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This study discussed the significance and function of regional geography courses taught in Faculty of Arts and Sciences Geography Departments in Turkey along with the pedagogical and scientific role of the course. The study sought answers to the following questions: What should be taken into consideration and what subtitles should be included to carry out a country’s geographical analysis and to prepare its geographical ID? What should regional geography teachers take into consideration in terms of collecting resources, performing country analyses and planning training and education? What main titles and sub titles should the complex working method of regional geography include? Which learning domains should be prioritized in 21st century regional geography courses? What is the national and global significance of regional geography course for the students? What are the main tasks of regional geography teachers in the globalized world?
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This paper is aimed at presenting main results from empirical probation of an original model for control on teams in management practice of a Bulgarian higher school. Originality of the model consists in a combination of classical and contemporary achievements of management and mathematical theories of fuzzy logic and fuzzy sets. Main results of the research conducted have proved successful application and effective functioning of the proposed model in the control process of lecturing teams at a higher school. According to the author, the practical study presented here enriches management practice in the field of team control.
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The work addresses the issue of project-oriented literature education as a mode of forming, developing and maintaining skills, which implies interactive practices and at the same time - convergence of the pro-learning process towards constructing meaning, active learning - through action.The use of Project - oriented learning in literature classes (grades 8 – 12) has led to the increase of students‘ willingness to study (in particular, to form, develop and maintain practical, cognitive, meta-cognitive and interdisciplinary skills), of their ability to do work of significance, and it has also led to their need to be evaluated and engaged in the process of studying information in a way close to the one adults apply to learn and demonstrate their knowledge.
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The present technology produces an exemplified effective model of a Bulgarian language lesson for enhancing the receptive and productive skills of the students in the high school stage of their Bulgarian language education. It is related to the tasks for reading with understanding and producing a thesis and a summary of information from source texts. The lesson structure is built on the principles of systemic, cyclical and repeatability, including various techniques and forms of work, so as to avoid monotony, boredom and the template. Essential components include the work with student portfolio on the subject and the self-assessment card of achievements and omissions. Since the lesson has a pronounced communicative orientation, its application stimulates knowledge and intelligence, develops the general culture of the student.
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The author, as one of the founders of the Educational Theater, analyzes and defines the presented educational model as a form of non-formal education, which is constantly changing following both his original pedagogically conceived concept and world educational practices built on a visual and theatrical basis. Shown is the transformation from a leadership-oriented training model to an interactive theatrical-educational model, presented by the Funny Science Theater, which involves the children in the performance as partners and analysts of their own achievements. Outlined is the prospect of the changing paradigm - from the Watch, Play and Write model to Watch, Interact and Analyze, which is endorsed by the author as desirable and meaningful for learners.
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For the last few years many researchers have been alarming about the gruesome plummeting of language, mathematics and scientific literacy of the Bulgarian students. To address this problem, the collective effort of all the factors – teachers, pedagogic experts and representatives of the education sphere, are required. The main goal of this paper is to experimentally prove the efficacy of the non-formal educational practices which are used at University for Kids for improvement of the scientific literacy of students aged 12-15. The results from the pedagogical interactions with the students and the empirical data show that the teaching of chemistry, physics and biology, organized within the summer courses (academies) at University for Kids, stimulate the development of scientific literacy at this age group.
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The article presents the need of self-directed teachers’ continuous professional development with a focus on teaching children with diverse learning needs and abilities in mainstream classrooms in the context of the new Bulgarian Law on Education and the current situation of the Bulgarian educational system.The article presents the experience of Centre for Inclusive Education in developing materials for non-formal education for teachers in the field of inclusive education via launching a free on-line course on inclusive education for teachers, and the discussions on the course-related benefits, difficulties and recommendations.
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The High Level Group on Modernization of Higher Education pays special attention and explores the issues of quality of education and new models of teaching and learning, taking into account the lagging behind of European higher education institutions and the reduced competitiveness of European higher education. This paper presents current EU policies aimed at achieving better quality of learning in higher education, recommendations to national authorities and higher education institutions as well as the more important guidelines on modern teaching and learning methods reflected in the publications of the High Level Group on the Modernization of Higher Education. Recommendations and guidelines are illustrated with examples of good practices selected by the High Level Group.
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The purpose ot the present study is to develop and experiment a motivating didactical model, including a system of pedagogical strategies, technologies and techniques, and teaching didactical materials and order to increase the quality of training of the students of the subject "Pedagogy of the Technology and Entrepreneurship Education". The results of the study of Academic motivation level found that the academic motivation of the students has a very good level of devolopment - the share of students with a strong and moderate level of academic motivation predominates.
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This research investigates the impacts of the implementation of Science, Technology, Engineering, and Mathematics (STEM) education in Environmental Chemistry course to enhance environmental literacy of prospective chemistry teacher. The research method used was quasi-experiment. Problem based learning (PBL) approach was implemented at the control group, while PBL-STEM was implemented at the experimental group. The dimensions of Environmental literacy to be concerned were environmental competence, environmental knowledge, and attitudes towards environment. The results of research reveal that PBL-STEM education can be used as an effective approach to improve the environmental literacy of prospective chemistry teachers. The average improvement of environmental literacy and its dimensions in the experimental group was significantly higher than the control group.
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Olive mill wastewater (OMW) is considered as phytotoxic and thus an environmentally hazardous material, it is one of the most severe environmental factors that reduces and limits growth and development of plants. This study was conducted under laboratory conditions in order to evaluate the effect of OMW at three concentrations on seeds germination and seedling growth of maize (Zea mays L.). Seeds were soaked then placed in petri-dishes and irrigated with 1, 5 and 10% v/v concentrations of OMW. A control was moistened with distilled water. The germination percentage, root and shoot length, phytotoxicity percentage of root and shoot, and contents biochemical like total proteins, oil, total soluble sugars and starch for both the endosperm and the embryo of maize were observed. The results obtained showed beneficial effects using low concentrations of OMW whereas the treated plants with 1% of OMW showed a slight improvement in all the above growth parameters and contents biochemical, but the highest levels 5 and 10% of OMW had a negative effect compared with control.
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The text deals with the idea of conducting a lesson based on a real novel as an opportunity for active participation of students. Shown is the ability for students to build hypotheses, organize their discussion, create logical reasoning, seek argument from the literary text and find their graphical image. The research done, the new vision of learning material, enhances the lesson learning. The production of aesthetic material leads to emotional satisfaction in children.A practical development of lesson, based on the novel “Tartuffe”, is shown.
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The lecture deals with the issues of metaphorical transfer. It defines translation as an interlanguage or, metaphorically speaking, as occupying the position of the demotic text on the Rosetta Stone. It proves with examples of metaphors’ translation into different languages that any denial, deviation or distortion of the metaphorical transfer is a symptom of the qualitative impoverishment of the target text in comparison to the source text.
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The paper presents a solution for the integration of new technologies in the Bulgarian language education and training and for the application of an interdisciplinary approach in summary lessons. It offers an alternative to the traditional methods of teaching, reproducing, reviewing and summarising and outlines the role of the teacher as a moderator and facilitator.
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The paper shares an experience of conducting a competition in Bulgarian language for students from 1st to 12th grade.
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This publication is a presentation of a good practice in the area of Bulgarian language learning for 8th grade students, based on the acquisition of key competences in line with the requirements of the EU Directive on the quality of contemporary education. The starting points are project-based learning and cross-discipline links. They provide wider opportunities for developing critical thinking and acquiring teamwork skills as well as for deploying the creative potential of students. Learning through action and the texts written by the students illustrate the effectiveness of the applied methods.
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