactics. Vsebina: Content (Syllabus outline):

22 PR: Osnove varnega in didaktično ustreznega laboratorijskega dela v srednji šoli. Kvalitativne in kvantitativne meritve, specifike samostojnega in skupinskega eksperimentalnega dela. Opremljenost fizikalnega kabineta in učilnice za laboratorijsko delo v srednji šoli, prva pomoč ob nesrečah, varnostna pravila. Ergonomija šolskega eksperimentalnega delovnega mesta. Lectures: Basics of safe and didactical adequate laboratory work in secondary school. Qualitative and quantitative measurements, specifics of a autonomous and group experimental work. Equipment of physics cabinet and classrooms for laboratory work in secondary school, emergency first aid, safety rules. Ergonomics of school experimental workplace. LV: Osredotočeno na fizikalno eksperimentalno delo v srednji šoli. Usposobljenost, da študenti znajo samostojno razvito vajo pripraviti na način, primeren za vključevanje v srednješolski pouk fizike. Vešči so izvajanja kompleksnejših meritev z različnih fizikalnih področij srednješolske fizike ter uporabe računalnika z vmesnikom in senzorji pri meritvah. LW: Focusing on physical experimental work in secondary school. Student are able to prepare the self-developed exercise in such a manner, which is suitable for inclusion in the advance teaching of physics. They are skilled to execute complex measurements of various physical fields of secondary school physics and use of computer with interface and sensors at measurements. Projektna naloga: Samostojno delo: zasnovati in pripraviti motivativno eksperimentalno vajo, izvesti vajo in poročilo o vaji, pripraviti navodila in varnostna opozorila, vajo predstaviti strokovni in laični javnosti ter odgovarjati na vprašanja. Project work: Autonomous work: to design and prepare a motivative experimental exercise, execute and prepare report, prepare instructions and safety warnings, present exercise to professional and lay public and to answer questions. Temeljni literatura in viri / Readings: 1. Navodila za izvedbo vaj/ Guidelines for the experiments 2. Znanstveni in strokovni članki v znanstvenih in strokovnih revijah / Scientific and technical papers in scientific and technical journals 3. Učbeniki, priročniki in e-gradiva s področja teme / textbooks, handbooks and e-materials on the chosen topic. 4. J. Strnad, Fizika, 1. in 2. del, (DMFA, Ljubljana, 2002) 5. Na spletnih straneh Oddelka za fiziko objavljena elektronska gradiva./ teaching material published on websites of Department of Physics 6. I. Gerlič. Didaktika pouka fizike v OŠ. PEF MB, I. Gerlič, V. Udir. Problemski pouk fizike v OŠ. Zavod RS za šolstvo, Ljubljana, Cilji in kompetence: Študenti poglobijo znanja iz didaktike fizike, natančneje s področja fizikalnega eksperimentiranja v srednji šoli. Objectives and competences: Students deepen their knowledge in the field of didactics of physics, specifically in the field of physical experimentation in secondary school.

23 Predvideni študijski rezultati: Znanje in razumevanje: Intended learning outcomes: Knowledge and Understanding: Poglobljeno znanje tem s področij didaktike fizike, osredotočeno na fizikalno eksperimentalno delo v srednji šoli. Razvijejo spretnosti varnega snovanja, izvajanja eksperimentalnih vaj in kompetenco pisnega in verbalnega izražanja pred strokovno in laično javnostjo. Usposobljeni so, da znajo samostojno razvito vajo pripraviti na način, primeren za vključevanje v srednješolski pouk fizike. Vešči so izvajanja osnovnih meritev z različnih fizikalnih področij srednješolske fizike ter uporabe računalnika z vmesnikom in senzorji pri meritvah. Deeper knowledge in the fields of didactics of physics, focusing on physical experimental work in secondary school. Students develop skills of safe design, execution of experimental exercises and competence in writing and verbal expression in front of professional and lay public. They are able to prepare the self-developed exercise in such a manner, which is suitable for inclusion in the secondary teaching of physics. They are skilled to execute basic measurements of various physical fields of secondary school physics, and use of computer with interface and sensors at measurements. Prenesljive/ključne spretnosti in drugi atributi: Transferable/Key Skills and other attributes: Strokovna in informacijska pismenost. Podajanje znanja za različne razvojne stopnje. Scientific and informational literacy. Knowledge communication at different development stages. Metode poučevanja in učenja: Learning and teaching methods: Multimedijska predavanja Vodeno eksperimentalno delo Problemsko učenje Samostojno terensko in laboratorijsko delo Načini ocenjevanja: a) priprave na vajo b) izdelano poročilo laboratorijskih vaj ter zagovor c) projektna naloga (izdelava in predstavitev) Delež (v %) / Weight (in %) a) 10 % b) 70 % c) 20 % Multimedia lectures Guided experimental work Problem-based learning Autonomous field and laboratory work Assessment: a) preparing on exercise b) elaborate a report of laboratory exercises, and defense it c) project work (execution and presentation) Reference nosilca / Lecturer's references: 1. MILFELNER, Maja, AMBROŽIČ, Milan, KRAŠNA, Marjan, CVETKO, Matej, ZIDANŠEK, Aleksander, REPNIK, Robert. Visualization of nematic director field with the RGB color system. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI- ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0]

24 2. JESENEK, Dalija, GERLIČ, Ivan, VIŠNIKAR, Anja, REPNIK, Robert, KRALJ, Samo. Thin nemantic films : laboratory of physics for topological defects. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 3. REPNIK, Robert, GERLIČ, Ivan. Liquid crystals and development of natural science competences. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 553, no. 1, str , doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 4. REPNIK, Robert, POPA-NITA, Vlad, KRALJ, Samo. Mixtures of nanoparticles and liquid crystal phases exhibiting topological defects. Mol. cryst. liq. cryst. (Phila. Pa. : 2003), 2012, vol. 560, iss. 1, str , ilustr. doi: / [COBISS.SI-ID ], [JCR, WoS do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0, Scopus do : št. citatov (TC): 0, čistih citatov (CI): 0, normirano št. čistih citatov (NC): 0] 5. KRALJ, Samo, REPNIK, Robert. Patterns in symmetry breaking transitions. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str , ilustr. [COBISS.SI-ID ]

25 UČNI NAČRT PREDMETA / COURSE SYLLABUS Predmet: Didaktika astronomije Course title: Didactics of Astronomy Študijski program in stopnja Study programme and level Dvopredmetna fizika izobraževalna Double major Educational Physics Študijska smer Study field Letnik Academic year 1 2 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski/slovene Vaje / Tutorial: slovenski/slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Izkušnje z izvajanjem laboratorijskih in terenskih vaj, osnovna znanja iz mehanike in optike, osnove strokovnega pisanja, znanja iz astronomskih opazovanj Prerequisits: Experiences in laboratory exercises and terrain work, basic knowledge of mechanics and optics, basics of scientific writing, knowledge of astronomical observations Vsebina: Content (Syllabus outline):

26 PR: Pregled zgodovinskega razvoja astronomije in didaktike astronomije. (4) Lectures: Overview of the historical development of astronomy and didactics of astronomy. (4) Pregled astronomskih objektov, pojmov in procesov: (6) Overview of astronomical objects, phenomena and processes: (6) - osnovni objekti v astronomiji (obravnava z večanjem oddaljenosti od Zemlje: Luna, Sonce, Sončev sistem, Galaksija, Lokalna jata...) - velikostne predstave (razmerja velikosti objektov, razmerja oddaljenosti) - povezave med objekti (komet - meteorski roj...) - gibanja objektov v vesolju in posledice (dannoč,letni časi, mrki...) - sodobne raziskave v astronomiji in možnosti za prenos informacij v pouk v osnovni in srednji šoli Opazovanja v astronomiji s poudarkom na izvedbi v šoli: (10) - orientacija na nebu, koordinatni sistemi, orientacija in razlaga v preteklosti - astronomski pripomočki zvezdna karta, astronomski atlas, efemeride; računalniški programi, IKT v astronomiji, internet; optični pripomočki: projekcije, binokularji, teleskopi; ostali pripomočki: sekstant, laser... - astronomska opazovanja s prostimi očmi: Luna: mene, vzhajanje in zahajanje, mrki; Sonce: vzhajanje in zahajanje, mrki; meteorji; planeti; svetlobna onesnaženost; priprava, organizacija in opremljenost za astronomsko opazovanje - astronomska opazovanja z optičnimi pripomočki: postavitve, kolimiranje, umerjanje, napajanje teleskopov, Go-To funkcija; opazovanja objektov v Osončju, Messierjev katalog, NGC in drugi katalogi; fotografija in video v astronomiji, obdelava z računalnikom, filtri, kamere; spektroskopija, fotometrija, druge metode; večji teleskopi, nadatmosferski teleskopi, radijski teleskopi, južno nebo, informacijsko-komunikacijska tehnologija v astronomiji - basic objects in astronomy (teaching in sequence of increasing distance from the Earth: The Moon, Sun, Solar system, Galaxy, local cluster...) - dimensions conceptions (ratio of the size of objects, ratio of distances) - links between objects (comet - meteor showers...) - movement of objects in space and consequences (day-night, seasons, eclipses...) - modern research in astronomy and the potential for transmission of information in teaching in elementary and secondary school Observations in astronomy with focus on execution of them in school: (10) - orientation in the sky, coordinate systems, orientation and explanations in the past - astronomical Accessories star charts (Planisphere), astronomical atlas, ephemerides; computer programs, ICT in astronomy, internet; Optical devices: projections, binoculars, telescopes; other tools: sextant, laser... - astronomical observations with naked-eyes: Moon: phases, rising and setting, eclipses; Sun: rising and setting, eclipses, meteors, planets, light pollution, preparation, organization and equipment for astronomical observation - astronomical observation by optical devices: layout, collimation, calibration, power supply of telescopes, Go-To function, observation of objects in the solar system, Messier catalogue, NGC and other catalogues, photography and video in astronomy, processing with a computer, filters, cameras, spectroscopy, photometry, other methods ; larger telescopes, above-atmospheric telescopes, radio telescopes, Southern Sky, ICT and astronomy

27 Astronomija v izobraževalni vertikali: (10) - pregled astronomskih vsebin v kurikulumu rednih predmetov po izobraževalnih stopnjah od predšolske vzgoje do mature; druge možnosti: izbirni predmeti, raziskovalno in projektno delo, dnevi dejavnosti, tabori, društva in amaterska ter profesionalna astronomija - preverjanje in ocenjevanje pri poučevanju astronomskih vsebin - razvoj naravoslovnih kompetenc in spretnosti pri poučevanju astronomskih vsebin - nivojsko zasnovano poučevanje astronomskih vsebin (predšolska vzgoja, 1. triletje, 4. in 5. razred, predmet naravoslovje, fizika 8. in 9. razred, srednja šola - mladi raziskovalci v astronomiji Astronomy in education vertical: (10) - review of astronomical content in the curriculum of regular subjects in education levels from pre-school till end of secondary school level; other possibilities: elective subjects, research and project work, activity days, camps, clubs and amateur and professional astronomy - testing and evaluation in teaching astronomy content - development of science competences and skills in teaching astronomy content - different level based teaching astronomical content (Kindergarten, 1st three-year, 4th and 5th grade, the subject of science, physics in 8th and 9th grade, secondary school level - young researchers in astronomy LV: - IKT, astronomski multimedijski pripomočki, astronomija in internet - določevanje dimenzij in oddaljenosti objektov v preteklosti in danes, - uporaba fizikalnih zakonov v astronomiji in poučevanju astronomije: mehanika nebesnih teles, gravitacijski zakon, Newtonovi in Kepplerjevi zakoni, ohranitvene količine, jedrske reakcije, sevanje, Stefanov in Vienov zakon, Hubbleov zakon... - orientacija in koordinatni sistemi - uporaba astronomskih pripomočkov -izvedba dveh astronomskih učnih ur za različni izobraževalni stopnji TV: Izvesti osnovna astronomska opazovanja s praktično uporabo astronomskih pripomočkov: - organizacija astronomskih opazovanj v šoli - opazovanje Lune in Sonca - opazovanje planetov Osončja - izvedba osnovnih opazovanj s prostimi očmi LW: - ICT, astronomical multimedia devices, astronomy and internet - determination of size and distance of objects in the past and today, - application of physical laws in astronomy and in teaching astronomy: mechanics of astronomical objects, the gravitational law, Newton's and Keppler's laws, conservation of physics quantities, nuclear reactions, radiation, Stefan's and Vien's law, Hubble's law... - orientation and coordinate systems - the use of astronomical accessories - implementation of two astronomical lessons for the different educational level FW Perform basic astronomical observation with practical use of astronomical accessories: - organization of astronomical observations in school - observation of the Moon and the Sun - observation of the solar system planets

28 - izvedba aktivnosti z uporabo astronomskih pripomočkov, - opazovanje svetlobne onesnaženosti na izbranem področju - izvedba opazovanj z optičnimi pripomočki izbranih astronomskih objektov globokega vesolja - pri opazovanju izbranega astronomskega objekta posneti astronomsko fotografijo in/ali video, računalniška obdelava - opazovanje meteorskega roja - izvedeno eno sistematično astronomsko opazovanje skozi daljši čas (Lunine mene, aktivnost Sonca, višina objekta v kulminaciji, analema, lune planetov, Venerine mene, Jupitrova rdeča pega in lune...) Projektna naloga: Samostojno delo: organizacija in sistematična izvedba kvantitativnih opazovanj izbranega astronomskega objekta na dogovorjen način v simulaciji izobraževalnega procesa, priprava poročila. - implementation of basic naked-eye observations - the execution of activities with the use of astronomical accessories and tools - observation of light pollution in the selected area - implementation of an optical observations of selected astronomical deep-space objects - record astronomical photography and/or video of selected astronomical object, computer processing - observation of meteor shower - implementation of a long-time-period systematic astronomical observation (moon, sun activity, the culmination of astronomical objects, analema, moons of planets, Venus phases, Jupiter Red Spot an moons...) Project Work: Independent work: organization and systematic execution of quantitative astronomical observations of selected astronomical object in the prescribed manner in simulation of educational process, the preparation of report. Temeljni literatura in viri / Readings: Zwitter Tomaž, Pot skozi vesolje, Modrijan, Ljubljana, 2002 Avsec France, Prosen Marijan, Astronomija, DMFA, Ljubljana, 2006 Južnič Stanislav, Prosen Marijan, Astronomija na Slovenskem in slovenski astronomi na tujem, Didakta, Radovljica, 2008 Strnad Janez, Mala zgodovina vesolja, DMFA, Ljubljana Chisolm Joanna in dr., Vesolje - velika ilustrirana enciklopedija, Mladinska knjiga, Ljubljana, 2008 Sir Patrick Moore, The Amateur Astronomer (Patrick Moore's Practical Astronomy Series), Springer-Verlag London Ltd; 12Rev Ed edition (Oct 2005) Salaris, Maurizio, Evolution of stars and stellar populations, Chichester : J. Wiley, cop Vrtljiva zvezdna karta nt-brog, 2011 Druga astronomska periodika: Spika, Sky&Telescope, Weltraum und Sterne, Kmica ter astronomske in astrofizikalne znanstvene revije I. Gerlič. Didaktika pouka fizike v OŠ. PEF MB, I. Gerlič, V. Udir. Problemski pouk fizike v OŠ. Zavod RS za šolstvo, Ljubljana, 2006.

29 Zaupanja vredni spletni viri, npr.: Cilji in kompetence: Študenti osvojijo znanja s področja didaktike astronomije za prenos znanj na nivo, ki je primeren za poučevanje v osnovni in srednji šoli. Objectives and competences: Students acquire knowledge in the field of didactics of astronomy for the transfer of knowledge and skills to a level suitable for teaching in primary and secondary school. Predvideni študijski rezultati: Znanje in razumevanje: Intended learning outcomes: Knowledge and understanding: Poglobljeno znanje tem s področja didaktike astronomije. Poznajo osnovne astronomske objekte, zgodovinski razvoj astronomije in sodobne raziskave. Znajo samostojno organizirati in varno izvesti različna astronomska opazovanja ter o njih poročati. Usposobijo se za pripravo pouka astronomskih vsebin na različnih izobraževalnih stopnjah. Znajo uporabiti računalnik kot podporo pri poučevanju. Poleg astronomskih znanj znajo razvijati naravoslovne kompetence in spretnosti. Deeper knowledge in topics of didactics of astronomy. They know the basic astronomical objects, historical development of astronomy and modern research. They know how to organize independently and safely carry out various astronomical observations and report about observations. They are trained to prepare teaching of astronomical content in different educational levels. They know how to use computer as a support for teaching. In addition to astronomical knowledge and skills they can develop science competences and skills. Prenesljive/ključne spretnosti in drugi atributi: Strokovna in informacijska pismenost. Podajanje znanja za različne razvojne stopnje. Transferable/Key Skills and other attributes: Scientific and informational literacy. Knowledge communication at different development stages. Metode poučevanja in učenja: Multimedijska predavanja Vodeno eksperimentalno delo Problemsko učenje Terensko delo Learning and teaching methods: Multimedia lectures Guided experimental work Problem-based learning Field work

30 Individualno delo Individual work Načini ocenjevanja: a) ustni izpit b) projektna naloga c) izdelano poročilo laboratorijskih in terenskih vaj ter zagovor Delež (v %) / Weight (in %) a) 40 % b) 30 % c) 30 % Assessment: a) Oral exam b) Project work c) Preparing report of labor work and field work and defend it. Reference nosilca / Lecturer's references: KRALJ, Samo, REPNIK, Robert. Patterns in symmetry breaking transitions. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str , ilustr. [COBISS.SI-ID ] REPNIK, Robert, BRADAČ, Zlatko, MATHELITSCH, Leopold, KRALJ, Samo. Cosmology in the laboratory. V: 5th Liquid Matter Conference of the European Physical Society, Konstanz, Abstracts book, (Europhysics conference abstracts, Vol. 26F). [S. l.]: European Physical Society, 2002, str [COBISS.SI-ID ] FERK, Eva, OSRAJNIK, Damjan, REPNIK, Robert. Planisphere in astronomy teaching in primary school - a successful tool for development of natural science competences. V: International Conference on New Horizons in Education : proceedings book. [Famagusta: Sakarya University], 2010, str , ilustr. [COBISS.SI-ID ] REPNIK, Robert, AMBROŽIČ, Milan, GRUBELNIK, Vladimir. Galileo on our web textbook on behalf of International year of astronomy V: AURER, Boris (ur.), BAČA, Miroslav (ur.), RABUZIN, Kornelije (ur.). 20th Central European Conference on Information and Inteligent Systems, September 23-25, 2009, Varaždin, Croatia. Conference proceedings. Zagreb: University of Zagreb; Varaždin: Faculty of Organisation and Informatics, 2009, str [COBISS.SI-ID ] BRADAČ, Zlatko, KRALJ, Samo, REPNIK, Robert, ŽUMER, Slobodan. Vesolje in tekoči kristali : Kibble Zurkov scenarij. V: MUŠEVIČ, Igor (ur.), ŠKARABOT, Miha (ur.). 3. konferenca fizikov v osnovnih raziskavah, Zdravilišče Laško, 11. oktober Zbornik povzetkov. Ljubljana: DMFA, založništvo, 2002, str. 29. [COBISS.SI-ID ]

31 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Didaktika fizike 1 Didactics of physics 1 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 1,3 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Študenti morajo imeti osnovna znanja iz osnovnih področij fizike ter iz splošne didaktike. Prerequisits: Students must have basic knowledge of physics and of general didactics. Vsebina: Content (Syllabus outline):

32 Predavanja Načrt dela, cilji pouka fizike, kompetence učiteljev fizike v osnovni šoli; zgodovina fizike in fizikalnega izobraževanja. didaktični elementi izvajanja pouka fizike v osnovni šoli, teorije poučevanja in pouk fizike v osnovni šoli; učni načrt in učna gradiva za pouk fizike v osnovni šoli učne metode in oblike pouka fizike v osnovni šoli eksperimentalni in problemski pouk fizike v osnovni šoli priprava na pouk fizike v osnovni šoli in evalvacija; preverjanje in ocenjevanje znanja fizike v osnovni šoli; učni prostori za pouk fizike v osnovni šoli; učila in učni pripomočki za pouk fizike v osnovni šoli ; izobraževalna tehnologija pri pouku fizike v osnovni šoli; IKT pri pouku fizike v osnovni šoli; sodobni trendi in projekti poučevanja fizike v osnovni šoli. Lectures Learning and working plan, goals in physics education, competences of physics teacher in primary education; physics history and history of physics education; didactic elements of physics education in primary education, theories of teaching and physics education in primary education; physics curriculum and educational resources in primary physics education; education methods and forms in primary physics education. problem solving and experimental physics teaching in primary education; lesson planning on physics in primary education and evaluation; checking and assessment of knowledge in primary physics education didactic places for teaching physics in primary physics education teaching aids and accessories for primary physics education; educational technology in primary physics education ICT in primary physics education; contemporary trends and projects of primary physics education. : seminarske vaje aplikativno dopolnjujejo vsebino predavanj z reševanjem praktičnih problemov, ki se nanašajo na učno snov, izdelava tradicionalnih in e-učnih gradiv in priprav na pouk fizike v osnovni šoli, analize in vrednotenja učnega dela ter vodenja vzdrževanja šolske eksperimentalne zbirke in kabineta. Posebni poudarek: elementarna fizika 1, fizikalna tekmovanja v OŠ, sodobne vsebine fizike in kurikularna zasnova v OŠ, priprava e- gradiv za pouk fizike v OŠ. : Lecture contents is applicative supplemented by seminar, practice through the solving of practical problems relating to the elaboration of traditional and E-didactic materials on physics education in primary school, education curriculum, teaching preparation, analyses and evaluation, maintenance and protection school experimental collection and cabinet. Particularly stress: elementary physics 1, Physical competition in primary school, contemporary content on physics and curricular design in primary school, preparing E-materials for class of primary physics level. Temeljni literatura in viri / Readings:

33 Osnovno / primary: Gerlič. Didaktika pouka fizike v OŠ. PEF MB, Gerlič, V. Udir. Problemski pouk fizike v OŠ. Zavod RS zašolstvo, Ljubljana, Gerlič. Sodobna informacijska tehnologija v izobraževanju. DZS, Ljubljana, Veljavni predmetniki, učni načrti, učbeniki, priročniki, delovni zvezki, didaktični kompleti in ostalo didaktično gradivo za pouk fizike v osnovnih šolah/syllabuses, learning plans, textbooks, handbooks, didactic materials for teaching in primary schools Revije: Fizika v šoli, Presek, Življenje in tehnika. Physics Teacher, Physics Education. E-študijska gradiva na spletnih straneh FNM UM Dodatno / secondary: Barica M. Požarnik. Kakršno vprašanje, takšen odgovor. IMPRESUM Zavod RS za šolstvo, Ljubljana 1980 Franc Strmčnik. Problemski pouk v teoriji in praksi. Didakta, Radovljica 1992 France Strmčnik. Sodobna šola v luči učne diferenciacije in individualizacije. ZOTKS, Ljubljana 1987 Blažič, M.,Ivanuš Grmek, M.,Kramar, M., Strmčnik, F. (2003). Didaktika. Visokošolski učbenik. Novo mesto: Visokošolsko središče, Inštitut za raziskovalno in razvojno delo. Znanstveni in strokovni članki v znanstvenih in strokovnih revijah / Scientific and technical papers in scientific and technical journals J. Strnad, Fizika, 1. in 2. del, (DMFA, Ljubljana, 2002) Na spletnih straneh Oddelka za fiziko objavljena elektronska gradiva./ teaching material published on websites of Department of Physics Didaktična gradiva projekta Razvoj naravoslovnih kompetenc /Didactic materials of the project Development of natural science competences Cilji in kompetence: izvedbe nastopa pred učenci in druge nastopne aktivnosti, evalviranja nastopa in ocenjevanja znanja "učencev" osnovne šole; načrtovati in znati uporabljati različne učne oblike in metode dela pouka fizike v osnovni šoli; poznati in razumeti teoretična izhodišča poučevanja osnovnošolske fizike; spoznati in razumeti učne načrte in obstoječa učna gradiva za pouk fizike v osnovnih šolah; obravnavati pomembne didaktične in fizikalne razvojne koncepte osnovnošolske fizike; znati poiskati in se usposobiti za aktivno udejanjanje osnovnošolske zakonodaje; spoznati možnosti uporabe IKT pri pouku fizike. Študenti poglobijo znanja iz didaktike fizike, Objectives and competences: First experiences with lessons planning for physics in primary schools, simulation of class appearance and other performance activities with evaluation and with assessment of "student" knowledge; application and verification of educational methods and principles in class practice in primary schools; know and understand theoretical platforms of primary school physics teaching; acquaintance and understanding of physics curricula and learning materials in primary schools; mastering some specific didactics and physics developing concepts of primary school physics; know how to find and qualify for active implementation of primary school legislation; acquaintance with possibilities of ICT in

34 natančneje s področja fizikalnega eksperimentiranja v osnovni šoli. physics education. Students deepen their knowledge in the field of didactics of physics, specifically in the field of physical experimentation in elementary school. Predvideni študijski rezultati: Znanje in razumevanje: Usvojenost specialnih fizikalnih, didaktičnih, pedagoških in psiholoških znanj, potrebnih za učinkovito poučevanje fizike v osnovni šoli, ki so predstavljena med Vsebinami in Cilji. Intended learning outcomes: Knowledge and understanding: Adoption of special physics, didactic, pedagogical and psychological knowledge for effective classroom physics teaching in primary schools, presented in rubrics Contents and Objectives. Prenesljive/ključne spretnosti in drugi atributi: Pridobljena znanja in spretnosti, ki so navedene med Vsebinami in Cilji, so podlaga za uspešno izvajanje pedagoške prakse. Strokovna in informacijska pismenost. Podajanje znanja za različne razvojne stopnje. Transferable/Key Skills and other attributes: The obtained knowledge and skills are basis for effective pedagogical class practice was presented in rubrics Contents and Objectives. Scientific and informational literacy. Knowledge communication at different development stages. Metode poučevanja in učenja: Learning and teaching methods: Multimedijska predavanja, razgovor in diskusija, demonstracija, metoda pisnih in grafičnih del, uporaba IKT, reševanje problemskih nalog in preiskovanje, ustvarjanje avtentičnih učnih situacij (mikro pouk), oblike dela (individualno delo, skupinsko delo - kooperativno učenje, timsko delo, delo v dvojicah, frontalno delo), delo z viri. Načini ocenjevanja: - Portfolio s pisnimi izdelki (učne priprave, analize praktičnega pedagoškega dela, praktično pedagoško delo) - Pisni izpit - Ustni izpit Delež (v %) / Weight (in %) 40% 40% Multimedia lectures, conversation and discussion, demonstration, method of written and graphic products, usage of ICT, problem solving and investigation, creation of authentic learning situations (micro teaching), learning forms (individual work, teamwork, group learning (cooperative learning, work in pair, frontal instruction), work with sources. Assessment: - Portfolio with student's works (preparations on lectures, analysis of practical pedagogical work; practical pedagogical work, seminar work). - Writen exam - Oral exam. 20%

35 Reference nosilca / Lecturer's references: PLOJ VIRTIČ, Mateja, REPNIK, Robert. Improving quality of the educational process by raising teachers' communication skills. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str [COBISS.SI-ID ] REPNIK, Robert, RANJKESH SIAHKAL, Amid, ŠIMONKA, Vito, AMBROŽIČ, Milan, BRADAČ, Zlatko, KRALJ, Samo. Symmetry breaking in nematic liquid crystals: analogy with cosmology and magnetism. J. phys., Condens. matter, 2013, vol. 25, no. 40, str , doi: / /25/40/ [COBISS.SI-ID ], [JCR] GERLIČ, Ivan, REPNIK, Robert. Conceptual learning of physics in Slovenian primary schools. V: LAMANAUSKAS, Vincentas (ur.). Challenges of science, mathematics and technology teacher education in Slovenia, (Problems of education in the 21st century, vol. 14). Siauliai: Scientific Methodological Center Scientia Educologica, 2009, str [COBISS.SI-ID ] REPNIK, Robert. Priložnosti za vnašanje sodobnih znanstvenih dognanj v pouk osnovnošolske fizike. V: FOŠNARIČ, Samo (ur.). IV. mednarodno znanstveni posvet na temo Ekologija za boljši jutri, od do Rakičan: RIS - Raziskovalno izobraževalno središče, 2009, str [COBISS.SI- ID ] REPNIK, Robert, GERLIČ, Ivan, AMBROŽIČ, Milan. Model vnašanja sodobnih znanstvenih dognanj v pouk fizike v osnovni šoli = Model of introducing contemporary scientific discoveries within physics lessons in primary school. V: HOČEVAR, Andreja (ur.), KOVAČ ŠEBART, Mojca (ur.), MAŽGON, Jasna (ur.), ŠTEFANC, Damijan (ur.), VIDMAR, Tadej (ur.). Kakšno znanje hočemo? : vrtec, šola in koncepti znanja v sodobnem času : zbornik prispevkov : mednarodna znanstvena konferenca, Žalec, 13. in 14. maj Ljubljana: Zveza društev pedagoških delavcev Slovenije, 2011, str [COBISS.SI-ID ]

36 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Didaktika fizike 2 Didactics of physics 2 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 1,3 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Študenti morajo imeti osnovna znanja iz osnovnih področij fizike ter iz splošne didaktike. Prerequisits: Students must have basic knowledge of physics and of general didactics. Vsebina: Content (Syllabus outline):

37 Predavanja Načrt dela, cilji pouka fizike, kompetence učiteljev fizike v srednji šoli; didaktični elementi izvajanja pouka fizike v srednjih šolah, teorije poučevanja in pouk fizike v srednjih šolah; učni načrti in učna gradiva za pouk fizike v srednjih šolah učne metode in oblike pouka fizike v srednjih šolah eksperimentalni in problemski pouk fizike v srednjih šolah priprava na pouk fizike v srednjih šolah in evalvacija; preverjanje in ocenjevanje znanja ter vrednotenje eksperimentalnega dela v srednjih šolah. Avtentične naloge; učni prostori za pouk fizike v srednjih šolah; učila in učni pripomočki za pouk fizike v srednjih šolah; izobraževalna in IKT tehnologija pri pouku fizike v srednjih šolah. Konceptualni pouk fizike. sodobni trendi in projekti poučevanja fizike v srednjih šolah; splošna in poklicna matura iz fizike. Elementarna fizika. Fizikalna tekmovanja. Sodobne vsebine fizike in kurikular. Priprava e-gradiv za pouk fizike. Lectures Learning and working plan, goals of physics education, competences of physics teacher in secondary education; didactic elements of physics education in secondary schools, theories of teaching and physics education in secondary education; physics curriculum and educational resources for secondary physics education; education methods and forms in secondary physics education; problem solving and experimental physics teaching in secondary education; lesson planning on physics secondary education and evaluation; Assessment and grading of knowledge and evaluation of experimental work in secondary schools. Authentic tasks; didactic places for teaching physics in secondary schools; teaching aids and accessories for secondary physics education; educational and ICT technology in secondary physics education. Conceptual physics education. contemporary trends and projects of secondary physics education; final physics exam (matura). Elementary physic. Physics competition. Contemporary contents of physics and curricular design. Preparing E-materials for class of physics. : seminarske vaje aplikativno dopolnjujejo vsebino predavanj z reševanjem praktičnih problemov, ki se nanašajo na učno snov, izdelava tradicionalnih in e-učnih gradiv in priprav na pouk fizike v srednji šoli, analize in vrednotenja učnega dela ter vodenja vzdrževanja šolske eksperimentalne zbirke in kabineta. : Lecture contents is applicative supplemented by seminar, practice through the solving of practical problems relating to the elaboration of traditional and E-didactic materials on physics education in secondary school, education curriculum, teaching preparation, analyses and evaluation, maintenance and protection school experimental collection and cabinet.

38 Posebni poudarek: elementarna fizika 2, fizikalna tekmovanja v SŠ, sodobne vsebine fizike in kurikularna zasnova v SŠ, priprava e- gradiv za pouk fizike v SŠ. Particularly stress: elementary physics 2, Physical competition in secondary school, contemporary content on physics and curricular design in secondary school, preparing E-materials for class of secondary physics level. Temeljni literatura in viri / Readings: Osnovno / primary: Cohen L., Manion L., Morrison K. Research methods in education, 6th edition. Routledge, Taylor&Francis Group, New York, USA, Gerlič, V. Udir. Problemski pouk fizike v OŠ. Zavod RS zašolstvo, Ljubljana, Gerlič. Sodobna informacijska tehnologija v izobraževanju. DZS, Ljubljana, Veljavni predmetniki, učni načrti, učbeniki, priročniki, delovni zvezki, didaktični kompleti in ostalo didaktično gradivo za pouk fizike v srednjih šolah/syllabuses, learning plans, textbooks, handbooks, didactic materials for teaching in primary schools Revije: Fizika v šoli, Presek, Življenje in tehnika. Physics Teacher, Physics Education. E-študijska gradiva na spletnih straneh FNM UM Dodatno / secondary: Barica M. Požarnik. Kakršno vprašanje, takšen odgovor. IMPRESUM Zavod RS za šolstvo, Ljubljana 1980 Franc Strmčnik. Problemski pouk v teoriji in praksi. Didakta, Radovljica 1992 France Strmčnik. Sodobna šola v luči učne diferenciacije in individualizacije. ZOTKS, Ljubljana 1987 Blažič, M.,Ivanuš Grmek, M.,Kramar, M., Strmčnik, F. (2003). Didaktika. Visokošolski učbenik. Novo mesto: Visokošolsko središče, Inštitut za raziskovalno in razvojno delo. Navodila za izvedbo vaj/ Guidelines for the laboratory work Znanstveni in strokovni članki v znanstvenih in strokovnih revijah / Scientific and technical papers in scientific and technical journals J. Strnad, Fizika, 1. in 2. del, (DMFA, Ljubljana, 2002) Na spletnih straneh Oddelka za fiziko objavljena elektronska gradiva./ teaching material published on websites of Department of Physics Didaktična gradiva projekta Razvoj naravoslovnih kompetenc /Didactic materials of the project Development of natural science competences Cilji in kompetence: Pridobiti dodatne izkušnje načrtovanja pouka fizike, izdelave učne priprave, izvedbe nastopa pred učenci, evalviranja nastopa in ocenjevanja znanja učencev srednjih šol; Objectives and competences: Experiences with lessons planning for physics in secondary schools, with class appearance, with nevaluation of instruction and with assessment;

39 spoznati in načrtovati različne učne oblike in metode dela pouka fizike v srednjih šolah; seznaniti se s teoretičnimi izhodišči poučevanja srednješolske fizike; spoznati in razumeti učne načrte in obstoječa učna gradiva za pouk fizike v srednjih šolah; obravnavati pomembne didaktične in fizikalne razvojne koncepte srednješolske fizike; seznaniti se s srednješolsko zakonodajo oz. jo znati poiskati; nadgraditi znanja o možnosti uporabe IKT pri pouku srednješolske fizike. application and verification of educational methods and principles in class practice in secondary schools; acquaintance with theories of secondary physics learning and education; acquaintance with physics curricula and learning materials in secondary schools; mastering some specific didactics and physics concepts of secondary school physics; acquaintance with school legislation for secondary schools; possibilities of ICT in secondary physics education. Predvideni študijski rezultati: Znanje in razumevanje: Usvojenost specialnih fizikalnih, didaktičnih, pedagoških in psiholoških znanj, potrebnih za učinkovito poučevanje fizike v srednjih šolah, ki so predstavljena med Vsebinami in Cilji. Prenesljive/ključne spretnosti in drugi atributi: Pridobljena znanja in spretnosti, ki so navedene med Vsebinami in Cilji, so podlaga za uspešno izvajanje pedagoške prakse Intended learning outcomes: Knowledge and understanding: Adoption of special physics, didactic, pedagogical and psychological knowledge for effective classroom physics teaching in secondary schools, presented in rubrics Contents and Objectives. Transferable/Key Skills and other attributes: The obtained knowledge and skills are basis for effective pedagogical class practice was presented in rubrics Contents and Objectives. Metode poučevanja in učenja: Learning and teaching methods: Predavanje, razgovor in diskusija, demonstracija, metoda pisnih in grafičnih del, uporaba IKT, reševanje problemskih nalog in preiskovanje, ustvarjanje avtentičnih učnih situacij (mikro pouk), oblike dela (individualno delo, skupinsko delo - kooperativno učenje, timsko delo, delo v dvojicah, frontalno delo), delo z viri. Načini ocenjevanja: Delež (v %) / Weight (in %) Lecture, conversation and discussion, demonstration, method of written and graphic products, usage of ICT, problem solving and investigation, creation of authentic learning situations (micro teaching), learning forms (individual work, teamwork, group learning (cooperative learning, work in pair, frontal instruction), work with sources. Assessment:

40 - Portfolio s pisnimi izdelki (učne priprave, analize praktičnega pedagoškega dela, praktično pedagoško delo) - Pisni izpit - Ustni izpit 40% 40% - Portfolio with student's works (preparations on lectures, analysis of practical pedagogical work; practical pedagogical work, seminar work). - Written exam - Oral exam. 20% Reference nosilca / Lecturer's references: PLOJ VIRTIČ, Mateja, REPNIK, Robert. Improving quality of the educational process by raising teachers' communication skills. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str [COBISS.SI-ID ] REPNIK, Robert, RANJKESH SIAHKAL, Amid, ŠIMONKA, Vito, AMBROŽIČ, Milan, BRADAČ, Zlatko, KRALJ, Samo. Symmetry breaking in nematic liquid crystals: analogy with cosmology and magnetism. J. phys., Condens. matter, 2013, vol. 25, no. 40, str , doi: / /25/40/ [COBISS.SI-ID ], [JCR] GERLIČ, Ivan, REPNIK, Robert. Conceptual learning of physics in Slovenian primary schools. V: LAMANAUSKAS, Vincentas (ur.). Challenges of science, mathematics and technology teacher education in Slovenia, (Problems of education in the 21st century, vol. 14). Siauliai: Scientific Methodological Center Scientia Educologica, 2009, str [COBISS.SI-ID ] REPNIK, Robert. Priložnosti za vnašanje sodobnih znanstvenih dognanj v pouk osnovnošolske fizike. V: FOŠNARIČ, Samo (ur.). IV. mednarodno znanstveni posvet na temo Ekologija za boljši jutri, od do Rakičan: RIS - Raziskovalno izobraževalno središče, 2009, str [COBISS.SI- ID ] REPNIK, Robert, GERLIČ, Ivan, AMBROŽIČ, Milan. Model vnašanja sodobnih znanstvenih dognanj v pouk fizike v osnovni šoli = Model of introducing contemporary scientific discoveries within physics lessons in primary school. V: HOČEVAR, Andreja (ur.), KOVAČ ŠEBART, Mojca (ur.), MAŽGON, Jasna (ur.), ŠTEFANC, Damijan (ur.), VIDMAR, Tadej (ur.). Kakšno znanje hočemo? : vrtec, šola in koncepti znanja v sodobnem času : zbornik prispevkov : mednarodna znanstvena konferenca, Žalec, 13. in 14. maj Ljubljana: Zveza društev pedagoških delavcev Slovenije, 2011, str [COBISS.SI-ID ]

41 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Dinamični sistemi Dynamical Systems Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Matjaž Perc Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Prerequisits: Predznanje analize, algebre, matematične fizike. Preknowledge of calculus, algebra and mathematical physics. Vsebina: Content (Syllabus outline):

42 1. Preprosti matematični opis dinamike sistema (enodimenzionalni (1D) sistemi) Splošna definicija dinamičnih sistemov, avtonomnost dinamičnega sistema, fazni prostor, linearna stabilnostna analiza, bifurkacijska analiza, enodimenzionalni sistemi in oscilacije. 1. Basic mathematical description of the system dynamics (one-dimensional (1D) systems) Definition of dynamical systems, autonomous dynamical systems, the phase space, the linear stability analysis, the bifurcation analysis, onedimensional systems and oscillations. 2. Dinamični sistemi in oscilacije (2D sistemi) Linearni 2D sistemi, nelinearni 2D sistemi, linearizacija sistema in linearna stabilnostna analiza, konzervativni in disipativni sistemi, oscilator konzervativni sistemi, oscilator disipativni sistem, bifurkacije, bifurkacijski diagram, lokalne in globalne bifurkacije. 2. Dynamical systems and oscillations (2D systems) Linear 2D systems, nonlinear 2D systems, linearization and linear stability analysis, conservative and dissipative systems, oscillator conservative system, oscillator dissipative system, bifurcations, bifurcation diagram, local and global bifurcations. 3. Kompleksni atraktorji (3D sistemi) Fourierjeva transformacija in avtokorelacija, Lyapunovi eksponenti, regularni atraktorji v 3D, kaos, čudni atraktorji in fraktalne dimenzije. 3. Complex attractors (3D systems) Fourier transformation and autocorrelation, Lyapunov exponents, regular attractors in 3D, chaos, strange attractors and fractal dimensions. 4. Aplikacije Pomen dinamičnih sistemov v fiziki in na drugih področjih: dinamični sistemi v biologiji, okoljevarstvu, ekonomiji,. 4. Applications The role of dynamical systems in physics and in other fields: dynamical systems in biology, environmental science, economy, 5. Uporaba računalniških programov Uporaba računalniških programov za implementacijo dinamičnih sistemov: DynaSys, Stella, Madonna, C++, Using of computer programs Computer programmes for the implementation of dynamical systems: DynaSys, Stella, Madonna, C++, Temeljni literatura in viri / Readings:

43 Steven H. Strogatz, Nonlinear Dynamics and Chaos with Applications to Physics, Biology, Chemistry, and Engineering. Perseus Pub., Cambridge, J. B. Snape, I. J. Dunn, J. Ingham, J. E. Prenosil, Dynamics of Environmental Bioprocesses, Modelling and Simulation, VCH Verlagsgesellschaft, Weinheim, Natali Hritonenko, Yuri Yatsenko, Mathematical Modeling in Economics, Ecology and the Environment, Springer, New York, Strokovni in znanstveni članki v revijah / Articles published in professional and scientific journals. Cilji in kompetence: Razviti sposobnosti za opravljanje kvantitativne analize dinamike kompleksnih sistemov. Razumeti ključne razlike in karakteristike dinamičnih sistemov v različnih dimenzijah. Poznati uporabnost znanja o dinamičnih sistemih v naravnih sistemih in prenos znanja na druga področja. Znati uporabiti računalniške programe za implementacijo dinamičnih sistemov. Objectives and competences: Develop the skills for quantitative analysis of the dynamics of complex systems. Understand the basic differences and characteristics of dynamical systems in different dimensions. Know the applicability of knowledge about dynamical systems in the nature and the transfer of knowledge to other fields. Use computer programs for the implementation of dynamical systems. Predvideni študijski rezultati: Znanje in razumevanje: Intended learning outcomes: Knowledge and Understanding: Usvojiti metode za kvantitativno analizo dinamike kompleksnih sistemov. Spoznati ključne razlike in karakteristike dinamičnih sistemov v različnih dimenzijah. Spoznati uporabnost znanja o dinamičnih sistemih v fiziki in prenos znanja na druga področja. Znati uporabljati računalniške programe za implementacijo dinamičnih sistemov. Be able to use methods for quantitative analysis of the dynamics of complex systems. Know basic differences and characteristics of dynamical systems in different dimensions. Be able to apply the knowledge about dynamical systems in physics to other fields. Using computer programs for the implementation of dynamical systems.

44 Prenesljive/ključne spretnosti in drugi atributi: Metode kvantitativne analize dinamičnih sistemov so univerzalne in jih je mogoče uporabiti na najrazličnejših področjih. Poudarek je na prenosu znanja s primerov iz fizike na področja biologije, ekologije, ekonomije, Metode poučevanja in učenja: Transferable/Key Skills and other attributes: Methods for quantitative analysis of dynamical system are universal and can be implemented in different fields of research. In particular, a knowledge transfer from examples in physics to examples in biology, ecology, economics, etc. is emphasised. Learning and teaching methods: Predavanja Teoretične vaje Vaje na računalniku Načini ocenjevanja: - ustni izpit - seminarska naloga Delež (v %) / Weight (in %) Lectures Theoretical exercises Computer exercises oral exam, seminar - oral exam - seminar Reference nosilca / Lecturer's references: Detecting chaos from a time series, Stane Kodba, Matjaž Perc and Marko Marhl, Eur. J. Phys. 26, (2005) Visualizing the attraction of strange attractors, Matjaž Perc, Eur. J. Phys. 26, (2005) Nonlinear time series analysis of the human electrocardiogram, Matjaž Perc, Eur. J. Phys. 26, (2005) The dynamics of human gait, Matjaž Perc, Eur. J. Phys. 26, (2005) Deterministic chaos in sounds of Asian cicadas, Tina P. Benko and Matjaž Perc, J. Biol. Syst. 14, (2006) The dynamics of laser droplet generation, Blaž Krese, Matjaž Perc and Edvard Govekar, Chaos 20, (2010)

45 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Fizika bioloških sistemov Physics of Biological Systems Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Aleš Fajmut Jeziki / Languages: Predavanja / Lectures: slovenski, angleški /Slovene, English Vaje / Tutorial: Slovenski, angleški /Slovene, English Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Formalno oziroma neformalno osvojeno znanje iz vsebin predmetov Mehanika, Termodinamika, Elektromagnetizem, Nihanje in valovanje, Moderna fizika in Kemija. Prerequisits: Formal or informal knowledge from subjects Mechanics, Thermodynamics, Electromagnetism, Oscillations and Wave motion, Modern Physics and Chemistry. Vsebina: Content (Syllabus outline):

46 Pregled izbranih zgledov iz biologije ter njihova obravnava s koncepti in metodami teoretične in eksperimentalne biofizike. Biomehanika: sile v kosteh in mišicah; dinamika gibanja organizma; trki, zlomi, poškodbe; delovanje krvožilnega sistema in transport respiratornih plinov. Termodinamika: 1. zakon termodinamike in metabolizem, toplota, delo in moč organizma; tok vode in topljencev preko selektivno prepustne celične membrane; kooperativna vezava kisika na hemoglobin, mehanizem encimske reakcije; regulacijski sistemi in mehanizmi, regulacija telesne temperature, regulacija volumna celice. 3) Elektromagnetizem: difuzija ionov, Donnanovo ravnovesje, membranski potencial; akcijski potencial in širjenje električnega pulza po živčni celici, model Hodgkina in Huxleya 4) Nihanje in valovanje: celični in biokemijski oscilatorji. 5) Molekularna biofizika: kemijske vezi; struktura vode; struktura in funkcija beljakovin (encimi, transportne beljakovine), nukleinskih kislin (genetska informacija), molekularnih motorjev, in bioloških membran. Selected illustrative examples from biology studied by concepts and methods of theoretical and experimental biophysics. 1) Biomechanics: forces in bones and muscles; motion of living things; impacts, fractures, injuries; flow of blood in the circulatory system; transport of respiratory gases. 2) Thermodynamics: the first law of thermodynamics, metabolism, heat, work and power of human and animals; flow of water and solute across the selective cell membrane; cooperative binding of oxygen to haemoglobin, mechanism of enzyme reactions; regulatory systems and mechanisms, body temperature regulation, cell volume regulation. 3) Electromagnetism: diffusion of ions, the Donnan equilibrium, membrane potential; action potential and nerve impulses, the Hodgkin and Huxley model. 4) Vibrational and wave motion: biochemical and cellular oscillators; 5) Molecular biophysics: chemical bonds; molecular structure of water; structure and function of proteins (enzymes, transportmediated proteins), nucleic acids (genetic information), molecular motors, biological membranes. Temeljni literatura in viri / Readings: G: B. Benedek in F:M:H: Villars: Physics with Illustrative Examples from Medicine and Biology: Mechanics, Statistical Physics, Electricity and Magnetism, Springer 2000 M. Cerdonio in R.W. Noble: Introductory Biophysics, World Scientific1986 R. Nossal in H. Lecar: Molecular and Cell Biophysics, Addison-Wesley 1991 R. Glaser: Biophysics, Springer 2001 Cilji in kompetence: Seznaniti študenta z izbranimi biološkimi sistemi in jih obravnavati s koncepti in metodami teoretične biofizike. Pri tem je poudarek na preprostih matematičnih modelih. Objectives and competences: The main objective is to discuss selected biological systems with the concepts and methods of theoretical biophysics. The course is focused to formulation of simple mathematical models. Predvideni študijski rezultati: Intended learning outcomes:

47 Znanje in razumevanje: Študent osvoji znanje o strukturi bioloških sistemov in njihovo delovanje razume na osnovi fizikalnih konceptov in zakonitosti. Knowledge and Understanding: Students get knowledge of structure and function of selected biological systems based on fundamental principles and concepts of physics. Prenesljive/ključne spretnosti in drugi atributi: Študent zna uporabiti preproste matematične modele za kvantitativno obravnavo strukture in funkcije bioloških sistemov. Transferable/Key Skills and other attributes: Students are able to use simple mathematical models for quantitative studies of structure and function of biological systems. Metode poučevanja in učenja: Learning and teaching methods: Predavanja ; seminarska naloga iz izbranega področja iz biofizike. ske oziroma računske vaje. Načini ocenjevanja: - Pisni izpit - Ustni izpit - ska naloga Delež (v %) / Weight (in %) 30% 30% 40% Lectures ; coursework from selected field in biophysics. Tutorials Assessment: - Written exam - Oral exam - Course work Reference nosilca / Lecturer's references: 1. DOBOVIŠEK, Andrej, FAJMUT, Aleš, BRUMEN, Milan. Strategy for NSAID administration to aspirinintolerant asthmatics in combination with PGE [sub] 2 analogue: a theoretical approach. Med. biol. eng. comput. 2012, vol. 50, no. 1, str [COBISS.SI-ID ] 2. MBIKOU, Prisca, FAJMUT, Aleš, BRUMEN, Milan, ROUX, Etienne. Contribution of Rho kinase to the early phase of the calcium-contraction coupling in airway smooth muscle. Exp. physiol., 2011, vol. 96, issue 2, str [COBISS.SI-ID ] 3. DOBOVIŠEK, Andrej, FAJMUT, Aleš, BRUMEN, Milan. Role of expression of prostaglandin synthases 1 and 2 and leukotriene C [sub] 4 synthase in aspirin-intolerant asthma: a theoretical study. Journal of pharmacokinetics and pharmacodynamics, 2011, vol. 38, no. 2, str [COBISS.SI-ID ] 4. FAJMUT, Aleš, BRUMEN, Milan. MLC-kinase/phosphatase control of Ca[sup]2+ signal transduction in airway smooth muscles. J. theor. biol., 2008, vol. 252, no. 3, str [COBISS.SI-ID ] 5. MBIKOU, Prisca, FAJMUT, Aleš, BRUMEN, Milan, ROUX, Etienne. Theoretical and experimental investigation of calcium-contraction coupling in airway smooth muscle. Cell Biochem Biophys, 2006, vol. 46, no. 3, str [COBISS.SI-ID ]

48 Predmet: Course title: Fizika okolja UČNI NAČRT PREDMETA / COURSE SYLLABUS Environmental Physics Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Aleksander Zidanšek Jeziki / Languages: Predavanja / Lectures: Slovenski/Slovene Vaje / Tutorial: Slovenski/Slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Predznanje klasične in moderne fizike. Prerequisits: Basic knowledge of classical and modern physics. Vsebina: Content (Syllabus outline):

49 1. Fizikalni procesi in pojavi v okolju Atmosferski procesi in pojavi ter njihov vpliv na zemeljsko površje (sončev spekter, sklopitev med svetlobo in snovjo, biološke molekule, ozon in UV svetloba) Klima in klimatske spremembe (vreme in klima, modeliranje klimatskih sprememb). Obravnava fizikalnih procesov in pojavov v okolju (transport polutantov, difuzija, tok v rekah, podzemnih vodah, morski tokovi, enačba dinamike tekočin, gore, gozd, urbana središča, potresna območja, vulkani, tektonika, erozija, ). Vpliv biosfere na fizikalne procese v okolju (biogeokemijska kroženja, mikroklima,...). 2. Fizikalni procesi in pojavi v različnih tehniških aplikacijah Obravnava fizikalnih procesov in pojavov v tehniških aplikacijah in njihov vpliv na okolje (elektrarne, bivalni objekti, pristanišča, zadrževalniki, transportna sredstva, družba in okolje, politika in okoljevarstvo, preprečevanje katastrof, akustika in človekovo zaznavanje zvoka, kriteriji hrupa, zmanjševanje prepustnosti zvoka, aktivna kontrola zvoka ) 3. Fizika energijskih virov Od kod energija na Zemlji in energijski viri (obnovljivi, neobnovljivi). Energijski viri v Sloveniji. Jedrska energija (zlitje in cepitev jeder, varnost in sevanje, jedrski odpadki) Alternativni energijski viri. Varčna in okolju prijazna raba energijskih virov. 4. Fizika ravnanja z odpadki Odpadki v gospodinjstvih. Odpadki v industriji. Posebni odpadki (jedrski, kemični, biološki in drugi odpadki). Transport, shranjevanje in razgradnja različnih vrst odpadkov. 5. Ekoremediacije 1. Physical processes and phenomena in different environments Atmospheric processes and phenomena and their influence on Earths surface (solar wind, coupling between light and matter, biological molecules, ozone and UV light) Climate and climate changes (weather and climate, modeling of climate changes). Treatment of physical processes and phenomena in environment (transport of pollutants, diffusion, flow in rivers, underground waters, sea currents, equations of dynamics of fluids, mountains, forest, urban centers, earthquake areas, volcanoes, tectonics, erosion, ). Biosphere and its influence on physical processes in the environment (biogeochemical cycles, microclimate, ). 2. Physical processes and phenomena in different technical applications Treatment of physical processes and phenomena in technical applications and their influence on environment (power plants, objects for residence, harbors, reservoir, means of communication, society and environment, policy and environment protection, prevention of disasters, acoustic and human s perception of sound, criteria of noise, decreasing of transition of sound, active control of sound ) 3. Physics of energy sources Origin of energy on earth and energy sources (renewable, not renewable). Energy sources in Slovenia. Nuclear energy (fission and fusion of nuclei, security and radiation, radioactive waste) Alternative energy sources. Economic and environmental-friendly use of energy sources. 4. Physics of dealing with waste Waste in housekeeping. Waste in industry. Special waste (nuclear, chemical, biological and other waste).

50 Uporaba biotskih sistemov v okoljskih tehnologijah. Transport, keeping and decomposition of different types of wastes. Predmet se izvaja v sodelovanju z Mednarodnim centrom za ekoremediacije, gostujoči strokovnjak prof. ddr. Ana Vovk-Korže. 5. Ecoremediations The application of biotic systems in environmetal technologies. The subject is performed in collaboration with the International center for ecoremediations; collaboration with the expert Prof. Dr. Ana Vovk- Korže. Temeljni literatura in viri / Readings: 1) E. Boeker, R.Grondelle, Environmental Physics: Sustainable Energy and Climate Change, John Wiley & Sons, New York ) J. Monteithm M. Unsworth, Principles of Environmental Physics: Plants, Animals, and the Atmosphere, Academic Press ) M. Dželalija, Environmental Physics, University of Molise, University of Split, Valahia University of Targoviste, Split ) Članki v revijah New Scientist, Scientific World in Computational Physics 5) Nekatera aktualna gradiva bodo objavljena na spletnih straneh Oddelka za fiziko / Some up tp date teaching material will be published on the website of the Department of Physics Cilji in kompetence: Študentje osvojijo znanja, potrebna za kompleksnejše razumevanje fizikalnih pojavov in procesov v okolju. Na različnih primerih iz naravnih in tehniških okolij spoznajo pomen in vrste energijskih virov ter energijskih pretvorb. Spoznajo vrste odpadkov in kako jih okolju prijazno transportiramo ter hranimo. Spoznajo možnost uporabe bioloških sistemov za trajnostni razvoj. Objectives and competences: Students achieve knowledge that is necessary for complex understanding of physical phenomena and processes in environment. On different examples from natural or technical environments they understand importance and kinds of energy sources and energy transitions. Students conquest knowledge about different types of wastes and how we environment friendly transport and keep them. They learn about the use of biollogical systems in sustainable development. Predvideni študijski rezultati: Znanje in razumevanje: Razumevanje kompleksnih naravnih pojavov in procesov v okolju. Poznavanje pomena in vrste energijskih virov in energijskih pretvorb, pomen transporta in hranjenja odpadkov. Intended learning outcomes: Knowledge and Understanding: Understanding of complex physical phenomena and processes in environment. Knowing the importance and types of energy sources and energy transformation, types of waste, its transportaion and deposition.

51 Prenesljive/ključne spretnosti in drugi atributi: Predmet pripravlja študenta za delo na fizikalnih projektih s področja okoljevarstva Transferable/Key Skills and other attributes: Subject prepares the student for work on some physics projects in environment. Metode poučevanja in učenja: Learning and teaching methods: Metodika obsega: teoretičen uvod v obravnavano snov ter terenske vaje v različnih naravnih in tehnoloških okoljih. Načini ocenjevanja: - projektna naloga - ustni izpit Delež (v %) / Weight (in %) They are based on: theoretical introduction to specific topics and exercises in different natural or technical environments. Assessment: - project - oral exam Reference nosilca / Lecturer's references: Izbrani članki / Selected publications: ZIDANŠEK, Aleksander, AMBROŽIČ, Milan, MILFELNER, Maja, BLINC, Robert, LIOR, Noam. Solar orbital power : sustainability analysis. Energy (Oxford). [Print ed.], 2011, vol. 36, no. 4, str GREGORIČ, Asta, ZIDANŠEK, Aleksander, VAUPOTIČ, Janja. Dependence of radon levels in the Postojna Cave on outdoor air temperature. Nat. hazards earth syst. sci. (Print), 2011, vol. 11, no. 5, str KABASHI, Skender, BEKTESHI, Sadik, AHMETAJ, Skender, KABASHI, Gazmed, NAJDOVSKI, Dimitrij, ZIDANŠEK, Aleksander, ŠLAUS, Ivo. Effects of Kosovo's energy use scenarios and associated gas emissions on its climate change and sustainable development. Appl. energy. [Print ed.], 2010, vol. 88, no. 2, str ZIDANŠEK, Aleksander, BLINC, Robert, JEGLIČ, Anton, KABASHI, Skender, BEKTESHI, Sadik, ŠLAUS, Ivo. Climate changes, biofuels and the sustainable future. Int. j. hydrogen energy. [Print ed.], 2009, vol. 34, no. 16, str CORDOYIANNIS, George, KRALJ, Samo, KUTNJAK, Zdravko, JESENEK, Dalija, MUŠEVIČ, Igor, ZIDANŠEK, Aleksander. Different modulated structures of topological defects stabilized by adaptive targeting nanoparticles. Soft matter, 2013, vol. 9, no. 15, str , doi: /C3SM27644A. [COBISS.SI-ID ] 48 objav v Web of Science, H-indeks 14, v zadnjih 5 letih nosilec 3 mednarodnih in 3 slovenskih projektov / 48 publications in Web of Science, H-index 14, in the last 5 years lead researcher of 3 international and 3 national projects

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53 UČNI NAČRT PREDMETA / COURSE SYLLABUS Predmet: Course title: Fizikalna multimedija Multimedia in physics Študijski program in stopnja Študijska smer Letnik Study programme and level Study field Academic year Dvopredmetna izobraževalna fizika Double major Educational Physics / / 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Marjan Krašna Jeziki / Predavanja / Lectures: slovenski / slovene Languages: Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Jih ni Prerequisits: none Vsebina: Content (Syllabus outline):

54 Fizikalne osnove multimedije (prikazovalniki, snemalniki, pomnilni mediji, mrežni sistemi) Multimedija in hipermedia v fiziki (načini prikazovanja informacij) Standardi in zapisi multimedijskih vsebin (osnove MM standardov, kodiranje in kompresije) Programska orodja za izdelavo MM gradiv (MM in programski jeziki, MM avtorska orodja, MM uporabniška orodja...) Produkcija in distribucija multimedijskih učnih vsebin Konferenčni sistemi (audio in video) Multimedia physical background (presenters, recorders, memory, multimedia grids) Multimedia and hypermedia in physics (Informatin presentation) Multimedia standards (introduction to multimedia standards, coding and compression) Software tool for multimedia production (program languages, authoring tools, user software) Production and distribution of multimedia learning materials Conference systems (audio and video) Temeljni literatura in viri / Readings: I. Gerlič, Sodobna informacijska tehnologija v izobraževanju, DZS, Ljubljana, Irene Cheng, Lluis Vincent Safont, Anup Basu, Randy Goebel, Multimedia in education: Adaptive Learning and Testing, World Scientific Publishing Co., 2010 Meera M. Blattner, Multimedia interface design, Reading, Mass. etc., Addison Wesley, Sarah E. Hutchinson, Computers, communications, and information, Boston etc., Irwin/McGrawHill, Ruth Colvin Clark & Rcihard E. Mayer, E learning and science of instruction: Proven Guidelines for Consumers and Designers of Multimedia Learning, John Wiley & Sons, Inc Richard E. Mayer, Multimedia Learning, Cambridge University Press, 2001 Multimedia: Making It Work, Sixth Edition, McGraw Hill Companies, Inc Multimedia Systems, Standards, and Networks, Marcel Dekker, Inc Multimedijske in računalniške revije, npr. Monitor, Multimedia in Education, Computers systems... E gradiva na spletni strani nosilcev predmeta Cilji in kompetence: Poznavanje fizikalnih osnov multimedijskih predstavitev Samostojno delo pri pripravi predstavitev Poznavanje kakovostnih standardov predstavitev Priprava učnih gradiv Objectives and competences: Physical basics of multimedia presentation Independant presentation preparation Quality standards for presentation assessment E learning material production Predvideni študijski rezultati: Intended learning outcomes:

55 Znanje in razumevanje: Knowledge and Understanding: Študent bo poznal multimedijsko aparaturno in programsko opremo. Vedel bo kako poteka produkcija multimedijskih vsebin in jasna mu bo vloga izdelave promocij in predstavitev. Poznal bo razliko med učnimi gradivi in promocijskimi materiali. Student will know multimedia hardware and software. He/she will know how to produce multimedia material. He/she will also know the role of promotion and presentation. He/she will know the difference between e learning materials and promotion materials. Prenesljive/ključne spretnosti in drugi atributi: Transferable/Key Skills and other attributes: Poznavanje dela z informacijsko komunikacijsko tehnologijo ICT technology appliance Metode poučevanja in učenja: Learning and teaching methods: Predavanja, laboratorijske vaje, samostojni izdelek (seminarska naloga) lectures, laboratory work, seminar work Načini ocenjevanja: Pisni izpit Opravljene vaje in ustni zagovor vaj ska naloga *Vse ocene morajo biti pozitivne Delež (v %) / Weight (in %) 40% 20% 40% Assessment: Written exam Done exercises and their avocation work *All grades have to be positive Reference nosilca / Lecturer's references: DUH, Matjaž, BRATINA, Tomaž, KRAŠNA, Marjan. The role of digital competences in electronic education = Uloga digitalnih kompetencija u elektronskoj nastavi. Media cult. public relat., 2012, vol. 3, no. 2, str [COBISS.SI ID ] BRATINA, Tomaž, DUH, Matjaž, KRAŠNA, Marjan. E learning controversy in practical application. V: BILJANOVIĆ, Petar (ur.). MIPRO 2013, 36th International Convention, May 20 24, 2013, Opatija, Croatia. MIPRO 2013 : Mipro proceedings, (MIPRO... (CD ROM)). Rijeka: Croatian Society for Information and Communication Technology, Electronics and Microelectronics, cop. 2013, str [COBISS.SI ID ] KRAŠNA, Marjan, BRATINA, Tomaž, KAUČIČ, Branko. Transition from traditional to electronic testing. V: HUNJAK, Tihomir (ur.), LOVRENČIĆ, Sandra (ur.), TOMIČIĆ, Igor (ur.). 23rd Central European Conference on Information and Intelligent Systems, September 19th 21st, 2012, Varaždin, Croatia. Central European Conference on Information and Intelligent Systems CECIIS, 23rd international conference 2012, September

56 19th 21nd 2012, Varaždin, Croatia. Varaždin: Faculty of Organization and Informatics, 2012, str , ilustr. [COBISS.SI ID ] KRAŠNA, Marjan, REPNIK, Robert, BRATINA, Tomaž, KAUČIČ, Branko. Advanced types of electronic testing of student's performance. V: BILJANOVIĆ, Petar (ur.). MIPRO 2012, 35th International Convention, May 21 25, 2012, Opatija Adriatic Coast, Croatia. MIPRO 2012 : 35th International Convention, May 21 25, 2012, Opatija Adriaric Coast, Croatia : mipro proceedings, (MIPRO... (CD ROM)). Rijeka: Croatian Society for Information and Communication Technology, Electronics and Microelectronics MIPRO, cop. 2012, str , ilustr. [COBISS.SI ID ] REPNIK, Robert, GRUBELNIK, Vladimir, KRAŠNA, Marjan. Pomen vsebinske, didaktične in tehnične recenzije fizikalnih e gradiv = The significance of content, didactic and technical review of physics e learning materials. V: BAČNIK, Andreja (ur.), TRSTENJAK, Bernarda (ur.), BLAGUS, Katarina (ur.), KOSTA, Maja (ur.). Mednarodna konferenca Splet izobraževanja in raziskovanja z IKT SIRIKT 2011, Kranjska Gora, april 2011, 13th 16th April (Zbornik). Ljubljana: Miška, 2011, str , ilustr. [COBISS.SI ID ] DUH, Matjaž, KRAŠNA, Marjan. Aesthetics assessment of e learning materials = Ocjena estetike materijala za e učenje. V: PLENKOVIĆ, Mario (ur.). Društvo i tehnologija 2011 : book of manuscripts. Zagreb: Hrvatsko komunikološko društvo = Croatian Communication Association, 2011, str [COBISS.SI ID ]

57 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Matematična fizika v izobraževanju Mathematical Physics in education Študijski program in stopnja Study programme and level Dvopredmetna izobraževalna fizika, 2 stopnja Double major Educational Physics, second degree Vrsta predmeta / Course type Študijska smer Study field / / Izbirni / Elective Letnik Academic year 2 3 Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work (SV) 75 5 ECTS Nosilec predmeta / Lecturer: Mitja Slavinec Jeziki / Languages: Predavanja / Lectures: slovensko / Slovene Vaje / Tutorial: slovensko / Slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Predznanje na področjih matematične analize, algebre, mehanike, elektromagnetizma. Vsebina: 1.) Funkcije ene in več spremenljivk. Posebne funkcije (trigonometrična, eksponentna, logaritemska, hiperbolična), polinomi, grafi funkcij, funkcije kompleksne spremenljivke 2.) Odvod in integral. Hitrost, pospešek, moč, iskanje ekstremov, integriranje in določeni integral (delo, pot, energija), parcialni odvodi, klasifikacija ekstremov funkcij dveh spremenljivk, dvojni in Prerequisits: Preknowledge in the field of mathematical analysis, algebra, mechanics, electromagnetism. Content (Syllabus outline): 1) Functions of one and multiple variables Special functions (trigonometric, exponential, logarithmical, hyperbolic), polynomial, function graph, function properties, functions of complex variable, vectors. 2) Derivative and integration Derivation velocity, acceleration, power), extreme finding, integration (work, length, energy), partial derivative (use in thermodynamics), lassification of two variable extremes, double triple

58 trojni integral (masa, težišče, vztrajnostni moment) računanje z diferenciali, Taylorjeva vrsta.. 3.) Matrike in tenzorji Vektorska in tenzorska algebra, determinanta, inverzne matrike, kompleksne in hermitsko konjugirane matrike, lastni vektorji in lastne vrednosti, linearne transformacije in operatorji, sistemi linearnih enačb, fizikalna uporaba tenzorjev (vztrajnostni moment, dielektrična konstanta, toplotna prevodnost), Jonesove matrike. 4.) Vektorji Vektorska polja, gradient (tokovi in potenciali), divergenca, rotor, drugi odvodi, Gaussov teorem, Stokesov teorem,. 5) Navadne diferencialne enačbe Enačbe prvega reda, Mehanska nihanja (harmonsko nihanje, dušeno nihanje, vsiljeno nihanje, sklopljeno nihanje, majhna nihanja, aharmonska nihanja). integration (mass, centre of gravity, moment of inertia ), Jacoby determinant. 3) Matrices and tensors Vectorial and tensorial algebra, determinants, reciprocal matrices, complex and Hermitian conjugated matrices, eigenvectors, eigenvalues, linear transformations and operators, linear systems of equations, use of tensors in physics (moment of inertia, dielectric constants, heat conductivity), Jones matrices. 4) Vectors Vector fields, gradient, divergence, rotational, second derivatives, Gauss theorem, Stokes theorem, conservative fields and potentials, Maxwell equations. 5) Ordinary differential equations Examples of ordinary differential equations, Mehanic oscillations (harmonic oscillations, damped oscillations, forced oscillations, coupled oscillations, small oscillations, unharmonic oscillations). Temeljni literatura in viri / Readings: Kuščer, A. Kodre: Matematika v fiziki in tehniki; DMFA; Ljubljana S. Pahor: Uvod v analitično mehaniko. DMFA, Ljubljana Vidav: Variacijski račun. DMFA, Ljubljana K.F. Riley, M.P. Hobson, S.J. Bence: Mathematical Methods for Physics and Engineering; Cambridge University Press; Cambridge Brešar: Matematika III; Fakulteta za elektrotehniko, računalništvo in informatiko Maribor, Maribor C. Harper: Introduction to Mathematical Physics. Englewood Cliffs, New Jersey: Prentice- Hall Inc., Arfken: Mathematical Methods for Physicists. New York, S. Francisco, London: Academic Press, B. M. Budak, A. A. Samarskii, A. N. Tikhonov: A collection of problems on Mathematical Physics. New York: Pergamon Press, V. Bitsadze, D. F. Kalinichenko: A Collection of problems on the Equations of Mathemammtical Physics. Moscow: Mir Publishers, Matematična fizika 1, Cilji in kompetence: Objectives and competences:

59 Študentje ponovijo osnovna matematična orodja in principe ter razširijo uporabo na fizikalne probleme. Tvorijo ustrezne matematične modele za fizikalne probleme, formulirajo ustrezne robne pogoje in fizikalno interpretirajo dobljene rezultate. Predvideni študijski rezultati: Znanje in razumevanje: Kompleksno razumevanje fizikalnih zakonitosti in sposobnost le-te kvantitativno opisati, napovedati in izračunati rezultate. Prenesljive/ključne spretnosti in drugi atributi: Reševanje fizikalnih in tehničnih problemov z matematičnimi orodji in postopki. The students refresh their knowledge about several mathematical tools and expand their application to physical problems. They form appropriate mathematical models for physical problems, formulate boundary conditions and interpret the obtained solutions Intended learning outcomes: Knowledge and understanding: Complex understanding of physical laws and ability to qualitatively describe them, predict and calculate results. Transferable/Key Skills and other attributes: Solution of physical and technical problems using the mathematical tools and methods. Metode poučevanja in učenja: Postavitev problema, izbira potrebnih matematičnih orodij za reševanje, postavitev matematičnega modela, analitično in numerično reševanje. Interpretacija dobljenih rešitev. Načini ocenjevanja: Način (pisni izpit, ustno izpraševanje, naloge, projekt) Delež (v %) / Weight (in %) Learning and teaching methods: Setting up of a physical problem, selection of appropriate mathematical tools, setting up a mathematical model, finding of an analytical or numerical solution. Interpretation of obtained solutions. Assessment: Type (examination, oral, coursework, project): Pisni izpit Ustno izpit ska naloga Reference nosilca / Lecturer's references: Mitja Slavinec: Written exam Oral exam pape SLAVINEC, Mitja, KLEMENČIČ, Eva, AMBROŽIČ, Milan, KRAŠNA, Marjan. Impact of nanoparticles on nematic ordering in square wells. Advances in condensed matter physics, ISSN , 2015, vol. 2015, art. ID , str. 1-11, ilustr., doi: /2015/ [COBISS.SI- ID ] RANJKESH SIAHKAL, Amid, AMBROŽIČ, Milan, SLAVINEC, Mitja. Study of phase transitions and structural order in perturbed nematic liquid crystals = Študij faznega prehoda in strukturnega reda v perturbiranemu nematičnemu tekočemu kristalu. Anali PAZU, ISSN X, 2013, letn. 3, št. 2, str , graf. prikazi. [COBISS.SI-ID ]

60 SVETEC, Milan, SLAVINEC, Mitja. Nematic liquid crystal locking menisci. Advances in condensed matter physics, ISSN , 2013, vol. 2013, art. ID , str [COBISS.SI-ID ] SLAVINEC, Mitja, REPNIK, Robert, RANJKESH SIAHKAL, Amid, AMBROŽIČ, Milan, FRAS, Maja. Slave master mehanizem v nanokompozitih. V: SLAVINEC, Mitja (ur.). Zdravo Pomurje za zdrav razvoj : Pomurska akademija Pomurju : (zbornik povzetkov), 11. znanstvena konferenca Pomurske Akademsko Znanstvene Unije, PAZU, Murska Sobota, 29. in 30. november izd. Murska Sobota: Združenje Pomurska akademsko znanstvena unija, 2013, str. 20. [COBISS.SI-ID ] SLAVINEC, Mitja, KLEMENČIČ, Eva, ZAVEC PAVLINIČ, Daniela, SVETEC, Milan, ŠTANC, Rok. Toplotna in zračna prepustnost vlažnih tkanin. V: SLAVINEC, Mitja (ur.). Vrednotenje znanstvene odličnosti : Pomurska akademija Pomurju : (zbornik povzetkov), 13. znanstvena konferenca, PAZU, 27. in 28. november 2015, Murska Sobota. 1. izd. Murska Sobota: Združenje Pomurska akademsko znanstvena unija, 2015, str. 23. [COBISS.SI-ID ]

61 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Praktično usposabljanje za didaktiko fizike 1 Pedagogical practice for didactics of physics 1 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 2,4 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work IDU 97 4 ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Osnovna znanja iz didaktike, pedagogike in psihologije; Prisotnost na vajah iz predmeta Didaktično fizikalni praktikum I. Prerequisits: Basic knowledge in didactic, pedagogy and psychology; Attendance at laboratory work for subject Didactical physical lab I. Vsebina: Content (Syllabus outline):

62 Predavanja: organizacija vzgojno izobraževalnega dela v osnovni šoli. Šolska dokumentacija, predmetnik in učni načrti za fiziko; organizacija strnjene pedagoške prakse; spoznavanje dokumentacije o opazovanju, spremljanju, izvajanju in ocenjevanju izvedenih dejavnosti na dvotedenski strnjeni pedagoški praksi v osnovni šoli. načrtovanje in izvedba pisne priprave za pouk; pripravljanje na izvedbo nastopa; dnevnik pedagoške prakse; vrednotenje in refleksija pedagoške prakse. Lectures: organization of the education in primary school. School documentation and subject curricula for physics education; organization of pedagogical practice; the documentation of the observation, monitoring, implementation and evaluation of the activities in the continuous two-week teaching practice in primary school. planning of educational process preparing for class appearances; diary of pedagogical practice; evaluation of class appearances and pedagogical class practice. Individualno delo učitelja: izvedba nastopov v osnovni šoli; izvedba pedagoške prakse. pisne priprave za izvedbo pouka; spoznavanje pedagoške dokumentacije (letna in dnevna priprava, dnevnik, redovalnica); delo in organiziranost oddelčne in šolske skupnosti; organiziranost interesnih dejavnosti fizike, šolskih projektov, aktivov učiteljev; izvedba učnih ur (nastopov) in hospitacij na strnjeni pedagoški praksi na osnovni šoli. Individual work of teacher (IWT): realization of class appearances and pedagogical class practice in primary school. written preparing for class appearances; learn about pedagogical documents (annual and daily preparation for educational process, school diary); work and organization of departmental and school community; the structure of physics interest activities, school projects, teacher groups; realization of class appearances and pedagogical class practice in primary school. Temeljni literatura in viri / Readings: Osnovni viri: Gerlič. Didaktika pouka fizike v OŠ. PEF MB, NEWBY, Peter. Research Methods for Education, Pearson Education Ltd., Harlow, Essex, UK, 2010 Blažič, M.,Ivanuš Grmek, M.,Kramar, M., Strmčnik, F. (2003). Didaktika. Visokošolski učbenik. Novo mesto: Visokošolsko središče, Inštitut za raziskovalno in razvojno delo. Marentič Požarnik, B. Psihologija učenja in pouka. DZS, Ljubljana Veljavni predmetnik, učni načrti in učbeniška gradiva za fiziko/naravoslovje in izbirne predmete fizike/naravoslovja v osnovni šoli. Kompare, A. idr. Psihologija. Spoznavanja in dileme. Ljubljana, DZS, Cilji in kompetence: usposobiti študente za sistematično opazovanje pouka fizike v osnovni šoli in drugih Objectives and competences: to train students for the systematic observation of teaching physics in primary

63 dejavnosti učitelja; usposobiti študente za načrtovanje, izvajanje in analizo pouka fizike v osnovni šoli; uporaba strokovno predmetnega in pedagoško didaktičnega znanja pri izdelavi pisne priprave za izvedbo pouka fizike v osnovni šoli ; uporaba in preverjanje teoretičnih spoznanj v neposredni pedagoški praksi; pridobivanje pedagoških izkušenj in razvijanje kompetenc učitelja fizike v osnovni šoli. education and other activities of the teacher; to train students for the planning, implementation and analysis of teaching physics in primary education; use professional - rejected and educational - teaching writing skills in the manufacture of preparations for the implementation of physics instruction in primary education; the use and verification of theoretical knowledge in the direct teaching practice; the acquisition of teaching experience in the development of primary physics teacher skills and technology. Predvideni študijski rezultati: Znanje in razumevanje: uporaba različnih strategij, konceptov, modelov, metod in oblik vzgojno izobraževalnega procesa pri izvajanju pouka fizike v osnovni šoli; analiziranje in samo vrednotenje izvajanja in preverjanja dosežkov iz izvedene učne ure fizike v osnovni šoli. Prenesljive/ključne spretnosti in drugi atributi: kombinirana uporaba različnih znanj pri izdelavi učne priprave za izvedbo konkretne učne ure; analiziranje učne ure po objektivnih merilih; kompetence učitelja fizike v osnovni šoli. Intended learning outcomes: Knowledge and Understanding: using different strategies, concepts, models, methods and forms of the physics educational process in primary education; analyzing and self evaluating of the class appearances of physics in primary education. Transferable/Key Skills and other attributes: combined use of different teaching skills at the preparing the implementation of instructions; analyzing the instructions, using objective criteria; physics teacher competencies in primary education. Metode poučevanja in učenja: Learning and teaching methods: Predavanja v obliki razgovora in diskusij; demonstracije; individualno učno delo; uporaba izobraževalne tehnologije in IKT; izvedbe in analize učnih nastopov in pedagoške prakse oblika individualnega dela. Delež (v %) / Lectures in the form of conversation and discussion; demonstrations; individual educational work; use of educational technology and ICT; implementation and analysis of teaching instructions and teaching practice - a form of individual work.

64 Načini ocenjevanja: Weight (in %) Assessment: 2 nastopa v OŠ; 2 x 20 % 2 pedagogical class appearances in opravljene vse obveznosti na the primary school, pedagoški praksi: izvedena pedagoška pedagogical practice in elementary 60 % praksa v osnovni šoli, min. 4 nastopi, min. school: at least 4 class appearances, at 4 hospitacije (od tega 2 s pisno analizo), druge pedagoške obveznosti zapisane v Vsebinah; least 4 observations (2 of them with written analysis), other pedagogical obligations written in Contents; ureditev in oddaja Dnevnika arranging the Diary of pedagogical pedagoške prakse practice opravljene 3 vzorčne hospitacije 3 example observations of other kolegov students, opravljenih 6 hospitacij kolegov opravil/passed 6 observations of other students appearances. opravil/passed opravil/passed Reference nosilca / Lecturer's references: PLOJ VIRTIČ, Mateja, REPNIK, Robert. Improving quality of the educational process by raising teachers' communication skills. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str [COBISS.SI-ID ] KRALJ, Samo, REPNIK, Robert. Patterns in symmetry breaking transitions. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str , ilustr. [COBISS.SI-ID ] GERLIČ, Ivan, REPNIK, Robert. Conceptual learning of physics in Slovenian primary schools. V: LAMANAUSKAS, Vincentas (ur.). Challenges of science, mathematics and technology teacher education in Slovenia, (Problems of education in the 21st century, vol. 14). Siauliai: Scientific Methodological Center Scientia Educologica, 2009, str [COBISS.SI-ID ] REPNIK, Robert. Priložnosti za vnašanje sodobnih znanstvenih dognanj v pouk osnovnošolske fizike. V: FOŠNARIČ, Samo (ur.). IV. mednarodno znanstveni posvet na temo Ekologija za boljši jutri, od do Rakičan: RIS - Raziskovalno izobraževalno središče, 2009, str [COBISS.SI- ID ] REPNIK, Robert, GERLIČ, Ivan, AMBROŽIČ, Milan. Model vnašanja sodobnih znanstvenih dognanj v pouk fizike v osnovni šoli = Model of introducing contemporary scientific discoveries within physics lessons in primary school. V: HOČEVAR, Andreja (ur.), KOVAČ ŠEBART, Mojca (ur.), MAŽGON, Jasna (ur.), ŠTEFANC, Damijan (ur.), VIDMAR, Tadej (ur.). Kakšno znanje hočemo? : vrtec, šola in koncepti znanja v sodobnem času : zbornik prispevkov : mednarodna znanstvena konferenca, Žalec, 13. in 14. maj Ljubljana: Zveza društev pedagoških delavcev Slovenije, 2011, str [COBISS.SI-ID ]

65 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Praktično usposabljanje za didaktiko fizike 2 Pedagogical practice for didactics of physics 2 Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 1,2 2,4 Vrsta predmeta / Course type Obvezni / Obligatory Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work IDU 97 4 ECTS Nosilec predmeta / Lecturer: dr. Robert Repnik Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Osnovna znanja iz didaktike, pedagogike in psihologije; Prerequisits: Basic knowledge in didactic, pedagogy and psychology; Vsebina: Content (Syllabus outline):

66 Predavanja: organizacija vzgojno izobraževalnega dela v srednji šoli. Šolska dokumentacija, predmetnik in učni načrti za fiziko; organizacija strnjene pedagoške prakse; spoznavanje dokumentacije o opazovanju, spremljanju, izvajanju in ocenjevanju izvedenih dejavnosti na dvotedenski strnjeni pedagoški praksi v srednji šoli. načrtovanje in izvedba pisne priprave za pouk; pripravljanje na izvedbo nastopa; dnevnik pedagoške prakse; vrednotenje in refleksija pedagoške prakse. Lectures: organization of the education in secondary school. School documentation and subject curricula for physics education; organization of pedagogical practice; the documentation of the observation, monitoring, implementation and evaluation of the activities in the continuous two-week teaching practice in secondary school. planning of educational process preparing for class appearances; diary of pedagogical practice; evaluation of class appearances and pedagogical class practice. Individualno delo učitelja: izvedba nastopov v srednji šoli; izvedba pedagoške prakse. pisne priprave za izvedbo pouka; spoznavanje pedagoške dokumentacije (letna in dnevna priprava, dnevnik, redovalnica); delo in organiziranost oddelčne in šolske skupnosti; organiziranost interesnih dejavnosti fizike, šolskih projektov, aktivov učiteljev; izvedba učnih ur (nastopov) in hospitacij na strnjeni pedagoški praksi na srednji šoli. Individual work of teacher (IWT): realization of class appearances and pedagogical class practice in secondary school. written preparing for class appearances; learn about pedagogical documents (annual and daily preparation for educational process, school diary); work and organization of departmental and school community; the structure of physics interest activities, school projects, teacher groups; realization of class appearances and pedagogical class practice in secondary school. Temeljni literatura in viri / Readings: Osnovni viri: Gerlič. Didaktika pouka fizike v OŠ. PEF MB, NEWBY, Peter. Research Methods for Education, Pearson Education Ltd., Harlow, Essex, UK, 2010 Blažič, M.,Ivanuš Grmek, M.,Kramar, M., Strmčnik, F. (2003). Didaktika. Visokošolski učbenik. Novo mesto: Visokošolsko središče, Inštitut za raziskovalno in razvojno delo. Marentič Požarnik, B. Psihologija učenja in pouka. DZS, Ljubljana Veljavni predmetnik, učni načrti in učbeniška gradiva za fiziko/naravoslovje in izbirne predmete fizike/naravoslovja v srednji šoli. Kompare, A. idr. Psihologija. Spoznavanja in dileme. Ljubljana, DZS, Cilji in kompetence: usposobiti študente za sistematično opazovanje pouka fizike v srednji šoli in drugih dejavnosti učitelja; Objectives and competences: to train students for the systematic observation of teaching physics in secondary school and other activities of the teacher;

67 usposobiti študente za načrtovanje, izvajanje in analizo pouka fizike v srednji šoli; uporaba strokovno predmetnega in pedagoško didaktičnega znanja pri izdelavi pisne priprave za izvedbo pouka fizike v srednji šoli; uporaba in preverjanje teoretičnih spoznanj v neposredni pedagoški praksi; pridobivanje pedagoških izkušenj in razvijanje kompetenc učitelja fizike v srednji šoli. to train students for the planning, implementation and analysis of teaching physics in secondary school; use professional - rejected and educational - teaching writing skills in the manufacture of preparations for the implementation of physics instruction in secondary education; the use and verification of theoretical knowledge in the direct teaching practice; the acquisition of teaching experience in the development of secondary physics teacher skills and technology. Predvideni študijski rezultati: Znanje in razumevanje: uporaba različnih strategij, konceptov, modelov, metod in oblik vzgojno izobraževalnega procesa pri izvajanju pouka fizike v srednji šoli; analiziranje in samo vrednotenje izvajanja in preverjanja dosežkov iz izvedene učne ure fizike v srednji šoli. Prenesljive/ključne spretnosti in drugi atributi: kombinirana uporaba različnih znanj pri izdelavi učne priprave za izvedbo konkretne učne ure; analiziranje učne ure po objektivnih merilih; kompetence učitelja fizike v srednji šoli. Metode poučevanja in učenja: Intended learning outcomes: Knowledge and Understanding: using different strategies, concepts, models, methods and forms of the physics educational process in secondary education; analyzing and self evaluating of the class appearances of physics in secondary education. Transferable/Key Skills and other attributes: combined use of different teaching skills at the preparing the implementation of instructions; analyzing the instructions, using objective criteria; physics teacher competencies in secondary education. Learning and teaching methods: Predavanja v obliki razgovora in diskusij; demonstracije; individualno učno delo; uporaba izobraževalne tehnologije in IKT; izvedbe in analize učnih nastopov in pedagoške prakse oblika individualnega dela. Načini ocenjevanja: Delež (v %) / Weight (in %) Lectures in the form of conversation and discussion; demonstrations; individual educational work; use of educational technology and ICT; implementation and analysis of teaching instructions and teaching practice - a form of individual work. Assessment:

68 2 nastopa v SŠ; opravljene vse obveznosti na pedagoški praksi: izvedena pedagoška praksa v srednji šoli, min. 4 nastopi, min. 4 hospitacije (od tega 2 s pisno analizo), druge pedagoške obveznosti zapisane v Vsebinah; ureditev in oddaja Dnevnika pedagoške prakse opravljene 3 vzorčne hospitacije kolegov opravljenih 6 hospitacij kolegov 2 x 20 % 60 % opravil/passed opravil/passed 2 pedagogical class appearances in the secondary school, pedagogical practice in secondary school: at least 4 class appearances, at least 4 observations (2 of them with written analysis), other pedagogical obligations written in Contents; arranging the Diary of pedagogical practice 3 example observations of other students, 6 observations of other students appearances. opravil/passed Reference nosilca / Lecturer's references: PLOJ VIRTIČ, Mateja, REPNIK, Robert. Improving quality of the educational process by raising teachers' communication skills. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str [COBISS.SI-ID ] KRALJ, Samo, REPNIK, Robert. Patterns in symmetry breaking transitions. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str , ilustr. [COBISS.SI-ID ] REPNIK, Robert, GRUBELNIK, Vladimir, KRAŠNA, Marjan. The importance of different types of review of physics materials in electronic exercise book. V: ČIČIN-ŠAIN, Marina (ur.). MIPRO 2011 : 34th International Convention, May 23-27, 2011, Opatija, Croatia : proceedings = 34. Međunarodni skup, Svibanj 23-27, 2011, Opatija : zbornik radova. [Vol. 4], Computers in education, = Računala u obrazovanju. Rijeka: MIPRO, cop. 2011, str [COBISS.SI-ID ] GRUBELNIK, Vladimir, MARHL, Marko, REPNIK, Robert. Modelling of realistic dynamical systems and development of natural science competences in education. V: International Conference on New Horizons in Education : proceedings book. [Famagusta: Sakarya University], 2010, str , ilustr. [COBISS.SI-ID ] ŠORGO, Andrej, REPNIK, Robert, GOLOB, Nika. Med zaželenim in zapisanim: avtonomija učitelja v učnih načrtih biologije, fizike in kemije v gimnaziji = Between desired and written: the autonomy of teachers in the curricula of biology, physics and chemistry in general secondary school (gimnazija). V: HOČEVAR, Andreja (ur.), KOVAČ ŠEBART, Mojca (ur.), MAŽGON, Jasna (ur.), ŠTEFANC, Damijan (ur.), VIDMAR, Tadej (ur.). Kakšno znanje hočemo? : vrtec, šola in koncepti znanja v sodobnem času : zbornik prispevkov : mednarodna znanstvena konferenca, Žalec, 13. in 14. maj Ljubljana: Zveza društev pedagoških delavcev Slovenije, 2011, str [COBISS.SI-ID ]

69 Predmet: Course title: Trdna snov Solid state UČNI NAČRT PREDMETA / COURSE SYLLABUS Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Samo Kralj Jeziki / Languages: Predavanja / Lectures: slovenski / slovene Vaje / Tutorial: slovenski / slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Predznanje mehanike, elektromagnetizma in moderne fizike. Prerequisits: Preknowledge of mechanics, electromagnetism and modern physics. Vsebina: Content (Syllabus outline):

70 Osnove kristalografije, Bravaisova in recipročna mreža. Mrežna nihanja: harmonski približek, specifična toplota trdnih teles, anharmonični pojavi (termično raztezanje, toplotna prevodnost). Kolektivni pojavi: dielektrične lastnosti dielektrikov, paraelektriki, feroelektriki, antiferoelektriki, paramagnetizem, feromagnetizem. Landauova teorija faznih prehodov, metoda molekularnega polja. Basics of crystallography, Bravais lattices. Lattice oscillations: harmonic approximation, specific heat of solids, anharmonic effects (thermal expansion, heat conductivity) Collective phenomena: dielectric, paraelectric, ferroelectric, diamagnetic, paramagnetic, ferromagnetic behaviour. Landau theory of phase transitions, mean field approximation. Temeljni literatura in viri / Readings: D. Halliday, R. Resnick, J. Walker, Fundamentals of Physics, 5. izdaja, (John Wiley & Sons, Inc., New York, 1997). Članki v Science, Nature, Scientific American. N.W. Ashcroft, N.D. Mermin, Solid state physics, (Rinehart and Winston, New York, 1976 in kasnejše izdaje). Cilji in kompetence: Študenti osvojijo osnovno znanje s področja fizike trdne snovi. Demonstriran je prenos znanja med različnimi vejami fizike. Prikazana je uporaba računalnika v demonstracijske namene. Objectives and competences: Students acqire basic knowledge on solid state physics. Transfer of knowledge among different areas of physics is demonstrated. Use of computer simulations to analyse physical phenomena is demonstratred. Predvideni študijski rezultati: Znanje in razumevanje: Razumevanje osnovnih procesov v trdni snovi. Intended learning outcomes: Knowledge and Understanding: Understanding of basic processes in solid materials.

71 Prenesljive/ključne spretnosti in drugi atributi: Rešitev problemov z matematičnimi orodji in celosten pristop k reševanju problemov. Transferable/Key Skills and other attributes: Solving of problems with mathematical tools and gained global approach on solving a problem. Metode poučevanja in učenja: Learning and teaching methods: Predavanja Teoretične vaje Načini ocenjevanja: - ustni izpit - seminarska naloga Delež (v %) / Weight (in %) Lectures Theoretical exercises oral exam, seminar - oral exam - seminar Reference nosilca / Lecturer's references: 1 G. Cordoyiannis, S. Kralj, Z. Kutnjak, D. Jesenek, I. Musevic, A. Zidansek, Different modulated structures of topological defects stabilized by adaptive targeting nanoparticles, Soft matter 9, (2013). 2 A. Ranjkesh, M. Ambrozic, G. Cordoyiannis, Z. Kutnjak, S. Kralj, History dependent patterns in randomly perturbed nematic liquid crystals, Advances in Condensed Matter Physics 2013, (2013). 3 R. Repnik, A. Ranjkes,V. Simonka, M. Ambrozic, Z. Bradac, S. Kralj, Symmetry breaking in nematic liquid crystals: analogy with cosmology and magnetism, J. Phys.: Condens. Matter, Special Issue on Condensed matter analogues of cosmology 25, , (2013). 4 M. Lavrič, V. Tzitzios, S. Kralj, G. Cordoyiannis, I. Lelidis, G. Nounesis, V. Georgakilas, H. Amenitsch, A. Zidansek, Z. Kutnjak, The effect of graphene on liquid-crystalline blue phases, Appl. Phys. Lett. 103, (2013). 5 D. Jesenek, S. Perutkova, W. Gozdz, V. Kralj-Iglic, A. Iglic, S. Kralj,Vesiculation of biological membrane driven by curvature induced frustrations in membrane orientational ordering, International journal of nanomedicine 8, (2013).

72 Predmet: Course title: UČNI NAČRT PREDMETA / COURSE SYLLABUS Uvod v kvantno mehaniko Introduction to Quantum Mechanics Študijski program in stopnja Study programme and level Študijska smer Study field Dvopredmetna izobraževalna fizika / Double major Educational Physics / Letnik Academic year 2 3 Vrsta predmeta / Course type Izbirni / Elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: prof. dr. Nataša Vaupotič Jeziki / Languages: Predavanja / Lectures: Slovenski/Slovene Vaje / Tutorial: Slovenski/Slovene Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Predznanje iz moderne fizike in osnov algebre. Prerequisits: Pre-knowledge of the Modern Physics and basic Algebra. Vsebina: Content (Syllabus outline):

73 Matematična orodja v kvantni mehaniki: Hilbertov prostor in valovne funkcije, Diracova notacija, operatorji, delta-funkcija, reprezentacija v diskretni in zvezni bazi, transformacija med bazami. Postulati v kvantni mehaniki: stanje sistema, verjetnostna gostota, princip superpozicije, opazljivke in operatorji, merjenja v KM, pričakovane vrednosti, princip nedoločenosti, časovni razvoj sistema, simetrije in ohranitveni zakoni. 1D primeri: potencialni skok, potencialna jama, harmonični oscilator, numerično reševanje Schroedingerjeve enačbe. Vrtilna količina: orbitalna, spinska, skupna. 3D primer: vodikov atom Mathematical methods in quantum mechanics: Hilbert space and wave functions, Dirac notation, operators, delta function, representation in discrete and continuous bases, change of bases. Postulates in quantum mechanics: state of the system, probability density, principle of superposition, observables and operators, measurements in QM, expectation values, uncertainty relations, time evolution of the system s state, symmetries and conservation laws. One-dimensional problems: potential step, potential well, harmonic oscillator, numerical solutions of the Schrödinger equation. Angular momentum: orbital angular momentum, spin. Three-dimensional problems: H-atom. Temeljni literatura in viri / Readings: 1) N. Zettili, Quantum Mechanics Concepts and Applications (Wiley, Chichester, 2005). 2) M. C. Rogalski, S. B. Palmer, Quantum Physics (Gordon and Breach, Amsterdam, 1999). 3) D. J. Griffits, Introduction to Quantum Mechanics (Prentice Hall, Upper Saddle River, 1994). 4) Y. Peleg, R. Pnini, E. Zaarur, Schaum's outlines Quantum Mechanics (McGraw Hill, New York, 1998). 5) katerakoli knjiga, ki ima v naslovu Kvantna mehanika ali Uvod v kvantno mehaniko ali Osnove kvantne mehanike Cilji in kompetence: Študenti usvojijo temeljne koncepte kvantne mehanike. Objectives and competences: Students learn the basic concepts of Quantum Mechanics. Znajo kvantitativno obravnavati osnovne probleme moderne fizike ob uporabi dostopnih uporabniških matematičnih programov. Students can describe quantitatively the basic problems of modern physics. They become versatile in programming with mathematical software. Predvideni študijski rezultati: Znanje in razumevanje: Kvalitativno in kvantitativno razumejo osnove kvantne fizike. Intended learning outcomes: Knowledge and Understanding: Qualitative and quantitative understanding of quantum physics. Metode poučevanja in učenja: Learning and teaching methods:

74 Predavanja ske vaje Tutorsko delo Načini ocenjevanja: - ustni kolokvij iz seminarskih vaj (opravljen ustni kolokvij je pogoj za pristop k pisnemu izpitu) - pisni izpit Delež (v %) / Lectures Weight (in %) 70% 30% Theoretical excercises Tutorial work Assessment: - oral test from theoretical exercises (this test is a condition to apply for the written exam) - Written exam Reference nosilca / Lecturer's references: 1. SZCZYTKO, Jacek, VAUPOTIČ, Nataša, MADRAK, Karolina, SZNAJDER, Paweł, GÓRECKA, Ewa. Magnetic moment of a single metal nanoparticle determined from the Faraday effect. Phys. rev., E Stat. nonlinear soft matter phys. (Print), 2013, vol. 87, no. 3, SZCZYTKO, Jacek, VAUPOTIČ, Nataša, OPISOV, Mihail A., MADRAK, Karolina, GÓRECKA, Ewa. Effect of dimerization on the field-induced birefringence in ferrofluids. Phys. rev., E Stat. nonlinear soft matter phys. (Print), 2013, vol. 87, no. 6, str VAUPOTIČ, Nataša, POCIECHA, Damian, GÓRECKA, Ewa. Polar and apolar columnar phases made of bent-core mesogens. Top. curr. chem., 2012, vol. 318, str GUO, Lingfeng, VAUPOTIČ, Nataša, ČEPIČ, Mojca, GORNIK, Kristina. Ferroelectric behavior of orthogonal smectic phase made of bent-core molecules. Phys. rev., E Stat. nonlinear soft matter phys. (Print), 2011, vol. 84, no. 3, str VAUPOTIČ, Nataša et al. Structure studies of the nematic phase formed by bent-core molecules. Phys. rev., E Stat. nonlinear soft matter phys. (Print), 2009, vol. 80, no. 3, str VAUPOTIČ, Nataša, POCIECHA, Damian, ČEPIČ, Mojca, GOMOLA, Kinga, MIECZKOWSKI, Jozef, GÓRECKA, Ewa. Evidence for general tilt columnar liquid crystalline phase. Soft matter, 2009, vol. 5, no. 11, str POCIECHA, Damian, VAUPOTIČ, Nataša, GÓRECKA, Ewa, MIECZKOWSKI, Jozef, GOMOLA, Kinga. 2-D density-modulated structures in asymmetric bent-core liquid crystals. J. mater. chem. (Print). [Print ed.], 2008, vol. 18, no. 8, str

75 UČNI NAČRT PREDMETA / COURSE SYLLABUS Predmet: Course title: Pedagoška komunikacija Communication in education Študijski program in stopnja Study programme and level Študijska smer Study field Letnik Academic year Izobraževalna tehnika 2. Stopnja dvopredmetna Izobraževalna tehnika 2. Stopnja enopredmetna Izobraževalna fizika - 2. Stopnja dvopredmetna Izobraževalno računalništvo - 2. Stopnja dvopredmetna Izobraževalna biologija - 2. Stopnja dvopredmetna Izobraževalna matematika - 2. Stopnja dvopredmetna Izobraževalna matematika 2. Stopnja enopredmetna Educational Design 2. Cycle two stream Educational Design 2. Cycle single major Educational Physics - 2. Cycle two stream Educational Computer Science 2. Cycle two stream Educational Biology - 2. Cycle two stream Educational Mathematics 2. Cycle two stream Educational Mathematics 2. Cycle single major / / 1 Zimski/ Winter Vrsta predmeta / Course type Didaktični izbirni/didactic elective Univerzitetna koda predmeta / University course code: Predavanja Lectures Vaje Tutorial Lab. vaje Laboratory work Terenske vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Mateja Ploj Virtič, Boris Aberšek Jeziki / Languages: Predavanja / Lectures: Vaje / Tutorial: Pogoji za vključitev v delo oz. za opravljanje študijskih obveznosti: Ni posebnih pogojev. slovenski / slovene slovenski / slovene Prerequisits: No special prerequisites.

76 Vsebina: Predavanja: o Komunikacija v izobraževanju Udeleženci komunikacije Elementi komunikacijskega procesa Osnovne življenjske naravnanosti in komunikacijski položaji Dinamika skupinske komunikacije o Upravljanje konfliktov v šoli Ego stanja Načini komunikacije skozi različna ego stanja Strategija upravljanja konfliktov s pomočjo ego stanj Upravljanje konfliktov v šoli o Retorika Zgodovina retorike Razporeditev vsebin za povečanje prepričljivosti Sredstva prepričevanja: etos, patos in logos Uporaba registrov za povečanje prepričljivosti govora : Nastopi in njihove analize; seminarski referati s področja retorike. Content (Syllabus outline): Lectures: o Communication in education Participants of communication The elements of the communication process Basic life orientation and communication positions The dynamics of group communication o Conflict management at school Ego states Methods of communication using different ego states The strategy of conflict management using ego states conflict management in school o Rhetoric History of rhetoric Distribution of content to increase the persuasiveness The means of persuasion: ethos, pathos and logos Using the registry to increase the persuasiveness of speech Tutorials and seminar: Performance and guided observation and analyses; works from area of rhetoric. Temeljni literatura in viri / Readings: Aberšek, B.(2005), Tehnologija sporazumevanja, Fakulteta za strojništvo, Maribor. Ule M.(2005): Psihologija komuniciranja. Ljubljana. Kunst Gnamuš O. (1992): Sporazumevanje in spoznavanje jezika. Ljubljana. Kavčič B. (2004): Osnove poslovnega komuniciranja. Ljubljana. Blažič M. (2002): Razsežnosti komunikacije, Novo mesto, Thompson, P. Persuading Aristotle, Kogan Page Limited, 1999 Fabiani, Petra Atteya: Vzgojni ukrepi in restitucija. Šolski razgledi. Letnik LXV, št. 15, Ljubljana, 2014 Harris, Thomas A.: Jaz sem v redu ti si v redu. Karantanija, 2007 Humar, Ines: Vrstniška mediacija kot način reševanja konfliktov v osnovni šoli. Diplomsko delo, mentor: Robi Kroflič, Ljubljana, 2011 (dostopno na: 2

77 andragogika.com/files/diplome/2011/2011-humar-ines.pdf) Iršič, Marko: Umetnost obvladovanja konfliktov. Zavod RAKMO, Ljubljana, 2004 Zidar Gale, Tatjana: Retorika, veščina prepričevanja. Planet, Ljubljana, 2007 Cilji in kompetence: Kompetenca sporazumevanja: uporaba strategij, metod in oblike komuniciranja v skupini - udeležence usposobiti za uspešno, samozavestno, spretno in pravilno komuniciranje s skupino in posameznikom kritično mišljenje; uporaba metodologije načrtovanja makro in mikroizvedbe predstavitve. Predvideni študijski rezultati: Znanje in razumevanje: Poznavanje splošnih napotkov in pravil za izbiro ustreznih oblik komunikacije v skupini; razumevanje sovisnosti različnih načinov komuniciranja in motiviranja; reševanje praktičnih problemov povezanih s komunikacijo v skupini in med posamezniki; z uporabo strategij komuniciranja upravljanje konfliktov v šoli; uporaba sredstev prepričevanja pri govorih. Prenesljive/ključne spretnosti in drugi atributi: Kombinirana uporaba znanj načrtovanja, izvajanja in vrednotenja določene situacije; poglabljanje znanja metod za kreativno delo in kritičen razvoj novih pristopov; kritično mišljenje. Objectives and competences: Communication competences: application of strategies, methods and concepts of communication in team - to develop skills for successful communication with the group and single person; critical thinking; using the methodology for planning macro and micro presentation. Intended learning outcomes: Knowledge and understanding: Knowledge of general instructions and rules for planning and selecting apropriate way of communication in team; understanding of relationships between different way of communication and motivation; efficient solutions of practical problems connected with communication in team/ single person; conflict management at school, using communication strategies; using the persuasion in speeches. Transferable/Key Skills and other attributes: Combined use different skills for planning, executing and (self)evaluation of concrete situation; knowledge's of methods for creative work and critical generation new ideas; critical thinking. Metode poučevanja in učenja: frontalna predavanja, delo v majhnih skupinah, primeri dobrih praks, vodeno opazovanje; samostojno načrtovanje nastopa. Načini ocenjevanja: Delež (v %) / Weight (in %) Learning and teaching methods: frontal lectures, work in a small groups, examples of good practice, guided observation, autonomous planning of presentation. Assessment: 3

78 pisni izpit; domače naloge; seminarska naloga; prisotnost na predavanjih in seminarjih. 40 % 20 % 20 % 20 % written exam; home work; seminar work; presence at lectures and seminar works. Reference nosilca / Lecturer's references: PLOJ VIRTIČ, Mateja, REPNIK, Robert. Improving quality of the educational process by raising teachers' communication skills. V: LAMANAUSKAS, Vincentas (ur.). Philosophy of mind and cognitive modelling in education , (Problems of education in the 21st century, ISSN , vol. 46). Siauliai: Scientific Methodological Center Scientia Educologica, 2012, str [COBISS.SI-ID ] PŠUNDER, Mateja, PLOJ VIRTIČ, Mateja. The problem of cyberbullying among youth : what can we do? = Problem cyberbullinga među mladima : što možemo učiniti? : lecture at The international scientific conference 13th Mate Demarin Days, Education for development, Juraj Dobrila University of Pula, Department of educational sciences, Pula, Croatia, 12 April [COBISS.SI-ID ] Kordigel Aberšek, Metka. Didaktika mladinske književnosti. 1. izd. Ljubljana: Zavod Republike Slovenije za šolstvo, str., ilustr. ISBN JAVORNIK KREČIČ, Marija, KOVŠE, Suzana, PLOJ VIRTIČ, Mateja. The role and meaning of school counseling when dealing with peer violence = Uloga i značenje školskog savjetovanja u slučaju vršnjačkog nasilja. Hrvatski časopis za odgoj i obrazovanje, ISSN [Tiskana izd.], 2013, vol. 15, no. 2, str [COBISS.SI-ID ] PŠUNDER, Mateja, PLOJ VIRTIČ, Mateja. Future teachers' critical view on integration of information and communication technology into teaching and learning. V: 2nd International Scientific Conference on Philosophy of Mind and Cognitive Modelling in Education, May 26-28, 2014, Maribor, Slovenia. ABERŠEK, Boris (ur.). Conference abstract proceedings. Maribor: Faculty of Natural Sciences and Mathematics, [2014], str [COBISS.SI-ID ] PLOJ VIRTIČ, Mateja. Pedagoška komunikacija : skripta. Maribor: Fakulteta za naravoslovje in matematiko, str., ilustr. [COBISS.SI-ID ] 4

79 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Kognicija in osebnost v procesu učenja Cognition and personality in the learning process Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures 30 Sem. vaje Tutorial 15 Lab. Vaje Lab. Work Teren. vaje Field work Samost. delo Individ. work ECTS 45 3 Nosilec predmeta / Lecturer: Izr. prof. dr. Karin Bakračevič Vukman Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: slovenski / Slovenian Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Vsebina: Razvoj možganov in učenje. Različne strategije in načini učenja; kognitivni in učni stili; individualne razlike. Koncept»učenje učenja«. Spomin: struktura, delovanje in razvoj; implikacije za učenje in poučevanje. Mišljenje: reševanje problemov, presojanje in odločanje, metakognicija. Inteligentnost: modeli in teorijee intelekta; ustvarjalnost; modrost; koncept nadarjenosti. Teorije kognitivnega razvoja ter njihove implikacije za učenje. Struktura, dinamika in razvoj osebnosti. Samopodoba, samoregulacija. Motivi in emocije; storilnostna motivacija; učne emocije; vpliv emocij na kognitivne procese. Osebnost in psihične obremenitve (frustracije, konflikti, stres); soočanje s stresom. Osebnost in učna uspešnost. Temeljni študijski viri / Textbooks: Contents (Syllabus outline): Brain development and learning. Different strategies and ways of learning; cognitive and learning styles, individual differences. Learning to learn concept. Memory: structure and development; instructional implications. Thinking: problem solving, judgment and decision making, metacognition. Intelligence: models and theories of intellect; creativity; wisdom; concept of giftedness. Theories of cognitive development and learning. Structure, dynamics and development of personality. Self-concept and self-regulation. Motivation and emotions; learning motivation; emotions in learning; influence of emotions on cognitive processes. Frustration, conflict and stress; coping strategies. Personality and school performance.

80 Byrnes, J.P. (2000). Cognitive development and learning in instructional contexts. Allyn & Bacon Papalia, D. E., Olds, S. W. & Feldman, R. D. (2003). Otrokov svet. Ljubljana: Educy Musek, J. (2006). Psihološke dimenzije osebnosti. Ljubljana, FF Sternberg, R.J. & Zhang, L. (2001). Perspectives on thinking, learning, and cognitive styles. Mahwah: Lawrence Erlbaum Associates Blakemore, S.J. & Frith, U. (2005). The learning brain: Lessons for education. Blackwell Publishing Cilji: Študentje in študentke: Poglobljeno spoznajo kognitivne in osebnostne vidike človekove narave in njihovo interakcijo v procesu učenja; spoznajo in razumejo pomen razvojnih in individualnih razlik pri učenju; obvladajo pomembne teorije in modele kognicije in osebnosti ter novejše izsledke na področju strukture, dinamike in razvoja osebnosti ter kognitivnega razvoja. Predvideni študijski rezultati: Znanje in razumevanje: Poznavanje in poglobljeno razumevanje kognitivnih in osebnostnih, motivacijskih in čustvenih značilnosti posameznika, ki vplivajo na način in uspešnost učenja tako z razvojnega vidika, kot s stališča individualnih razlik. Prenesljive/ključne spretnosti in drugi atributi: Sposobnost kritične presoje in uporabe znanstvenih in strokovnih spoznanj o kogniciji in osebnosti v procesu učenja na področju drugih ved ter v praksi. Metode poučevanja in učenja: Predavanja ske vaje Individualno delo Objectives: Students: get acquainted with cognitive and personality characteristics of individuals in the process of learning, and their interaction; become able to understand developmental and individual differences in learning; become able to understand theories and models of cognition and personality and get familiar with new findings in the field of personality and cognitive development. Intended learning outcomes: Knowledge and Understanding: familiarity with and understanding of cognitive, personality, motivational and emotional characteristics of individuals, which influence ways and success of learning from the developmental, as well as individual differences point of view. Transferable/Key Skills and other attributes: ability to critically judge and apply scientific and professional findings about cognitive and personality characteristics in learning process in other fields and in the praxis. Learning and teaching methods: Lectures Excersises Individual work Načini ocenjevanja: Delež (v %) / Weight (in %) seminarska naloga 30 pisni izpit 70 Assessment: coursework written examination Materialni pogoji za izvedbo predmeta : Material conditions for subject realization Predavalnica- multimedijsko opremljena Lecture hall with multimedia equipment Obveznosti študentov: (pisni, ustni izpit, naloge, projekti) Students commitments: (written, oral examination, coursework, projects):

81 seminarska naloga pisni izpit coursework written examination

82 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION KONCEPTUALNI POUK FIZIKE CONCEPTUAL LEARNING OF PHYSICS Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 3, 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures 30 Sem. vaje Tutorial Lab. Vaje Lab. Work 15 Teren. vaje Field work Samost. delo Individ. work ECTS 45 3 Nosilec predmeta / Lecturer: Dr. Ivan Gerlič Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: slovenski / Slovenian Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Ni pogojev. No prerequisites. Vsebina: Contents (Syllabus outline): Konceptualni pouk in splošna didaktika. Conceptual learning and general didactics. Problemski in eksperimentalni pouk fizike. Problem solving and experimental physics Uporaba računalnika oziroma IKT pri pouku fizike. education. Konceptualni pouk fizike v svetu in pri nas. Using computers ICT in physics education. Fizika apletov, fizletov in flashletov. Conceptual learning of physics education in Uporaba apletov, fizletov in flashletov pri pouku world and SLO. fizike v osnovni in srednji šoli. Using applets, physlets and flashlets in physiscs Priprava in evalvacija konceptualnih učnih gradiv education in primary and secondary schools. za pouk fizike. Preparing and evaluation of conceptual learning materials for physics education. Temeljni študijski viri / Textbooks:

83 Gerlič I. Sodobna informacijska tehnologija v izobraževanju. DZS, Ljubljana, Gerlič, I. in Udir, V. (2006). Problemski pouk fizike v osnovni šoli. Ljubljana: Zavod republike Slovenije za šolstvo. Christian, W. and Belloni, M. (2004). Physlets. Interactive Illustrations, Explorations, and Problems for Introductory Physics. New Jersey: Pearson Prentice Hall. Divjak, S. (2005). Fizleti, interaktivno gradivo za poučevanje in učenje fizike. Ljubljana: Fakulteta za računalništvo in informatiko. Jaušovec, N. (1991). Kako uspešneje reševati probleme. Ljubljana: DZS. Rutar, Ilc, Z. (2003 b). Pristopi k poučevanju, preverjanju in ocenjevanju. Ljubljana: Zavod RS za šolstvo. Strmčnik, F. (2003). Didaktične paradigme, koncepti in strategije. Sodobna pedagogika, 1/2003, str Žalik, I. (1992). Notranja nivojsko fleksibilna diferenciacija na predmetni stopnji s poudarkom na pouku fizike. Ljubljana: Zavod republike Slovenije za šolstvo in šport. Cilji: Seznaniti se s teoretičnimi izhodišči konceptualnega pouka fizike; pridobiti osnovne izkušnje načrtovanja konceptualnega pouka fizike v osnovni in srednji šoli šole; spoznati in načrtovati različne učne oblike in metode dela konceptualnega pouka fizike; spoznati in analizirati obstoječa učna gradiva za konceptualni pouk fizike in razvijati nova; spoznati stanje in možnosti konceptualnega pouka fizike v svetu in pri nas. Predvideni študijski rezultati: Znanje in razumevanje: Usvojenost specialnih fizikalnih, didaktičnih, pedagoških in psiholoških znanj, potrebnih za učinkovito poučevanje fizike v osnovni in srednji šoli, ki so predstavljena med Vsebinami in Cilji. Prenosljive/ključne spretnosti in drugi atributi: Pridobljena znanja in spretnosti, ki so navedene med Vsebinami in Cilji, so podlaga za uspešno izvajanje konceptualnega pouka fizike. Metode poučevanja in učenja: Objectives: Acquaintance with theories of conceptual learning of physics; experiences with lessons planning for conceptual learning of physics in primary and secondary ; application and verification of educational methods of conceptual learning of physics acquaintance with physics curricula of conceptual learning of physics and to realize condition and possibilities of conceptual physics education in world an SLO. Intended learning outcomes: Knowledge and Understanding: Adoption of special physics, didactic, pedagogical and psychological knowledge for effective classroom physics teaching in primary and secondary schools, presented in rubrics Contents and Objectives. Transferable/Key Skills and other attributes: The obtained knowledge and skills are basis for effective conceptual learning of physics, was presented in rubrics Contents and Objectives. Learning and teaching methods: Predavanje, razgovor in diskusija, demonstracija, metoda pisnih in grafičnih del, uporaba IKT, reševanje problemskih nalog in preiskovanje, ustvarjanje avtentičnih učnih situacij, oblike dela (individualno delo, skupinsko delo - kooperativno učenje, timsko delo, delo v dvojicah, frontalno delo), delo z viri. Načini ocenjevanja: Delež (v %) / Weight (in %) ska naloga 40% ustni izpit 60% Lecture, conversation and discussion, demonstration, method of written and graphic products, usage of ICT, problem solving and investigation, creation of authentic learning situations, learning forms (individual work, teamwork, group learning (cooperative learning, work in pair, frontal instruction), work with sources. Assessment: work oral exam

84 Materialni pogoji za izvedbo predmeta : Material conditions for subject realization Predavalnica, Lecture hall, prenosni računalnik, notebook, LCD-projektor z interaktivno tablo LCD-projector with e-table, projekcijsko platno, projector screen, fizikalna zbirka physics collections, internet, internet, izobraževalni SW, didactics SW, računalniška učilnica. computer classroom. Obveznosti študentov: Students commitments: (pisni, ustni izpit, naloge, projekti) (written, oral examination, coursework, projects): Obisk predavanj in konzultacije; Attendance at lectures and at tutorial; samostojni študij izbranih vsebin po predlaganih self-study presented in selected topics, textbooks Virih, učnih listih in e-gradivih; and E-materials. Opravljeno preverjanje znanja navedeno pod Finished checking of knowledge presented in»načini ocenjevanja«. rubrics Assessment

85 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Magistrsko delo MA Thesiss Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 2 4 Univerzitetna koda predmeta / University subject code: Predavanja Lectures Sem. vaje Tutorial Lab. vaje Lab. work Individ. delo mentorja Individ. mentor work 15 Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Vsi habilitirani nosilci predmetov v programu Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Vsebina: 1. Ovitek. 2. Notranja naslovna stran 3. Izjava kandidata o avtorstvu migistrskega dela 4. Zahvala 5. Izvleček magistrskega dela v slovenskem in angleškem jeziku in ključne besede 6. Pregled vsebine - kazalo 7. Pregled slik - kazalo. 8. Pregled tabel - kazalo. 9. Pregled prilog - kazalo. 10.Uvod. 11. Material in metode 12. Rezultati 13. Diskusija 14. Povzetek. 15. Literatura in viri 16. Priloge (po potrebi). 17. Pojmovnik (po potrebi). 18. Kratice in akronimi (po potrebi) Contents (Syllabus outline): 1. Cover. 2. Inside title page. 3. Statement of the candidate about his authorship of the MA degree's work. 4. Acknowledgement. 5. Abstract of the MA degree's work in Slovene and English and key words. 6. Review of the subject index. 7. Review of the tables index. 9. Review of the supplements index. 10. Introduction. 11. Material and methods. 12. Results 13. Discussion. 14. Summary. 15. Literature and sources. 16. Supplements (if needed). 17. Glossary (if needed). 18. Abbreviations and acronyms (if needed) Temeljni študijski viri / Textbooks:

86 DEVETAK, Dušan, NOVAK, Tone, ČAGRAN, Branka, PŠUNDER, Majda. Navodila in priporočila za izdelavo strokovnih pisnih izdelkov s področja biologije. Maribor: Pedagoška fakulteta, str. Cilji: Magistrsko delo je pisni dokument, s katerim študent dokaže sposobnost uporabe teoretičnih znanj in v praksi pridobljenih izkušenj za rešitev problema, ki si ga je izbral s prijavo teme diplomskega dela. V magistrskem delu študent pokaže sposobnost izbire in uporabe metod dela v fiziki in uporabe domače ter tuje strokovne literature in dodatnih virov za potrebe rešitve izbranega problema. Predvideni študijski rezultati: Znanje in razumevanje: Znanje širšega strokovnega področja, v katerega sodi magistrska naloga in ožje znanje ter razumevanje pojmovnika, ki ga zajema tema diplomskega dela. Poudarek je na praktičnih znanjih in metodologijah zajemanja, obdelovanja in prikazovanja podatkov. Prenesljive/ključne spretnosti in drugi atributi: Strokovno zapisovanje in izražanje vsebine, obvladanje reševanja strokovnih problemov, suverena predstavitev ključnih spoznanj in spretnost argumentiranja Metode poučevanja in učenja: Objectives: The MA degree s work is a written document by means of which the student proves his ability to use the theoretical knowledge and in his practical work achieved experiences in resolving a problem chosen by applying for a theme of his MA degree s work. In his degree s work the student presents the ability to choose and use appropriate methods in physics and literature and additional sources in order to solve the chosen problem. Intended learning outcomes: Knowledge and Understanding: Knowledge of the broader professional field to which belongs the MA degree s work and special knowledge of the glossary concerned by the degree s work theme. The emphasis is on the practical skills and methods of collecting, processing and presenting data. Transferable/Key Skills and other attributes: Documenting and expressing the subject in a professional way, mastering the solving of the professional problems, independent presentation of the key conclusions and ability in arguing. Learning and teaching methods: Mentor na konsultacijah preverja vsebinski in strukturni vidik naloge. Mentor pripravi kandidata na elektronsko predstavitev diplomskega dela in na verjetna okvirna vprašanja pri zagovoru. Načini ocenjevanja: Delež (v %) / Weight (in %) Magistrska naloga Zagovor 70% 30% The content and the structural aspect of the work is monitored by tutor during his consultations. The candidate is readied by his tutor to present his degree s work electronically and to be able to answer hypothetical questions in defending his work. Assessment: MA Thesis Presentation Materialni pogoji za izvedbo predmeta : ska soba z osnovnimi audiovizualnimi pripomočki. Material conditions for subject realization Study room with the multimedia equipment; Obveznosti študentov: Students commitments: (pisni, ustni izpit, naloge, projekti) (written, oral examination, coursework, projects): Izdelava magistrske naloge in zagovor pred komisijo. MA Thesis and its defense

87 Univerza v Mariboru University of Maribor Fakulteta za naravoslovje in matematiko / Faculty of Natural Sciences and Mathematics Predmet: Subject Title: OPIS PREDMETA / SUBJECT SPECIFICATION Pedagoško-fizikalni projekti in tutorstvo Projects in Physics Education and Tutorial Work Študijski program Study programme Dvopredmetna izobraževalna fizika Double major Educational Physics Študijska smer Study field Letnik Year 1 1 Univerzitetna koda predmeta / University subject code: Predavanja Lectures Sem. vaje Tutorial Lab. Vaje Lab. Work Teren. vaje Field work Samost. delo Individ. work ECTS Nosilec predmeta / Lecturer: Marko Marhl Jeziki / Predavanja / Lecture: slovenski / Slovenian Languages: Vaje / Tutorial: Pogoji za vključitev v delo oz. za opravljanje Prerequisites: študijskih obveznosti: Zaželjeno je predznanje maturitetnega programa Knowledge of the secondary school program of matematike in fizike. Physics and Mathematics is desirable for successful work. Vsebina: Contents (Syllabus outline): Projektno delo na vsebinah srednješolske fizike. Project work in physics at secondary school level. Predmet karakterizirata dva temeljna sklopa: - pregled vsebin srednješolske fizike - temeljna znanja o zasnovi, izdelavi in vodenju projekta Priprava vsebinskih sklopov, ki so primerni za projektno delo, izbor ožje tematike in definicija problema, oblikovanje tima, razdelitev nalog na projektu, iskanje referenc, ki so potrebne za delo na projektu, izdelava in predstavitev rezultatov. The subject is characterised by two basic issues: - overview of physics in secondary school - basic knowledge in project preparation, condacting, and managing of projects Preparing issues which are appropriate for the project work, selection of concrete problems, formation of working team, determination of tasks, references relevant for the project, results and presentation of the results. Temeljni študijski viri / Textbooks: