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Perspective analysis with a broad development vision leads to realizing the pressing problems, education development gaps, recent trends, ground realities and prospects for the betterment of the Indian higher education scenario. Technological advancement, economic growth, innovative education, domain knowledge, change in lifestyle choices, responsible approaches towards development, reduced consumption of energy and resources, specialized research activities, education policy formulations, social reform efforts, and maintaining our identity help us to contribute to the wider task of nation-building through sustainable all-round development and innovative development solutions. Participatory planning for education development, robust reform enforcement mechanism, establishing effective educational institutions and identification of educational hubs have direct implications to bring about a remarkable positive change. Various higher education reform initiatives are required to develop many short and long-term sustainable solutions in the entire range of essential aspects of education.
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The communication in the classroom could be analyzed from different points of view – effectiveness of learning and instruction, emotional and social development of pupils, social inequality and so on. The present research was designed to investigate the relationships of the mother’s education to the general patterns of pupil enjoyment regarding their classroom experience. It was concluded that there aren‘t significant differences between pupils based on the social marker mother’s education. Understanding the family background and its influence upon the education is the very consequential task for the policy makers. Along with this, the experience of pleasure from pupils can be defined as an influential dimension of the effectiveness of learning and instruction in the school.Although there are not found consistently significant differences between the assessments of the statements on the scale “enjoyment“, developed by the group of German researchers, it is obvious that the organizing strategies of teaching determine pupil’s feelings during the classroom interaction.
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The overall aim of this two-year longitudinal study is to empowerchemistry students in secondary schools through the integration of ethnochemistryas a Culturally Responsive Teaching (CRT) approach. The CRT approach in thisstudy refers to the position promoted by Gay (2000) and the following five basicprinciples of CRT by Hernandez, Morales, and Shroyer (2013): content integration,facilitating knowledge construction, prejudice reduction, social justice, and academicdevelopment. The integration of ethnochemistry is applied to the basic principle ofcontent integration to engage students with their Indonesia indigenous knowledge.Indonesia has around 300 ethnic groups with differences in values, beliefs, andpractices which are explored in a limited way in the context of chemistry education.This research was conducted in four secondary schools using qualitative methodologywith multiple methods of observation, interviews, and reflective journals. The resultsshowed that the model of ethnochemistry integration in CRT approach was developedin this study and involved five main steps of self-identification, cultural understanding,collaboration, critical reflective thinking, and transformative construction can beimplemented in Indonesia chemistry classrooms. The students were empowered toexplore their cultural identity and develop their cultural awareness of appreciatingdifferences. The learning model provides opportunities for students to develop theirabilities in collaboration skills, empathy communication, and higher order thinkingskills alongside their engagement in chemistry learning. Students found that thelearning experiences have empowered them to engage in critical self-awarenessof their cultural identity, and character development within meaningful learningexperiences which are relevant to current Indonesia curriculum reform.
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The article presents an innovative extracurricular education inastronomy. The topic of the training “The Bulgarian names in the Solar system”is being studied for the first time in the Bulgarian astronomy education. Thecombination of research methods for learning and the strong emotional impact onstudents resulting from the choice of topic results in high motivation in studentsand high effectiveness in the learning process. The students’ personal attitudeand commitment towards the investigated topic contributes to a high extend tothe acquisition of lasting and profound astronomical knowledge. The result of theeducation is the creation of a richly illustrated informative database of regionswith Bulgarian names on objects from the Solar system.
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The article presents an innovative school model for introducing activelearning where students develop competences and scientific literacy, rationalizeideas and processes through interdisciplinary projects and research work. Teachers,united in professional communities, are adapting learning content, planninginterdisciplinary lessons, discussing situations. Parents and external experts areinvolved as partners in planning and organizing activities and managing processesin the school organization.
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Мethodical possibilities for using computer education technologiesin the lessons to solving physics problems are described and discussed. The topice “Harmonic oscilations”, 9th grade. Quantitative, qualitative and experimentalproblems are presented.
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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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This article presents the results of a scientific research. An attempt has been made to find a correlation between the cultural origin, the social status of the family and the readiness of children to start school. In theoretical terms, ideas for the correlation between these factors and school readiness are presented. In order to realize the objective of the study, the following methods were used: a survey for parents, developed by the author of this study and “A test for the readiness of the children for school". The study included 150 respondents. 50 of them were children from two groups of the preparatory school and 100 - parents of the children who took part in the study. The results indicate that there is a correlation between the studied factors - cultural background, social status and readiness of children for school.
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The article presents the good practices in Secondary school “St. Paisii Hilendarski”, village of Ablanitsa in relation to partnerships and cooperation: parents-volunteers, parental participating in school initiatives and events, parents-“colleagues” and parents-teachers who are constantly available for the school life and activities of the school community.
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The article presents good practices and original solutions for overcoming difficulties in the communication between the parents and the school were presented in 44th Secondary School “Neofit Bozveli“ - Sofia, Bulgaria.
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