PHYSICS AND COMPUTER SCIENCE

GRADUATE STUDY OF PHYSICS AND COMPUTER SCIENCE Osijek, May 2005 (last changes, September 2014) 1

1. INTRODUCTION 1.1. Reasons for launching the programme The main reason for launching the proposed study programme is the study of physics as a fundamental science in conjunction with modern information technologies for the needs of their teaching, as well as the continuing need for teachers of physics and computer class in primary and secondary schools and in various private computer schools and IT companies. It should be stressed that the rapid development of information technology and new techniques on the basis of physics creates the need for such an education based on fundamental, physical knowledge that is slowly becoming obsolete. Explaining the study of modern technology and communication techniques by interpreting their physical basis, as well as instruction in the use of modern information technology in physics education, shows the need for such a profile of experts who can deal with the technological development as well as the challenges and demands of the labor market. On the proposed teaching Graduate Study of Physics and Computer Science, basic knowledge (except in specialist areas of physics and computer science) in pedagogical and psychological subjects that future teachers need for quality preparation for teaching and lifelong learning are acquired. Past experience shows that highly educated people with the knowledge of physics and computer science find their work places not just in the system of primary and secondary education. This suggested study programme is comparable with all the universities in Europe at which basic sciences are studied and it is comparable to the ways of obtaining a license for teaching in most EU countries, although in some countries the education of pedagogical and psychological subjects follows after getting the professional qualification (eg. Italy, United Kingdom). 1.2. Previous experience of proposers in the implementation of similar programmes This suggested study programme is based on the existing study programme for teachers of physics and technical education with computer science and teachers of mathematics and physics. The previous experience in organizing and carrying out the above study programme showed that there is a constant interest in this study programme. Throughout the study and 2

according to the proposed study programme quality assurance measures will be implemented (mentors for students, quizzes during the academic year, individual and institutional questionnaires in order to obtain feedback on (dis) satisfaction of the conditions of study... ). 1.3. Mobility of students The proposed Graduate Study programme of Physics and Computer Science is primarily aligned with related programmes of study in the Republic of Croatia (University of Rijeka (http://www.phy.uniri.hr), Split (http://fizika.pmfst.hr) and Zagreb (http://www.phy.hr) as well as in the European Union (University of Uppsala (www.physics.uu.se/en), Lille (http://physique.univ-lille1.fr), Maribor (http: / /www.fizika.uni-mb.si), Graz (http://physik.uni-graz.at/index_englisch.html). The study is organized through one-semester courses which theoretically facilitates the mobility of students. 1.4. Other elements The proposed Graduate Study of Physics and Computer Science allows education of a sufficient number of teachers of physics and computer science in primary and secondary schools of the Osijek-Baranja County, but also in other counties of eastern Croatia. The completion of major studies enables future teachers the teaching of two subjects, which enables the teachers to cover the entire teaching load. Moreover, the undisputed technological development will induce a growing lack of IT experts allowing space for graduate students in physics and computer science to work in IT companies. It should be noted, that the Department of Physics, University of Osijek, has adequate premises (labs and practicums) necessary for quality studies and human resources needed for the implementation of the proposed programme of study. 3

2. GENERAL PART 2.1. Title of the study Graduate Study of Physics and Computer Science 2.2. Study holder Josip Juraj Strossmayer University of Osijek 2.3. Performer of the study programme The Deparment of Physics 2.4. Duration of the study Two years (4 semesters) 2.5. ECTS credits The proposed graduate study programme proposes a minimum of 120 ECTS credits 2.5. Admission requirements The proposed Graduate Study of Physics and Computer Science can directly be enrolled by students who have completed Undergraduate Study of Physics at the Department of Physics, University of Osijek. Students who have completed Undergraduate Studies of Physics at some other Croatian universities can enroll the graduate study after passing necessary exams. 2.6. outcomes Upon completion of the proposed study programe the candidate will develop following competencies: Professional competencies The analysis and preparation of curricula in accordance with the requirements of the education system. The application of didactic theories and models of teaching in planning, preparation and execution of direct teaching. The application of pedagogical and psychological skills in the work with children and young people including the popularization of science and computer science. The application of basic computer programming methods and their application in solving simple problems. 4

The development of presentation and interpretation skills as well as exchange of experimental data through information and communication technologies. The application of basic tools for multimedia presentation of results obtained by applying active teaching methods. General competencies The active use of spoken and written skills in native and foreign language. The need to develop skills and abilities in organizing and regulating of learning in a variety of contexts - at home, at work, in education and vocational training. Taking responsibilities for effective project management in order to develop skills for teamwork in the educational process. Understanding the impact of physics and computer science in the development of science, technology and the environment. Interpersonal and civic behavior for effective and constructive participation in social life and solving of problems when necessary. outcomes Upon completion of the proposed study program the candidate will be able: To perform duties of teachers of physics and computer science in primary and secondary schools and in various private informatics schools and companies. To implement ICT in modern educational techniques of teaching. To analyze complex natural and social systems. To acquire knowledge about the structures and principles of action of various physical systems used in other areas. To interpret the basic physical concepts. To nderstand the connection of physical systems with other systems in nature. To display and interpret experimental data using ICT. 2.7. Posssibilities of continuing the study Upon completion of the study, master's degree holders can pursue Doctoral Studies in Physics or Computer Science / Computer Engineering in the Republic of Croatia or abroad under conditions prescribed by the relevant higher education institutions. 2.8. Professional or academic title awarded upon completion of studies. Master of Education in Physics and Computer Science 5

3. PROGRAMME DESCRIPTION 3.1. List of compulsory and elective subjects with the number of teaching hours required for their implementation and ECTS credits 1. YEAR 1 st Semester Course code Course title Course structure* L S E P EC TS Z109 Psychology of education 1 15 15 15 0 3 Z111 Pedagogy 1 15 15 15 0 3 F116 Quantum Mechanics of Many Particle Systems 30 15 15 0 5 F117 Demonstration Experiments Laboratory I 0 0 0 60 5 I125 Computer-aided statistical data analysis 30 0 0 30 5 Elective courses: student choose 8 credits F130 Introduction to Spectroscopy 30 15 0 15 5 I113 Computer-aided design (CAD) 0 0 0 30 3 F119 Fundamentals of the physical electronics 30 15 15 0 5 Total: 29 * L=Lectures, S=Seminars, E= exercises,, P=Practical (Laboratory) 2 nd Semester Course code Course title Course structure* L S E P EC TS Z110 Psychology of education 2 15 15 15 0 3 Z117 Pedagogy 2 15 15 15 0 3 Z112 Didactics 1 15 15 15 0 3 F122 Demonstration Experiments Laboratory II 0 0 0 60 5 I114 Information theory 30 0 0 15 4 Elective courses: student choose 14 credits I115 Information systems modeling 30 0 0 30 5 F118 Advanced Physics Laboratory 0 0 0 60 5 F125 Practicum in Fundamentals of physical electronics 0 0 0 45 4 F132 Selected topics in physics 30 15 0 0 5 Total: 32 * L=Lectures, S=Seminars, E= exercises,, P=Practical (Laboratory) 6

2. YEAR Course code Course title 3 rd Semester Course structure* L S E P F127 Physics Education I 30 0 30 30 7 I117 Methodics of teaching informatics 30 30 0 15 5 Z118 Didactics 2 15 15 15 0 3 I126 Project management 30 15 0 15 5 Elective courses: student choose 13 credits I119 Management of knowledge 30 0 0 30 5 I120 Data mining 30 0 0 30 5 I122 Basics of artificial inteligence 30 0 0 30 5 F135 Introduction to medical physics 30 15 0 0 5 F128 History of physics 30 0 0 0 3 Total: 33 * L=Lectures, S=Seminars, E= exercises,, P=Practical (Laboratory) EC TS Course code Course title 4 th Semester Course structure* L S E P F129 Physics Education II 30 0 3 0 30 7 I121 Methodics of teaching informatics - Practicum EC TS 0 30 0 60 6 I123 Diploma thesis 0 120 0 0 14 Total: 27 * L=Lectures, S=Seminars, E= exercises,, P=Practical (Laboratory) 7

3.2. Description of each course Course title PSYCHOLOGY OF EDUCATION I Code Z109 Status Compulsory Level University graduated teaching study Year 3rd Semester 1st ECTS 1+1+1 Lecturer doc. dr. sc. Daniela Šincek Course objective Introduce students to the practical aspects of psychology of education. Prerequisites Completed undergraduated study outcomes: After successfully completed course, student will be able to: 1. Define the basic concepts of psychology of education 2. Describe the biological basis of behavior 3. Differentiate and compare the developmental stages of the individual 4. Explain the relationship between the teaching process, memory process and learning outcomes 5. Explain the relationship between the individual development (cognitive), personality traits and education process 6. Describe the specifics of teaching students with learning difficulties 7. Describe the specifics of teaching students with special needs 8. Describe the specifics of teaching students with behavioral disorders. Correlation of learning outcomes, teaching methods and Teaching Class Activity in class Knowledge test (preliminary exam) Knowledge test (practical ECTS outcome Students 0,75 1-8 Class 0,5 1-8 Homework and assignments 0,75 1-8 Preparation for written examination 0,5 1-8 Preparation for practical assignment assignment) Final exam 0,5 1-8 Repetition of teaching materials Methods of min Points max Evidence list - - Evidence list 0 5 Written preliminary exam Written practical assignment Oral exam (and written exam) 36 60 12 20 12 20 Total 3 1-8 60 100 8

Students are evaluated and graded according to all of these elements of monitoring their work, according to elaborated mode of assessment for each element, with which they are familiar and which are publicly available. In the formation of the final grade are taken into account continuous monitoring and knowledge assessment (verification in the form of written and practical assignment) and the final exam. Activity in class is not part of the total grade but add to the total number of points accomplished on the remaining elements of monitoring and testing. Student is recorded every class. An example of shaping the final grade for students: The final score value is calculated according to the formula: written exam + practical assignment + final exam = total number of points + acticity in the class For passing final grade students are required to achieve a minimum of 60% for each element of monitoring and verification which is assessed. Consultations Gained competencies Content (Course curriculum) Rating scale is as follows: 60% - 69.9% = sufficient (2), 70% - 79.9% = good (3), 80% - 89.9% = very good (4), 90% - 100% = excellent (5). At the time of consultation and according to the individual agreement; in written and oral form. Primary knowledge in the field of psychology of education; knowledge of the biological basis of behavior; understanding individual stages of development and relation between intellectual development, personality and education process; knowledge of basic processes related to memory, important learning models and their application in education systems; knowledge of the specifics of working with students with learning difficulties, behavioral disorders and students with special needs. 1. Introduction to scientific psychology 2. Defining fields of psychology of education 3. The biological basis of behavior 4. The development of the individual 5. Cognitive abilities and creativity 6. Personality and individual differences 7. Memory 8. 9. Students with learning difficulties and special educational needs Recommended Additional Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M. i Miljković, D., (2003). Psihologija obrazovanja. Zagreb: IEP- VERN. Zarevski, P. (2007). Psihologija učenja i pamćenja (5. izdanje). Jastrebarsko: Naklada Slap. Atkinson i Hilgard (2007). Uvod u psihologiju. Jastrebarsko: Naklada Slap Beck, M. (2004). Motivacija. Jastrebarsko: Naklada Slap. Čorkalo Biruški, D. (2009). Primijenjena psihologija: pitanja i odgovori. Zagreb: 9

Školska knjiga. Čudina-Obradović,, M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Zagreb: Školska knjiga. Gardner, H. Kornhaber, M.L. i Wake, W. K. (1999). Inteligencija. Jastrebarsko: Naklada Slap. Grgin, T. (2004). Edukacijska psihologija (2. izdanje). Jastrebarsko: Naklada Slap. Grgin, T. (2001). Školsko ocjenjivanje znanja (4. Izdanje). Jastrebarsko: Naklada Slap. Hock, R.R. (2004). Četrdeset znanstvenih studija koje su promijenile psihologiju. Jastrebarsko: Naklada Slap. Rathus S.A. (2001). Temelji psihologije. Jastrebarsko: Naklada Slap. Ribić, K. (1991). Psihofizičke razvojne poteškoće. Zadar: ITP Forum. Slavin, R.E. (2012). Educational psychology: Theory and practice (10th ed.). New York: Pearson. Vasta, R, Haith, M. M. i Miller, S. A. (2004). Dječja psihologija (3. izdanje). Jastrebarsko: Naklada Slap. Instructional methods Exam formats Language Quality control and successfulness follow up Articles from current periodicals Classes will be conducted through lectures, seminars and discussion groups. Regular assessment during the classes (assignments, homework). The exam consists of a written examination and of the practical assignment during the year and the final oral examination. Croatian Continuous communication of teacher with students and an anonymous student survey. 10

Course title PSYCHOLOGY OF EDUCATION II Code Z110 Status Compulsory Level University graduated teaching study Year 3rd Semester 2nd ECTS 1+1+1 Lecturer doc. dr. sc. Daniela Šincek Course objective Introduce students to the practical aspects of psychology of education. Prerequisites Completed undergraduated study; completed course Psychology of education I (or its equivalent) outcomes: After successfully completed course, student will be able to: 1. Define the basic concepts from various theories of motivation and emotions 2. Describe and compare alternative approaches to education 3. Analyze and select procedures for motivating students in class 4. Describe and critically analyze the various factors of school (no) success 5. Describe and compare various group processes and group dynamic 6. Describe and critically analyze classroom processes and select appropriate methods for classroom management and discipline 7. Select and plan various methods of measurement and of knowledge in specific academic domains Correlation of learning outcomes, teaching methods and Teaching Class Activity in class Knowledge test (preliminary exam) Knowledge test (practical ECTS outcome Students 0,75 1-7 Class 0,5 1-7 Homework and assignments 0,75 1-7 Preparation for written examination 0,5 1-7 Preparation for practical assignment assignment) Final exam 0,5 1-7 Repetition of teaching materials Methods of min Points max Evidence list - - Evidence list 0 5 Written preliminary exam Written practical assignment Oral exam (and written exam) 36 60 12 20 12 20 Total 3 1-7 60 100 Students are evaluated and graded according to all of these elements of monitoring their work, according to elaborated mode of assessment for each element, with which they are familiar and which are publicly available. 11

In the formation of the final grade are taken into account continuous monitoring and knowledge assessment (verification in the form of written and practical assignment) and the final exam. Activity in class is not part of the total grade but add to the total number of points accomplished on the remaining elements of monitoring and testing. Student is recorded every class. An example of shaping the final grade for students: The final score value is calculated according to the formula: written exam + practical assignment + final exam = total number of points + acticity in the class For passing final grade students are required to achieve a minimum of 60% for each element of monitoring and verification which is assessed. Consultations Gained competencies Content (Course curriculum) Rating scale is as follows: 60% - 69.9% = sufficient (2), 70% - 79.9% = good (3), 80% - 89.9% = very good (4), 90% - 100% = excellent (5). At the time of consultation and according to the individual agreement; in written and oral form. Knowledge of various factors of motivated behavior and understanding the nature of motivation through the perspective of different motivational theories; distinguish various factors of school (no) success; knowledge, preparation and implementation of strategies for improving motivation in the classroom; identification, preparation and implementation of appropriate teaching methods, measurements and of knowledge; knowledge and critical understanding of different influences on classroom processes, including identification of factors of productive teaching such as strategy and class leadership style, characteristics of groups and group processes, and their application in classroom management 1. Motivation 2. Understanding of emotions - the role of emotions in the learning process 3. Teaching 4. Planning the educational process 5. Measurement and assessment of knowledge 6. Teacher 7. Group processes and group dynamic 8. Classroom management and discipline 9. Maladjusted behavior 10. Alternative approaches to education Recommended Vizek-Vidović, V., Vlahović-Štetić, V., Rijavec, M. i Miljković, D., (2003). Psihologija obrazovanja. Zagreb: IEP- VERN. 12

Additional Instructional methods Exam formats Language Quality control and successfulness follow up Barth, B. M. (2004). Razumjeti što djeca razumiju. Zagreb: Profil International. Beck, M. (2000). Motivacija. Jastrebarsko: Naklada Slap. Čudina-Obradović,, M. (1991). Nadarenost: razumijevanje, prepoznavanje, razvijanje. Zagreb: Školska knjiga. Gossen, D. C. (2011). Restitucija - preobrazba školske discipline (2. izdanje). Zagreb: Alineja. Grgin, T. (2004). Edukacijska psihologija (2. izdanje). Jastrebarsko: Naklada Slap. Grgin, T. (2001). Školsko ocjenjivanje znanja (4. Izdanje). Jastrebarsko: Naklada Slap. Matijević, M. (2004). Ocjenjivanje u osnovnoj školi. Zagreb: Tipex Woolfolk, A. (2012). Educational psychology (12th ed.). New York: Allyn and Bacon (poglavlje 10, 11, 12). Vlahović-Štetić, V.(ur.), Vizek Vidović, V., Arambašić, L., Vojnović, N. (2005). Daroviti učenici: Teorijski pristup i primjena u školi. Zagreb: Institut za društvena istraživanja. Articles from current periodicals Classes will be conducted through lectures, seminars and discussion groups. Regular assessment during the classes (assignments, homework). The exam consists of a written examination and of the practical assignment during the year and the final oral examination. Croatian Continuous communication of teacher with students and an anonymous student survey. 13

Course title PEDAGOGY I. Code Z111 Status Mandatory Level University graduate teaching degree Year First Semester I. ECTS 3 ECTS Lecturer Prof. dr. sc. Zlatko Miliša Course objective Students will gain a comprehensive understanding of pedagogical science, critical examination of the problems of modern educational theory and practice Prerequisites Completed undergraduate studies; completed course Educational Psychology I (or its equivalent) outcomes: After successfully completed course, student will be able to: 1. Summarize and define pedagogical science, its foundation and terminology and alternative pedagogical concepts. 2. Explain and analyze the structure and extended school activities and classes 3. Describe and critically analyze contemporary educational theory and practice associated with the school 4. Independently prepared and implemented educational workshop 5. Define and analyze educational problems in teaching practice 6. Independently create a seminar with smaller research effectiveness practiced forms of upbringing and education. Correlation of learning outcomes, teaching methods and Consultations Teaching Class Activity in class Knowledge test (preliminary exam) Practical assignment ECTS outcome Students 0,75 1-6 Class 0,5 1-6 Homework and assignments 0,75 1-6 Preparation for written examination 0,5 1-6 Preparation for the practical assignment Seminar Workshop Final exam 0,5 1-6 Repetition of teaching materials Methods of min Points max Evidence list - - Evidence list 0 5 Written preliminary exam Written practical assignment Oral exam (and written exam) 36 60 12 20 12 20 Total 3 60 100 At the time of consultation and individually upon; writing and verbally 14

Gained competencies Content (Course curriculum) Recommended Additional Instructional methods Exam formats Language Quality control and successfulness follow up Knowing and demonstrating the general level of knowledge and understanding and the ability to analyze, synthesis and in the field of educational theory and practice. Ability to teamwork and learning issues in the framework of a broader multi-cultural context in teaching and school culture. Ability to constructive problem solving in the classroom and school environment and decision-making within their ethical and professional roles. Distinguishing models of alternative schools. Understanding personal values, prejudices and influences on education, culture, school and classroom processes, including the identification of factors such as modern teaching strategies, learning styles, discipline and leadership style class. The application of different forms of dialogue, oral communications and productive issues in teaching with the aim and successful teaching and learning activities of students, and evaluate the impact of your communication in a variety of professional situations. The breakdown and analysis of indicators of our own education, strengthening links learning outcomes and assessment of student achievement and the use of reflection and action for the improvement of their own teaching / quality management in their daily work. The subject of pedagogical science. The system of educational discipline. Historical development of pedagogy. Theories of educational practice in the world and in Croatia. Socialization. Acculturation. Education. The educational system. The philosophical and anthropological starting point of education, theory, process and factors of education. The student - an active participant in education. The personality of the teacher and the teaching profession. Methods and tools for education. Power and Powerlessness of educational methods and resources. Theories. and teaching. Methods and styles of learning and teaching. Family upbringing. Education in homes. Education in their free time. Philosophy of modern information and communication technologies. Educational Social Work. Preventive work in education. The methodology of pedagogy. Types of educational research. Quantitative and qualitative paradigm of educational research. Gudjons H. (1994) Pedagogy. Fundamental knowledge. London: Paul Chapman Mijatovic, A. (eds.) (1998), Fundamentals of modern pedagogy. Zagreb: HKZ "WE" HPKZ. Vukasović, A. (2001) Pedagogy. Zagreb: HKZ "WE". Armstrong, T. (2008), Best school. Zagreb: EDUCA. König, E. and Zedler, P. (2001). Science education. London: Paul Chapman. Mlinarević, V. (2002). The teacher and the determinants of successful teaching. Journal of Theory and Practice of Education and Life School, No. 7/2002. Activities, Osijek, University of Osijek, Faculty of Education and Teacher Training School, p. 140-147. Mlinarević, V. Brust Nemet, M. (2012), Extracurricular activities in the school curriculum. Osijek, University of Osijek, Faculty of Osijek. Classes will be conducted through lectures, seminars and workshops. Regular assessment during the semester (assignments, homework). The exam consists of a written exam and problematic task during the year and the final oral examination. Croatian Continuous communication of teachers with students, and an anonymous student survey. 15

Course title PEDAGOGY II. Code Z117 Status Mandatory Level University graduate teaching degree Year First Semester II. ECTS 3 ECTS Lecturer Prof. dr. sc. Zlatko Miliša Course objective Sensitize students to become people / students who, for whatever reason, require additional support in social integration. The subject explains the causes and manifestations of difficulties in social integration and enables students to customize their approach to each student in the class, depending on its needs and capabilities, and is focused on developing ideas about the need for inclusive education in students and critical thinking of students through practical examples, debates and hypothetical problem situations. Students will gain a comprehensive understanding of pedagogical science, critical examination of the problems of modern educational theory and practice Prerequisites Completed ungraduated outcomes: After successfully completed course, student will be able to: 1. Itemize, explain and apply in their work provisions of laws, regulations and other documents governing the education system, teaching profession and regulating integrated education. 2. Explain the differences between the key approaches to students with behavioral disorders, gifted, students with developmental disabilities and learning difficulties as well as the needs of students from different socio-cultural groups and to develop and apply the techniques and tools that will enable the student to independently verify their progress and adjusts teaching strategies. 3. Demonstrate sensitivity for the special needs of students, social and cultural characteristics of people with whom he comes in contact and know how effectively the educational and training work to establish understanding and student success. 4. Identify and explain the importance of the family in learning and overall development of the child and adopt forms of cooperation with parents. 5. Uočiti i analizirati nepovoljne okolnosti i prepreke za učenje te inicirati aktivnosti usmjerene na unapređivanje poticajnog i sigurnog školskog ozračja te unaprjeđivanja kvalitete nastave. 6. Explain and analyze the management of the school and grade, recognize and apply ethical and professional values in learning community through the promotion of lifelong learning. Correlation of learning outcomes, teaching methods and Teaching ECTS outcome Students Methods of min Points Class 0,75 1-6 Class Evidence list - - Activity in 0,5 1-6 Homework and Evidence list 0 5 max 16

Consultations Gained competencies Content (Course curriculum) Recommended class Knowledge test (preliminary exam) Practical assignment assignments 0,75 1-6 Preparation for written examination 0,5 1-6 Preparation for the practical assignment Seminar Workshop Final exam 0,5 1-6 Repetition of teaching materials Written preliminary exam Written practical assignment Oral exam (and written exam) 36 60 12 20 12 20 Total 3 60 100 At the time of consultation and individually upon; writing and verbally The use of modern pedagogical insights for the design of democratic school environment and focus on active status of students in the classroom. Recognizing the special needs and specificity of educational work of the gifted students, students with developmental disabilities and learning difficulties as well as the needs of students from different socio-cultural groups. Cooperation with experts, parents and the community in professional work and participation in the planning, implementation and of programs for students with special needs. The introduction of the teaching of modern social priority topics such as sustainable development, entrepreneurship, lifelong learning, social justice. Using the results of monitoring of student achievement in order to develop a plan of support in learning and adapting teaching methods to student needs. Implementation of strategies for encouraging parents to participate in school life. Skills building learning organizations on humanistic principles and presentation skills inventiveness, flexibility, teamwork, creativity and criticism. Understand and analyze the management of educational institutions and work on documents. Representing professional values, standards and reputation of the teaching profession in contact with other members of the professional and the wider community and involve the available programs and lifelong learning activities. General characteristics, educational needs and problems of children with special needs. Definitions and terminology specific needs. Classification and etiology of special needs. Historic sites and attitudes towards people with special needs. The legal stipulations and the importance of early detection and early professional treatment of children with developmental disabilities. Teamwork in the process of diagnosis, education and rehabilitation. The system of education and rehabilitation. Stereotyped attitudes. The philosophy of inclusion. Integrated education of children and youth with disabilities. Marginalized groups, modern tendencies and civics. Social and legal care for children with disabilities. Practical problems of inclusion of children with disabilities in regular schools. Aptitude, personality, creativity. Gifted child in the family and school. Enrichment programs for monitoring and management of gifted children and adolescents. Elements of a comprehensive system of support to gifted. The concept of marginal groups, processes and dimensions of marginality. Competence contemporary teachers. School management and leadership classes. The rules and disciplines. Cooperation between the school, parents and the community. Lifelong learning and professional development. Bouillet, D. and Uzelac, S. (2007). Fundamentals of social pedagogy. Zagreb: School books. Jensen, E. (2004). Different brains, different learners - How to reach out to those which are difficult to reach. Zagreb: EDUCA. Bouillet, D. (2010). The challenges of integrated education. Zagreb: School books. 17

Additional Instructional methods Exam formats Language Quality control and successfulness follow up Senge, P. M. (2001). The Fifth Discipline: principles and practice of learning organizations. Zagreb: Mosaic books. Peko, A. Mlinarević V., Buljubašić-Kuzmanovic (2008): The need of improving university teaching. Educational Sciences. 10, 1, p. 195-208, Šprljan, K. A. and Rosandić, A. (2008). The circle of knowledge. Handbook for teachers and professors. UNESCO (2009). Policy guidelines on inclusion in education. Paris: UNESCO. Classes will be conducted through lectures, seminars, workshops and field classes. Regular assessment during the semester (assignments, homework). The exam consists of a written exam and problematic task during the year and the final oral examination. Croatian Continuous communication of teachers with students, and an anonymous student survey. 18

Course title Demonstration Experiments Laboratory I Code F117 Status Laboratory Level Basic course Year 1. Semester 1. ECTS 5 ECTS Lecturer Vanja Radolić, PhD. Associate Professor Igor Miklavčić, lecturer Course objective Course objective are: - connect fundamental knowledge and concepts of general physics (mechanic, hydrostatic, hydrodynamics, calorimetric and thermodynamics) which students gain at undergraduate study with its realizations in physics class at primary and secondary schools - make personal database of physics experiments for future job as teacher of physics - conduct and organize experiments in team, with the over viewing of the lecturer Prerequisites Competences acquired in General Physics 1-4, Laboratory exercises in physics A, B. outcomes: Correlation of learning outcomes, teaching methods and After successfully completed course, student will be able to: 1. Demonstrate experiments in general physics (mechanic, hydrostatic, hydrodynamics, calorimetric and thermodynamics). 2. Prepare new experiments which demonstrate physical phenomenon of general physics (mechanic, hydrostatic, hydrodynamics, calorimetric and thermodynamics). 3. Thorough explain, using theoretical knowledge, phenomena and processes which are occurred in demonstrated experiments. 4. Use different devices in laboratory measures and computer in interpreting experimental results and statistics. 5. Make personal database of more than 80 physics experiments for future job as teacher of physics in primary and secondary school and make report about conducted experiments. 6. Estimate and evaluate sources of mistakes and errors in the experiments. 7. Make personal database of more than 350 physical arithmetical problems that occurs in secondary school education. 8. Adopt manners according to safety rules in laboratory. Teaching Preparation for laboratory Laboratory Conduct laboratory experiments Written laboratory report about laboratory experiments ECTS outcome Students 0,25 2 - preparation at home 0,25 1, 4 1 1,2, 4,5, 7 1 3, 4, 5, 6, 8 - laboratory - organising laboratory experiment - working on computer - data - writing report 19 Methods of Points min Max Evidence list 0 50 Evidence list 0 50 Performance 0 100 Written reports are evaluated 0 400

Consultations Gained competencies Content (Course curriculum) Recommended Additional Instructional methods Exam formats Solving physical arithmetical problems Evaluation through 4 colloquiums or Final exam 0,5 7 - solving physical arithmetical problems at home 2 3, 7 - preparation for colloquiums - review a lesions - final exam Evidence list 60% 100% Written exam or Written exam, practical and oral Total 5 0% 100% After laboratory for 1 hour, room 68 on Department of Physics. Students gained knowledge and skills of assembling, conducting and organizing experiments in general physics (mechanic, hydrostatic, hydrodynamics, calorimetric and thermodynamics) for their future job as teacher of physics in primary and secondary school or for laboratory work for their future pupils. Basic measures in physics (length mass, time, density, ), determination of density of solid objects and liquids, pressure in fluids, buoyancy and Archimedes' principle, study of motion (constant speed, acceleration, free fall, uniform and no uniform motion, law of motion), friction force, resolution on force, centripetal and centrifugal force, conservation principles of mechanical energy, laws of thermodynamics, gas laws. 1. Vernić-Mikuličić, Vježbe iz fizike, Školska knjiga, Zagreb 1990. 2. Class materials publish on: http://kolegij.fizika.unios.hr/penf1/ 3. R. Jurdana-Šepić i B. Milotić, Metodički pokusi iz fizike, Filozofski fakultet, Rijeka 2002 4. Mikuličić-Varićak-Vernić, Zbirka zadataka za I. do IV. razred gimnazije, Školska knjiga, Zagreb, 1997. 1. Comprehensive school physics textbooks 2. Internet portal E-school of physics Physic laboratory - mandatory, but student can be absent at maximum of two laboratory terms which is obligate to complete it in additional terms - manners according to safety rules in laboratory which must be present to them on the first class and which must be ratify by their signature - work in pairs in laboratory is experience learning through team work - experiments are distributed in 10 exercises, after which is necessary to make report and deliver it before next term of laboratory work. Each late deliver, without future notice and proven reason, is consequence on the number of total points - some physical arithmetical problems, which are solving at home, are included for each term of laboratory work Taking an examination can be done in one of two ways: a) Regularly way through laboratory, working, delivering reports and solved physical arithmetical problems, and 4 colloquiums (2 entrance and 2 exit) if they achieved more than 50% of total points. Final grade is forming with criteria: 0 0 120 100 20

p = 0,3*p class + 0,7*p colloquiums b) Final exam if they do not achieved minimum of 50%, student have possibility to take final exam thought written, practical and oral, with condition that all reports have been evaluated. Also students which are not satisfied with final grade from regular way can take final exam. Final grade is forming with criteria: Written part of exam Written exam is compiled of 10 theoretical, 5 conceptual and 5 physical arithmetical problems, with maximum of 100 points (each problem is gained 5 points). It is necessary to gain 25 points from theoretical and 25 points from conceptual and physical arithmetical problems (together). Time for solving written part is 180 minutes. Practical part of exam Practical part of exam comes after written part, at which 2 experiments are conducting (maximum of 100 points) where are evaluated: - concept (sketch, supplies, equations) -> 20 points - conducting an experiment (putting together, safety, ) > 40 points - of experimental data (calculation, mistakes, tables, graphs) -> 40 points Time for solving practical part is 120 minutes. Oral part of exam On oral part of exam theoretical understanding of practical part (definitions, physical and derivation of those laws and physical interpretation of the results. Maximum of 100 points. Final grade is forming with criteria, according of the success on written, practical and oral : p = 0,3*p class + 0,3*p written + 0,3*p practical + 0,1*p oral Criterion of grades: 50,0 p<63% poor (2) 63,0 p<76% good (3) 76 p<88% very good (4) 88,0 p 100% excelent (5) Language Quality control and successfulness follow up Croatian. A questionnaire (anonymous student questionnaire) will be offered to students at the end of the semester with a goal of pointing out the weak spots in the conception and delivery of the course. Statistics about grades on the course. 21

Course title Demonstration Experiments Laboratory II Code F122 Status Laboratory Level Basic course Year 1. Semester 2. ECTS 5 ECTS Lecturer Vanja Radolić, PhD, Associate Professor Igor Miklavčić, lecturer Course objective Course objective are: - connect fundamental knowledge and concepts of general physics (electricity, magnetism, waves and optics) which students gain at undergraduate study with its realizations in physics class at primary and secondary schools - make personal database of physics experiments for future job as teacher of physics - conduct and organize experiments in team, with the over viewing of the lecturer Prerequisites Competences acquired in General Physics 1-4, Laboratory exercises in physics A, B. outcomes: Correlation of learning outcomes, teaching methods and After successfully completed course, student will be able to: 1. Demonstrate experiments in general physics (electricity, magnetism, waves and optics). 2. Prepare new experiments which demonstrate physical phenomenon of general physics (electricity, magnetism, waves and optics). 3. Thorough explain, using theoretical knowledge, phenomena and processes which are occurred in demonstrated experiments. 4. Use different devices in laboratory measures and computer in interpreting experimental results and statistics. 5. Make personal database of more than 80 physics experiments for future job as teacher of physics in primary and secondary school and make report about conducted experiments. 6. Estimate and evaluate sources of mistakes and errors in the experiments. 7. Make personal database of more than 350 physical arithmetical problems that occurs in secondary school education. 8. Adopt manners according to safety rules in laboratory. Teaching Preparation for laboratory Laboratory Conduct laboratory experiments Written laboratory report about laboratory experiments ECTS outcome Students 0,25 2 - preparation at home 0,25 1, 4 1 1,2, 4,5, 7 1 3, 4, 5, 6, 8 - laboratory - organising laboratory experiment - working on computer - data - writing report Methods of min Points Evidence list 0 50 Evidence list 0 50 Max Performance 0 100 Written reports are evaluated 0 400 22

Consultations Gained competencies Content (Course curriculum) Recommended Additional Instructional methods Exam formats Solving physical arithmetical problems Evaluation through 4 colloquiums or Final exam 0,5 7 - solving physical arithmetical problems at home 2 3, 7 - preparation for colloquiums - review a lesions - final exam Evidence list 60% 100% Written exam or Written exam, practical and oral Total 5 0% 100% After laboratory for 1 hour, room 68 on Department of Physics. Students gained knowledge and skills of assembling, conducting and organizing experiments in general physics (electricity, magnetism, waves and optics) for their future job as teacher of physics in primary and secondary school or for laboratory work for their future pupils. Harmonic oscillators, pendulums, standing waves, sound, Kundt's tube, water waves, electrostatics, determination of Ohms law, capacity of condensers, inductivity of solenoid, resonance in RLC circuits, magnet field around wire in which current flow, electromagnetic induction, geometrical optics (lenses, mirrors, spherical mirrors, refraction, reflection, prism, ), physical optics (interference, Fresnel mirrors and prism, optical, emission spectrum of white and Na light, polarisation of light, ), mixing of colours. 1. Vernić-Mikuličić, Vježbe iz fizike, Školska knjiga, Zagreb 1990. 2. Class materials publish on:http://kolegij.fizika.unios.hr/penf2/ 3. R. Jurdana-Šepić i B. Milotić, Metodički pokusi iz fizike, Filozofski fakultet, Rijeka 2002 4. Mikuličić-Varićak-Vernić, Zbirka zadataka za I. do IV. razred gimnazije, Školska knjiga, Zagreb, 1997. 1 Comprehensive school physics textbooks 2. Internet portal E-school of physics Physic laboratory - mandatory, but student can be absent at maximum of two laboratory terms which is obligate to complete it in additional terms - manners according to safety rules in laboratory which must be present to them on the first class and which must be ratify by their signature - work in pairs in laboratory is experience learning through team work - experiments are distributed in 10 exercises, after which is necessary to make report and deliver it before next term of laboratory work. Each late deliver, without future notice and proven reason, is consequence on the number of total points - some physical arithmetical problems, which are solving at home, are included for each term of laboratory work Taking an examination can be done in one of two ways: 0 0 120 100 a) Regularly way through laboratory, working, delivering reports and solved physical arithmetical problems, and 4 colloquiums (2 entrance and 2 exit) if they achieved more than 50% of total points. Final grade is forming 23

with criteria: p = 0,3*pclass + 0,7*pcolloquiums b) Final exam if they do not achieved minimum of 50%, student have possibility to take final exam thought written, practical and oral, with condition that all reports have been evaluated. Also students which are not satisfied with final grade from regular way can take final exam. Final grade is forming with criteria: Written part of exam Written exam is compiled of 10 theoretical, 5 conceptual and 5 physical arithmetical problems, with maximum of 100 points (each problem is gained 5 points). It is necessary to gain 25 points from theoretical and 25 points from conceptual and physical arithmetical problems (together). Time for solving written part is 180 minutes. Practical part of exam Practical part of exam comes after written part, at which 2 experiments are conducting (maximum of 100 points) where are evaluated: - concept (sketch, supplies, equations) -> 20 points - conducting an experiment (putting together, safety, ) > 40 points of experimental data (calculation, mistakes, tables, graphs) -> 40 points Time for solving practical part is 120 minutes. Oral part of exam On oral part of exam theoretical understanding of practical part (definitions, physical and derivation of those laws and physical interpretation of the results. Maximum of 100 points. Final grade is forming with criteria, according of the success on written, practical and oral : p = 0.3*p class + 0.3*p written + 0.3*p practical + 0,1*p oral Criterion of grades: Language Quality control and successfulness follow up 50,0 p<63% poor (2) 63,0 p<76% good (3) 76 p<88% very good (4) 88,0 p 100% excelent (5) Croatian. A questionnaire (anonymous student questionnaire) will be offered to students at the end of the semester with a goal of pointing out the weak spots in the conception and delivery of the course. Statistics about grades on the course. 24

Course title Quantum Mechanics of Many Particle Systems Code F116 Status Lectures (30), Numerical exercises (15), Seminars (15) Level Basic Year 1. Semester 1. ECTS 5 Lecturer Doc. dr. sc. Igor Lukačević Course objective Learn how to apply quantum mechanics in solving the realistic problems (material properties). Prerequisites General Physics 1, Mathematics 1, Mathematics 2 outcomes: After successfully completed course, student will be able to: 1. describe approximation methods in detail 2. apply approximation methods to simpler problems 3. independently use and apply the computer in solving more complex problems 4. understand and relate the obtained results with the experimental ones Correlation of learning outcomes, teaching methods and Consultations Gained competencies Teaching ECTS outcome Students Seminar 1 3-4 Making the presentation Laboratory practice Knowledge test theoretical part 2 1-2 Continuous work in laboratory 2 1-2 Preparation for examination Methods of Assessing the seminar work Following the students progress experiment success Written (preparatory) exam min Points max 0% 20% 0% 40% 0% 40% Total 5 0% 100% Yes - knowledge of basic approximations for solving the problems in many particle systems - understanding the pros and cons of given approximations - ability to apply the most appropriate approximation in solving specific problem - relating the basic properties of many particle quantum systems (building the periodic table of elements) Content (Course curriculum) Identical particles and symmetry of wave function. Basics of relativistic quantum theory. Perturbation theory and its applications. Approximation methods in quantum mechanics of many particle systems: WKB, adiabatic, variational principle, Hartree-Fock. Explaining simple molecules. Electronic structure of 25

Recommended materials: overview of possibilities, density functional theory, quantum molecular dynamics. Understanding the periodic system of elements. - R. L. Liboff, Introductory Quantum Mechanics, Addison-Wesley, 2003. - D.J. Griffiths, Introduction to Quantum Mechanics, Pearson Education Inc, New York, 2005. - Supek, Teorijska fizika i struktura materije, Školska knjiga, Zagreb, 1989. - L. I. Schiff, Quantum Mechanics, Mc-Graw Hill, New York 1968. Additional - R.P. Feynman, R.B. Leighton, M. Sands, The Feynman Lectures on Physics Volume III, Addison-Wesley Publications, Reading, 1966. - E.H. Wichmann, Quantum Physics: Berkeley physicscourse Volume IV, McGraw-Hill, New York, 1971. - R. Ročak, M. Vrtar, Zbirka zadataka iz kvantne mehanike, Zagreb 1969. - P.A.M. Dirac, Principles of Quantum Mechanics, Oxford University Press, Oxfrod, 1978. - P.A.M. Dirac, Lectures on Quantum Mechanics, Dover Publications, New York, 2001. - W. Heisenberg, The Physical Principles of the Quantum Theory, Dover Publications, New York, 1949. - Y. Peleg, R. Pnini, E. Zaarur, Schaum's outline of theory and problems of quantum mechanics, McGraw-Hill, New York, 1998. Instructional methods Exam formats Language Quality control and successfulness follow up Lectures (theory). Practical exercises in computer laboratory individual and/or group work with computer simulations on specific problems with mentor (teacher). Laboratory work (throughout semester) with seminar concerning the specific problem analyzed in laboratory. Number of finished exercises, the correctness of solutions and individuality during work give the mark from the numerical part. Written exams via preparatory exams during the semester (3/semester) from theoretical part. Croatian; English Quality of knowledge shown via exams. Estimation of enthusiasm towards the subject. 26

Course title Computer-aided statistical data analysis Code I125 Status Compulsory course Level Elementary Year 1st Semester 1st ECTS 5 Lecturer Darko Dukić, Ph.D., Associate Professor Course objective The main goal of this course is to expand students' knowledge of statistics and to enable them to use computers for statistical analysis. Prerequisites None outcomes: After successfully completed course, student will be able to: 1. Define the scope and purpose of statistics. Correlation of learning outcomes, teaching methods and 2. Organize and display data using tables and graphs. 3. Determine descriptive statistics. 4. Apply the standard methods of inferential statistics. 5. Independently carry out a statistical survey. 6. Prepare data for computer analysis. 7. Choose the appropriate methods of data analysis. 8. Use statistical package (SPSS, Statistica) for data analysis. 9. Appropriately interpret and present the results. Teaching ECTS outcome 27 Students Class 1,5 1-9 Class Knowledge 2 1-4, Preparation for test: 6-9 preliminary preliminary exams or exams or written/oral written/oral exam exam Homework 0,5 2-5 Doing homework Computer exercises 1 6-9 Use of statistical packages Methods of min Points Evidence list 0 5 Preliminary exams grade or written/oral exam grade Evaluation of homework Evaluation of statistical package use 0 50 0 20 0 25 Total 5 0 100 Consultations Darko Dukić, Ph.D., Associate Professor: Monday, 17-19. Gained competencies max After successfully completing the course the student will be able to apply appropriate statistical methods with the purpose of making judgments about observed phenomena, testing various assumptions, and estimating characteristic values. The participant will also be competent to analyze data using statistical package.