Обучение по природни науки и върхови технологии

2014/5, стр. 655 - 664

GENDER ISSUES OF UKRAINIAN HIGHER EDUCATION

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Ключови думи:

In 2013, according to the gender gap index, Ukraine took the 64th place out of 136 countries of the world. Having moved 16 positions down in comparison with 2006, it found itself behind a number of former socialist countries and union republics-specifically, Cuba, Slovenia, Serbia, Bulgaria, Baltis states, etc. In Ukraine we can observe a considerable difference in some gap indices: in the educational-the 27th (Schwab et al., 2013). This difference is particularly signifi cant as education is the most infl uential factor, determining the direction and prospects of the society’s economic, political and cultural development. It is an important instrument of widening people’s rights and possibilities, a basis for forming and realizing gender equality in society.

As a human capital component education is an important indicator of global competitive ability of a country. Ukraine keeps the most competitive advantage in drawing its people in higher education, taking the 10th place in the world in this rating (Schwab, 2013).

Higher school of Ukraine gives training at three educational and four educational and qualification levels: incomplete higher education provides gaining the educational and qualification level of ‘’junior specialist’’ (it corresponds to the level of ‘’branch specialist’’ in Bulgaria);the first cycle of higher education - the level of Bachelor (it corresponds to the analogical level of training in Bulgaria); the second cycle of higher education-the level of ‘’specialist’’ and Master (it corresponds to the level of Master in Bulgaria). The second cycles of higher education (level 5A according to the International Standard Classification of Education) are diver by higher education in Ukraine.

In accord with the official site data of all-Ukrainian census of the population (http:// www.ukrcensus.gov.ua) in the age group of 25-59 years old higher education is received by 19.2 per cent of women and 18.0 per cent of men; and what is more, there is a distinct tendency in increasing the number of women with a higher school diploma. It is not astonishing, since the largest rating of women’s employment coincides with such a level of training (Лібанова, 2012). Nevertheless, both the most essential gender gap in women’s incomes and the biggest problems in making their careers are typical this level. Among the owners of higher school diplomas women are localized below men at professional (class) stages-they are almost a third less in the staff of legislators, officials and managers of the highest link, but they are a third more among experts and junior specialists (Оксамитна et al., 2010).

Thus, the factor of erudition growth as a way of reducing gender inequality does not work in Ukraine. It enables to assume that higher school does not use its potential of an agent in forming gender culture of an egalitarian society. In the lack of open discrimination experience gender stereotypes and values are transmitted though the concealed higher school curriculum. We’ll consider how it shows itself, for example, in the gender staff of higher school scientists and teachers.

Unlike teachers of higher school of I-II level of accreditation, teachers of higher educational institutions of III-IV level of accreditation combine teaching and scientifi c activities. Scientific activity is an integral part of the educational process in universities and academies. As a rule, persons having scientific degrees and ranks are elected as professors and lecturers of universities and academies on a competitive basis.

In Ukraine there is a two-level system of scientifi c degrees – Candidate of Sciences and Doctor of Sciences. These degrees are conferred by specialized scientific boards of higher educational institutions, scientific institutions and organizations in the order, established by the Cabinet of Ministers of Ukraine, according to the results of defensing dissertations. A scientific degree, provided scientific and teaching activity continuing after defensing a dissertation and availability of corresponding length of service, gives higher school teachers chances to receive the scientific ranks of Associate Professors (for Candidates of Sciences) and Professors (for Doctors of Sciences). A considerable contribution to science enables higher school scientists and teachers to receive the academic ranks of Members (Academicians) and Corresponding Members of the National Academy of Sciences and home branch academies of sciences of Ukraine (they are all state scientific organizations of the state property.

The salary of scientists and teachers consists of their post pays, bonuses, additional pays for scientific degrees and ranks, extra pays for scientific and teaching length of service, additional pays and money rewards for scientific and teaching activity. Thus, the additional pay for Doctor of Sciences is 25%, for Candidate of Sciences is 15%, for Professor is 33%, for Associate Professor is 25% of the post pay. The life pay for an academic rank is noticeably higher than the middle salary in this country, the hour-to-hour pay of holders of academic ranks is 25% more. All this makes receiving scientifi c degrees and ranks attractive for higher school teachers and causes a considerable gap in incomes within a scientific society even without taking into account the post localization of personnel.

In comparison with 1995 the numbers of higher educational institutions of the III-IV levels of accreditation of different property forms in Ukraine are now a third more, and the numbers of students are twice as much. In this country there are 334 higher schools of the corresponding level today, 217 are state ones among them. The total quota of students is 1.8 million, 89% of them are in the second cycle of higher education in state higher educational institutions (Калачова, 2013а). The staff of scientists and teachers was 131.1 thousand people at the beginning of 2012-2013’s academic year in Ukraine (Калачова, 2013а).

Ukrainian higher school more and more accumulates the scientific potential of the country. For the period of 1995-2012 the part of the highest qualification scientists (Candidates and Doctors) in the higher school sector has increased from 58.1% to 73%, but in the branch sector it has decreased from 34,1% to 17% (Калачова, 2011). On the one hand, it testifies to the fact that the balance between research and education functions of scientific intellectuals in Ukraine has been displaced in the direction of education function. On the other hand, it shows that in the conditions of systemic reducing the number of research organizations, higher school is becoming the main center of researching and scientific personnel. It enables us to extrapolate the Ukrainian science gender staff data to higher school with some assumption.

Today state financing of education and science realizes in accord with the remaining principle. The budget of education fluctuates in the gross domestic product (GDP) according to the law (Калачова, 2013а), but the budget of science is much lower not only than 1.7% of the GDP in accord with the law but even than the surviving level of 0.9%of the GDP. Only 0.3% of the GDP was allocated for science in 2012 (Калачова, 2013b). It testifies to the fact that higher education and science in Ukraine are in the backyard of state interests.

No wonder that, according to the national sociological monitoring data, only 5,9% of adults think that science in Ukraine is at the world level, although 37.4% are sure that it essentially lags behind. In addition, 24,4% of respondents think that the scientist profession prestige has considerably dropped, 21,9% - notconsiderably, 29,5% of respondents have not any answer, 13,1% think that the prestige has not changed, 9% of people with higher education are ready to work in science (Головаха&Паніна, 2008).

Education, like science, found itself among the least attractive spheres in provision of employment for Ukrainian young people – 14% of them consider teaching profession attractive, and only 4,6% consider it a profession that gives chance to achieve a success in life. Thus, out of rather prestige and quite high-paid sphere of professional activity, higher school science is turning into insufficiently prestige, underfinanced and then-low-paid.

Because of lack of the gender balance data among scientists and teachers in Ukrainian higher educational institutions, on the basis of the results in former union republics, we may suppose that nowadays it is formally and statistically approaching the gender parity. In Russia the number of women among higher school teachers is 56per cent, in Latvia – 58per cent, in Lithuania – 55%, etc. (Schwab et al., 2013a). Since there are ¾ higher qualification scientists in universities and academies, Ukrainian women may come to 45.4%, and in the age group under 60 – 53% (cf. Головаха&Паніна (2008)).

The gender analysis of the higher school scientists and teachers staff enables to find out some tendenciescausing the concealed curriculum influence:

1. Rapid feminization of qualified scientific workers from 1995 fill 2012 the total number of Doctors of Sciences in Ukraine has increased to 60%; and women among them – to 90%, the indicators for Candidates of Sciences are correspondingly 53% and 137% (Калачова, 2011). As you can see in the histogram, in spite of higher dynamics of increasingwomen among Doctors of Sciences, feminization is quantitatively caused by the growth of women among Candidates of Sciences. The greatest numerical superiority of women among the holders of Candidate of Sciences diplomas fits the age of 31-40, and this numerical superiority is preserved to the age of 50.

CandidatesofSciences,womenCandidatesofSciences, menDoctorsofSciences,women31–4041–5051–6061–70

Doctors of Sciences, men

18 16 people 1412 thousand 1068 4 2 0

up to 30 over 70
years years
age, years

Fig. 1. Sex and age complement of higher qualification scientists

Feminization of science could be established positively as an evidence of active women involvement is social production, in the spheres of highly skilled labour and scientifi c creative work. But such estimation is legitimate only in the conditions of economic stability, when social production widens and science develops, when there is sufficient need in manpower, including scientific personnel (Мирская &Мартынова, 1993). The situation in Ukrainian science, as it was shown before, is far from stability.

Attention should be paid to falling off the number of men with the rank of Candidate of Sciences at the age of 41-50. This is the generation whose scientific formation fell on the first years of independence, when our country underwent protracted economic crisis. Perhaps, it forced men to look for an activity, capable of providing more stable and higher incomes. This tendency is not traced among Doctors of Sciences, perhaps, because of those advantages and profits, given by this level of scientific qualification. It should be accepted, that increasing the number of women in the scientific circles of Ukraine is not so caused by their active involving in scientific circles of Ukraine is not so caused by their active involving in scientific creative work, is considerably by men’s leaving science as an unpromising and unprofi table sphere of professional activity. Moreover, feminization manifests itself more considerable at low stages of scientific hierarchy.

2. Gender distribution of scientists according to knowledge branches, expressing accepted ideas of feminine and masculine sciences and professions, having global tendency character. In accord with the data presented in Table 1, the most feminized sciences are the humanities and social sciences, the most masculinized sciences are technical ones.

Table1. Distribution of women scientists according to science branches andscientific degrees

branch of scienceper cent of women amongCandidatesofSciencesDoctors of Sciencesthe humanities, among them62,835,4art81,358,8philology74,445philosophy44,412,5social sciences,among them58,140,5economy54,536,3pedagogics69,856sociology62,350natural sciences, among them46,123,9physics and mathematics25,19,4
chemistry4916,7medicine66,142,3technical sciences, among them21,29transport14,110construction and architecture29,711,6

The stratification is also observed within the branches. Thus, in the feminized humanities, the highest pro sent of women is represented in art and philology and the lowest one – in philosophy; in the natural sciences, the largest number of women is among physicians, and the least one – in physics and mathematics (Калачова, 2013b).

Such a division, reflecting just the current situation of representing women in sciences, being interpreted in the public mind, forms quite stable and rather wide-spread idea of knowledge branches, corresponding or incompatible to the ‘’feminine/masculine mind’’ and suitable or unsuitable occupations for women and men. As a measure of the concealed curriculum such a distributing to the reproduction of gender barriers, termed “glass walls”.

3. Intensifi cation of gender asymmetry with rising scientifi c degrees in favour of men. In 2012 there were 49 per sent degrees in favour of women among Candidates of Sciences. According to the histogram, the number of women with the Doctor’s degree in any age groups is less than the number of men with the same degree, achieving the maximum rating of 43.8% in the small age group of 31-50 year olds.

As the scientific qualifi cation increases, the gender balance in all fields and sciences changes in favour of men. In the greatest feminized humanities women come to two thirds of Candidates of Sciences and only one third of Doctors of Sciences, in technical sciences – the fifth and the tenth parts correspondingly. Only in art-criticism and pedagogics the number of women among Doctors of Sciences exceeds the number of men, and in sociology both sexes are represented equally (Калачова, 2013b).

These data by no means show that modern women appeal to scientifi c activity more seldom than men, less strive for improving their scientific gualification. However, owing to the fact that the promotion on the scientific hierarchy stages is rather a prolonged process, in the scientific word the most skilled personnel is localized in older age groups, in which the percentage of women is the lowest. Therefore, one can consider that the similar tendency by no means reflects actual spirits of scientific intellectuals in the whole and particularly their young generation. Not having any neuro-biological pre-conditions, the similar gender gap is socially and culturally limited, it is the result of a long (lasting for decades) process of the scientific elite formation. Nevertheless, the similar current situation consolidates the gender stereotype, ascribing lesser ability for intense intellectual labour and scientific creative work to women. Through today quite a definite tendency to increasing the number of women among higher qualification scientific personnel is observed. To put an end to the gender gap and overcome the stereotype time and special efforts will be needed.

4. Increase of the vertical gender gap among holders of scientific and academic ranks. According to Table 2 among men with the scientific degree of Candidate of Sciences professors are four times, corresponding members – five times academicians – eight times more than among women. At the same time among men with the degree of Doctor of Sciences there are half as many associate professors, but twice as much corresponding members and three times as much academicians (cf. Калачова (2011)).

This phenomenon could be explained by lesser scientific rank, but the similar supposition is contradicted, for example, by the fact that Ukraine belongs to five countries of the world, in which among the authors of published works, taken into the international citing base of Web of Science, women predominate. The average common world rating of women’s published works is less than 30% (Larvière et al., 2013).

Table 2.Distribution of scientists and academic ranks among Candidates and Doctors of Sciences of a certain sex

Candidates of SciencesDoctors of ScienceswomenmenwomenmenAssociate Professors39,80 %43,1 %25,50 %13,0 %Professors0,70 %2,7 %68,90 %53,5 %Corresponding Members0,30 %1,5 %4,10 %8,5 %Academicians0,20 %1,6 %8,10 %20,5 %

The gender asymmetry of science shows itself most vividly on the example of holders of higher academic ranks – Members (Academicians) and Corresponding Members of academies of sciences. Since the foundation of the National Academy of Sciences of Ukraine in 1918, there have been 602 scientists, and among them - only 10 women (i.e. 1.7%) have been elected academicians.

The Academy of Pedagogical Sciences1) – one of the five branch national academies, has today 62 academicians, and only 9 women are among them (14.5%), and 86 corresponding members and 21 women are among them (24.4%). On 26 academicians, elected since 2000, there are only two women. Besides, in pedagogical sciences women represent the majority of higheracademic personnel – 56.0% of candidates of Sciences and 69.8% of Doctors of Sciences.

Since academic ranks are conferred for the most significant contribution to the development of science, the lesser representation of women among academic elite forms their “invisibleness” in “great science”, belittles their scientific activity weight, pushing them aside for executive posts. This fact, like lesser presence of women at the highest stages of scientific qualification is the result of the phenomena of “glass ceiling” and “sticky floor”, being available in higher school science, and so being an important aspect of the concealed higher school curriculum. A vicious circle, reproducing gender stereotypes in the higher school environment, is forming.

5. Higher school “glass ceiling” and “sticky floors” lengthen women’s career path in science and restrict their access to management and posts, connected with responsibility and making decision. Owing to imperfection and imbalance of the system of statistic indicators of science personnel potential, accepted in Ukraine, the information about post distribution of higher school scientists and teacher in accord with sex is hardly available. Nevertheless, the data of ten years’ standing testify that among rectors and vice-rectors there are only 4,3% of women, among deans and deputy deans – 19,9%, among heads of departments - 18,1%. There are no reasons to think that the situation has changed to a great extent since then. According to the data of an electronic reference book “Higher Educational Institutions of Ukraine”2), nowadays among rectors of 217 state higher educational institutions of the III-IV levels of accreditation there are only 12 women, i.e. 5.5%.

All the mentioned gender disproportions are the result of both longer women’s career paths in science and in higher school, a difference in social prestige of scientifi c and official posts, held by women and men, and quite material and rather appreciable difference in incomes depending on sex. With the average salary of 3143 hryvnias in this country, 23.9% of men and only 12% of women have incomes above 4500 hryvnias, but half women lectures and 41,3 per cent of men lecturers receive below 3000 hryvnias.3)

Thus, in higher school and its science there are all the phenomena of professional segregation: (i) “glass walls”, providing stratification still during the choice of an sphere of professional activity and a field of researches according to different ideas of occupations, “suiting” a certain sex and of sciences, ostensibly “corresponding” to the specific features of female/male mentality; (ii) “glass ceiling”, connected with the restriction of opportunities in scientific, teaching and administrative careers as well as rise of professional status for women; (iii) “sticky floor”, manifesting itself in the fact that at the equal level of scientific qualification women in comparison with men are longer delayed in the initial positions of the post hierarchy.

In the post and qualification gender distribution of higher school sciences five important tendencies were discovered: (1) rapid feminization of science, caused by men’s mass leaving it as an unworthy and underpaid sphere of professional activity; (2) uneven distribution of women and men among various branches of sciences; (3) the increase of men’s quota among scientists in improving qualification levels (scientific degrees), observed both within each individual branch and in science in the whole. The two-stepped system of scientific degrees causes additional bars for professional promotion of women; (4) with the same scientific and qualification level women are noticeably oftener delayed among holders of lower scientific ranks and they are less represented among holders of higher scientific and academics ranks; (5) women are much less represented at the highest stages of administrative and managing staff on higher educational institutions, mainly concentrating on executive posts.

All the mentioned tendencies and phenomena, being important aspects of the gender complement of scientists and teachers as a dimension of the concealed higher school curriculum, transmit gender stereotypes of female/male occupations and sciences, of the existence of genetically caused distinctions of mentality and intellectual activity, of women’s lesser ability for intense intellectual labour and scientifi c creative work, of men’s greater ability for leading activity and making decisions and women’s ability for executive activity, etc.

Refl ecting in public and individual mind, these stereotypes, on the one hand, set an expectation level from a girl-student/a young female-researcher; on the other hand, they determine a level of her claims in qualification and career plans. At the same time, with the lack of obvious discriminative practical experiences, a vicious circle, reproducing the gender asymmetry both of science and professional and public activity, is arisen. Revealing the peculiarities of such a reproduction will enable to show the ways of achieving gender equality in the national higher school taking into account historic, social, economic and cultural special features of its development.

NOTES

1. http://naps.gov.ua/ua 2. http://ru.osvita.ua/vnz/guidel 3. http://kvit.ukma.kiev.ua/wp-content/uploads/2013/08/CSR-teachers-report-final1.pdf REFERENCES

Larvière, V., Ni, C., Gingras, Y., Cronin, B. &Sugimoto, C.R. (2013). Bibliometrics: global gender disparities in science. Nature, 504. 211 – 213.

Schwab, K. (Ed.). (2013). The global competitiveness report 2013 – 2014: full data edition. Geneva: World Economic Forum.

Schwab, K., Brende, B., Zahidi, S., Bekhouche, Y., Guinault, A., Soo, A., Hausmann, R.&Tyson, L.D. (2013a). The global gender gap report. 2013.Geneva:World Economic Forum.

Головаха, Є.& Паніна, Н. (2008). Українське суспільство 1992 – 2008 : соціологічний моніторинг. Київ: Національна Академія Наук України. Інститут соціології.

Калачова, І.В. (2011). Наукова та інноваційна діяльність в Україні у 2010 році: статистичний збірник. Київ : Інформаційно-видавничий центр Держкомстату України.

Калачова, I.B. (ред.). (2013а). Основні показники діяльності вищих навчальних закладів України на початок 2012/13 навчального року: статистичний бюлетень.Київ: Державна служба статистики України.

Калачова, І. В. (2013b). Наукова та інноваційна діяльність в Україні у 2012 році: статистичний збірник. Київ: Держкомстат України.

Лібанова, Е.М. (2012). Аналітичне дослідження участі жінок у складі робочої сили України. Київ: Фонд народонаселення ООН.

Мирская, Е.З. & Мартынова, Е.А. (1993). Женщины в науке. Вестник РАН,63, 693 – 700.

Оксамитна, С., Виноградов, О., Малиш, Л.& Марценюк, Т. (2010). Молодь Україн: від освіти до праці. Київ: ВПЦ НаУКМА.

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JACOB’S LADDER FOR THE PHYSICS CLASSROOM

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MATHEMATICAL MODELING OF 2019 NOVEL CORONAVIRUS (2019 – NCOV) PANDEMIC IN NIGERIA

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WATER PURIFICATION WITH LASER RADIATION

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LASER MICRO-PERFORATION AND FIELDS OF APPLICATION

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CHEMOMETRIC ANALYSIS OF SCHOOL LIFE IN VARNA

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A CONTENT ANALYSIS OF THE RESULTS FROM THE STATE MATRICULATION EXAMINATION IN MATHEMATICS

Elena Karashtranova, Nikolay Karashtranov, Vladimir Vladimirov

SOME CONCEPTS FROM PROBABILITY AND STATISTICS AND OPPORTUNITIES TO INTEGRATE THEM IN TEACHING NATURAL SCIENCES

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2018 година
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ЗДРАВЕ И ОКОЛНА СРЕДА

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РОБОТИКА ЗА НАЧИНАЕЩИ ЕНТУСИАСТИ

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CALIBRATION OF GC/MS METHOD FOR DETERMINATION OF PHTHALATES

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ELECTROSYNTHESIS OF CADMIUM SELENIDE NANOPARTICLES WITH SIMULTANEOUS EXTRACTION INTO P-XYLENE

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CHEMISTRY: BULGARIAN JOURNAL OF SCIENCE EDUCATION ПРИРОДНИТЕ НАУКИ В ОБРАЗОВАНИЕТО VOLUME 27 / ГОДИНА XXVII, 2018 ГОДИШНО СЪДЪРЖАНИЕ СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 152 КНИЖКА 2 / NUMBER 2: 153 – 312 КНИЖКА 3 / NUMBER 3: 313 – 472 КНИЖКА 4 / NUMBER 4: 473 – 632 КНИЖКА 5 / NUMBER 5: 633 – 792 КНИЖКА 6 / NUMBER 6: 793 – 952 КНИЖКА 1 / NUMBER 1: 1 – 152 КНИЖКА 2 / NUMBER 2: 153 – 312 КНИЖКА

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RHEOLOGICAL PROPERTIES OF BATTER FOR GLUTEN FREE BREAD

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PARAMETRIC INTERACTION OF OPTICAL PULSES IN NONLINEAR ISOTROPIC MEDIUM

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ТРИ ИДЕИ ЗА ЕФЕКТИВНО ОБУЧЕНИЕ

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АДАПТИРАНЕ НА ОБРАЗОВАНИЕТО ДНЕС ЗА УТРЕШНИЯ ДЕН

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ZAGREB CONNECTION INDICES OF TiO2 NANOTUBES

Sohaib Khalid, Johan Kok, Akbar Ali, Mohsin Bashir

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GEOECOLOGICAL ANALYSIS OF INDUSTRIAL CITIES: ON THE EXAMPLE OF AKTOBE AGGLOMERATION

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TECHNOGENESIS OF GEOECOLOGICAL SYSTEMS OF NORTHEN KAZAKHSTAN: PROGRESS, DEVELOPMENT AND EVOLUTION

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47-А НАЦИОНАЛНА КОНФЕРЕНЦИЯ НА УЧИТЕЛИТЕ ПО ХИМИЯ

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Marina Stojanovska, Vladimir M. Petruševski

SYNTHESIS OF TiO -M (Cd, Co, Mn)

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Преди година-две заедно с директора на Националното издателство „Аз- буки“ д-р Надя Кантарева-Барух посетихме няколко училища в Родопите. В едно от тях ни посрещнаха в голямата учителска стая. По стените ѝ имаше големи портрети на видни педагози, а под тях – художествено написани умни мисли, които те по някакъв повод са казали. На централно място бе портретът на Антон Семьонович Макаренко (1888 – 1939). Попитах учителките кой е Макаренко – те посрещнаха въпроса ми с мълчание. А някога, в г

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„СИМВОЛНИЯТ КАПИТАЛ“ НА БЪЛГАРСКОТО УЧИЛИЩЕ

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KINETICS OF PHOTO-ELECTRO-ASSISTED DEGRADATION OF REMAZOL RED 5B

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NOVEL HETEROARYLAMINO-CHROMEN-2-ONES AND THEIR ANTIBACTERIAL ACTIVITY

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Quantum Connement of Mobile Na+ Ions in Sodium Silicate Glassy

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Irena O. Dolganova, Igor M. Dolganov, Kseniya A. Vasyuchka

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2016 година
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THE EFFECT OF KOH AND KCL ADDITION TO THE DESTILATION OF ETHANOL-WATER MIXTURE

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Министерството на народното просвещение е направило допълне- ния към Правилника за гимназиите (ДВ, бр. 242 от 30 октомври 1941 г.), според които в бъдеще ще се оценяват следните прояви на учениците: (1) трудолюбие; (2) ред, точност и изпълнителност; (3) благовъзпитаност; (4) народностни прояви. Трудолюбието ще се оценява с бележките „образцово“, „добро“, „незадо- волително“. С „образцово“ ще се оценяват учениците, които с любов и по- стоянство извършват всяка възложена им ил

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VOLTAMMERIC SENSOR FOR NITROPHENOLS BASED ON SCREEN-PRINTED ELECTRODE MODIFIED WITH REDUCED GRAPHENE OXIDE

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COMPLEX SYSTEMS FOR DRUG TRANSPORT ACROSS CELL MEMBRANES

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TEACHER’S ACCEPTANCE OF STUDENTS WITH DISABILITY

Daniela Dimitrova-Radojchikj, Natasha Chichevska-Jovanova

IRANIAN UNIVERSITY STUDENTS’ PERCEPTION OF CHEMISTRY LABORATORY ENVIRONMENTS

Zahra Eskandari, Nabi.A Ebrahimi Young Researchers & Elite Club, Arsanjan Branch,

APPLICATION OF LASER INDUCED BREAKDOWN SPECTROSCOPY AS NONDESDUCTRIVE AND SAFE ANALYSIS METHOD FOR COMPOSITE SOLID PROPELLANTS

Amir Hossein Farhadian, Masoud Kavosh Tehrani, Mohammad Hossein Keshavarz, Seyyed Mohamad Reza Darbany, Mehran Karimi, Amir Hossein Rezayi Optics & Laser Science and Technology Research Center,

THE EFFECT OF DIOCTYLPHTHALATE ON INITIAL PROPERTIES AND FIELD PERFORMANCE OF SOME SEMISYNTHETIC ENGINE OILS

Azadeh Ghasemizadeh, Abolfazl Semnani, Hamid Shakoori Langeroodi, Alireza Nezamzade Ejhieh

QUALITY ASSESSMENT OF RIVER’S WATER OF LUMBARDHI PEJA (KOSOVO)

Fatmir Faiku, Arben Haziri, Fatbardh Gashi, Naser Troni

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БЛАГОДАРЯ ВИ!

Александър Панайотов

ТЕМАТА ВЪГЛЕХИДРАТИ В ПРОГРАМИТЕ ПО ХИМИЯ И БИОЛОГИЯ

Радка Томова, Елена Бояджиева, Миглена Славова , Мариан Николов

BILINGUAL COURSE IN BIOTECHNOLOGY: INTERDISCIPLINARY MODEL

V. Kolarski, D. Marinkova, R. Raykova, D. Danalev, S. Terzieva

ХИМИЧНИЯТ ОПИТ – НАУКА И ЗАБАВА

Елица Чорбаджийска, Величка Димитрова, Магдалена Шекерлийска, Галина Бальова, Методийка Ангелова

ЕКОЛОГИЯТА В БЪЛГАРИЯ

Здравка Костова

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SYNTHESIS OF FLUORINATED HYDROXYCINNAMOYL DERIVATIVES OF ANTI-INFLUENZA DRUGS AND THEIR BIOLOGICAL ACTIVITY

Boyka Stoykova, Maya Chochkova, Galya Ivanova, Luchia Mukova, Nadya Nikolova, Lubomira Nikolaeva-Glomb, Pavel Vojtíšek, Tsenka Milkova, Martin Štícha, David Havlíček

SYNTHESIS AND ANTIVIRAL ACTIVITY OF SOME AMINO ACIDS DERIVATIVES OF INFLUENZA VIRUS DRUGS

Radoslav Chayrov, Vesela Veselinova, Vasilka Markova, Luchia Mukova, Angel Galabov, Ivanka Stankova

NEW DERIVATIVES OF OSELTAMIVIR WITH BILE ACIDS

Kiril Chuchkov, Silvia Nakova, Lucia Mukova, Angel Galabov, Ivanka Stankova

MONOHYDROXY FLAVONES. PART III: THE MULLIKEN ANALYSIS

Maria Vakarelska-Popovska, Zhivko Velkov

LEU-ARG ANALOGUES: SYNTHESIS, IR CHARACTERIZATION AND DOCKING STUDIES

Tatyana Dzimbova, Atanas Chapkanov, Tamara Pajpanova

MODIFIED QUECHERS METHOD FOR DETERMINATION OF METHOMYL, ALDICARB, CARBOFURAN AND PROPOXUR IN LIVER

I. Stoykova, T. Yankovska-Stefenova, L.Yotova, D. Danalev Bulgarian Food Safety Agency, Sofi a, Bulgaria

LACTOBACILLUS PLANTARUM AC 11S AS A BIOCATALYST IN MICROBIAL ELECYTOLYSIS CELL

Elitsa Chorbadzhiyska, Yolina Hubenova, Sophia Yankova, Dragomir Yankov, Mario Mitov

STUDYING THE PROCESS OF DEPOSITION OF ANTIMONY WITH CALCIUM CARBONATE

K. B. Omarov, Z. B. Absat, S. K. Aldabergenova, A. B. Siyazova, N. J. Rakhimzhanova, Z. B. Sagindykova

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TEACHING CHEMISTRY AT TECHNICAL UNIVERSITY

Lilyana Nacheva-Skopalik, Milena Koleva

ФОРМИРАЩО ОЦЕНЯВАНЕ PEER INSTRUCTION С ПОМОЩТА НА PLICКERS ТЕХНОЛОГИЯТА

Ивелина Коцева, Мая Гайдарова, Галина Ненчева

VAPOR PRESSURES OF 1-BUTANOL OVER WIDE RANGE OF THEMPERATURES

Javid Safarov, Bahruz Ahmadov, Saleh Mirzayev, Astan Shahverdiyev, Egon Hassel

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РУМЕН ЛЮБОМИРОВ ДОЙЧЕВ (1938 – 1999)

Огнян Димитров, Здравка Костова

NAMING OF CHEMICAL ELEMENTS

Maria Atanassova

НАЙДЕН НАЙДЕНОВ, 1929 – 2014 СПОМЕН ЗА ПРИЯТЕЛЯ

ИНЖ. НАЙДЕН ХРИСТОВ НАЙДЕНОВ, СЕКРЕТАР, НА СЪЮЗА НА ХИМИЦИТЕ В БЪЛГАРИЯ (2.10.1929 – 25.10.2014)

2014 година
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145 ГОДИНИ БЪЛГАРСКА АКАДЕМИЯ НА НАУКИТЕ

145 ANNIVERSARY OF THE BULGARIAN ACADEMY OF SCIENCES

ПАРНО НАЛЯГАНЕ НА РАЗТВОРИ

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

LUBRICATION PROPERTIES OF DIFFERENT PENTAERYTHRITOL-OLEIC ACID REACTION PRODUCTS

Abolfazl Semnani, Hamid Shakoori Langeroodi, Mahboube Shirani

THE ORIGINS OF SECONDARY AND TERTIARY GENERAL EDUCATION IN RUSSIA: HISTORICAL VIEWS FROM THE 21ST CENTURY

V. Romanenko, G. Nikitina Academy of Information Technologies in Education, Russia

ALLELOPATHIC AND CYTOTOXIC ACTIVITY OF ORIGANUM VULGARE SSP. VULGARE GROWING WILD IN BULGARIA

Asya Pencheva Dragoeva, Vanya Petrova Koleva, Zheni Dimitrova Nanova, Mariya Zhivkova Kaschieva, Irina Rumenova Yotova

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GENDER ISSUES OF UKRAINIAN HIGHER EDUCATION

Н.H.Petruchenia, M.I.Vorovka

МНОГОВАРИАЦИОННА СТАТИСТИЧЕСКА ОЦЕНКА НА DREEM – БЪЛГАРИЯ: ВЪЗПРИЕМАНЕ НА ОБРАЗОВАТЕЛНАТА СРЕДА ОТ СТУДЕНТИТЕ В МЕДИЦИНСКИЯ УНИВЕРСИТЕТ – СОФИЯ

Радка Томова, Павлина Гатева, Радка Хаджиолова, Зафер Сабит, Миглена Славова, Гергана Чергарова, Васил Симеонов

MUSSEL BIOADHESIVES: A TOP LESSON FROM NATURE

Saâd Moulay Université Saâd Dahlab de Blida, Algeria

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ЕЛЕКТРОННО ПОМАГАЛO „ОТ АТОМА ДО КОСМОСА“ ЗА УЧЕНИЦИ ОТ Х КЛАС

Силвия Боянова Професионална гимназия „Акад. Сергей П. Корольов“ – Дупница

ЕСЕТО КАТО ИНТЕГРАТИВЕН КОНСТРУКТ – НОРМАТИВЕН, ПРОЦЕСУАЛЕН И ОЦЕНЪЧНО-РЕЗУЛТАТИВЕН АСПЕКТ

Надежда Райчева, Иван Капурдов, Наташа Цанова, Иса Хаджиали, Снежана Томова

44

Донка Ташева, Пенка Василева

ДОЦ. Д.П.Н. АЛЕКСАНДЪР АТАНАСОВ ПАНАЙОТОВ

Наташа Цанова, Иса Хаджиали, Надежда Райчева

COMPUTER ASSISTED LEARNING SYSTEM FOR STUDYING ANALYTICAL CHEMISTRY

N. Y. Stozhko, A. V. Tchernysheva, L.I. Mironova

С РАКЕТНА ГРАНАТА КЪМ МЕСЕЦА: БОРБА С ЕДНА ЛЕДЕНА ЕПОХА В ГОДИНАТА 3000 СЛЕД ХРИСТА. 3.

С РАКЕТНА ГРАНАТА КЪМ МЕСЕЦА:, БОРБА С ЕДНА ЛЕДЕНА ЕПОХА, В ГОДИНАТА 000 СЛЕД ХРИСТА. .

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KNOWLEDGE OF AND ATTITUDES TOWARDS WATER IN 5

Antoaneta Angelacheva, Kalina Kamarska

ВИСША МАТЕМАТИКА ЗА УЧИТЕЛИ, УЧЕНИЦИ И СТУДЕНТИ: ДИФЕРЕНЦИАЛНО СМЯТАНЕ

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

ВАСИЛ ХРИСТОВ БОЗАРОВ

Пенка Бозарова, Здравка Костова

БИБЛИОГРАФИЯ НА СТАТИИ ЗА МИСКОНЦЕПЦИИТЕ В ОБУЧЕНИЕТО ПО ПРИРОДНИ НАУКИ ВЪВ ВСИЧКИ ОБРАЗОВАТЕЛНИ НИВА

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

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SCIENTIX – OБЩНОСТ ЗА НАУЧНО ОБРАЗОВАНИЕ В ЕВРОПА

Свежина Димитрова Народна астрономическа обсерватория и планетариум „Николай Коперник“ – Варна

BOTYU ATANASSOV BOTEV

Zdravka Kostova, Margarita Topashka-Ancheva

CHRONOLOGY OF CHEMICAL ELEMENTS DISCOVERIES

Maria Atanassova, Radoslav Angelov

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ОБРАЗОВАНИЕ ЗА ПРИРОДОНАУЧНА ГРАМОТНОСТ

Адриана Тафрова-Григорова

A COMMENTARY ON THE GENERATION OF AUDIENCE-ORIENTED EDUCATIONAL PARADIGMS IN NUCLEAR PHYSICS

Baldomero Herrera-González Universidad Autónoma del Estado de México, Mexico

2013 година
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DIFFERENTIAL TEACHING IN SCHOOL SCIENCE EDUCATION: CONCEPTUAL PRINCIPLES

G. Yuzbasheva Kherson Academy of Continuing Education, Ukraine

АНАЛИЗ НА ПОСТИЖЕНИЯТА НА УЧЕНИЦИТЕ ОТ ШЕСТИ КЛАС ВЪРХУ РАЗДЕЛ „ВЕЩЕСТВА И ТЕХНИТЕ СВОЙСТВА“ ПО „ЧОВЕКЪТ И ПРИРОДАТА“

Иваничка Буровска, Стефан Цаковски Регионален инспекторат по образованието – Ловеч

HISTORY AND PHILOSOPHY OF SCIENCE: SOME RECENT PERIODICALS (2013)

Chemistry: Bulgarian Journal of Science Education

45. НАЦИОНАЛНА КОНФЕРЕНЦИЯ НА УЧИТЕЛИТЕ ПО ХИМИЯ

„Образователни стандарти и природонаучна грамотност“ – това е темата на състоялата се от 25 до 27 октомври 2013 г. в Габрово 45. Национална конфе- ренция на учителите по химия с международно участие, която по традиция се проведе комбинирано с Годишната конференция на Българското дружество за химическо образование и история и философия на химията. Изборът на темата е предизвикан от факта, че развиването на природонаучна грамотност е обща тенденция на реформите на учебните програми и главна

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ЗА ХИМИЯТА НА БИРАТА

Ивелин Кулев

МЕТЕОРИТЪТ ОТ БЕЛОГРАДЧИК

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

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RECASTING THE DERIVATION OF THE CLAPEYRON EQUATION INTO A CONCEPTUALLY SIMPLER FORM

Srihari Murthy Meenakshi Sundararajan Engineering College, India

CHEMICAL REACTIONS DO NOT ALWAYS MODERATE CHANGES IN CONCENTRATION OF AN ACTIVE COMPONENT

Joan J. Solaz-Portolés, Vicent Sanjosé Universitat de Valènciа, Spain

POLYMETALLIC COMPEXES: CV. SYNTHESIS, SPECTRAL, THERMOGRAVIMETRIC, XRD, MOLECULAR MODELLING AND POTENTIAL ANTIBACTERIAL PROPERTIES OF TETRAMERIC COMPLEXES OF Co(II), Ni(II), Cu(II), Zn(II), Cd(II) AND Hg(II) WITH OCTADENTATE AZODYE LIGANDS

Bipin B. Mahapatra, S. N. Dehury, A. K. Sarangi, S. N. Chaulia G. M. Autonomous College, India Covt. College of Engineering Kalahandi, India DAV Junior College, India

ПРОФЕСОР ЕЛЕНА КИРКОВА НАВЪРШИ 90 ГОДИНИ

CELEBRATING 90TH ANNIVERSARY OF PROFESSOR ELENA KIRKOVA

Книжка 3
SIMULATION OF THE FATTY ACID SYNTHASE COMPLEX MECHANISM OF ACTION

M.E.A. Mohammed, Ali Abeer, Fatima Elsamani, O.M. Elsheikh, Abdulrizak Hodow, O. Khamis Haji

FORMING OF CONTENT OF DIFFERENTIAL TEACHING OF CHEMISTRY IN SCHOOL EDUCATION OF UKRAINE

G. Yuzbasheva Kherson Academy of Continuing Education, Ukraine

ИЗСЛЕДВАНЕ НА РАДИКАЛ-УЛАВЯЩА СПОСОБНОСТ

Станислав Станимиров, Живко Велков

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COLORFUL EXPERIMENTS FOR STUDENTS: SYNTHESIS OF INDIGO AND DERIVATIVES

Vanessa BIANDA, Jos-Antonio CONSTENLA, Rolf HAUBRICHS, Pierre-Lonard ZAFFALON

OBSERVING CHANGE IN POTASSIUM ABUNDANCE IN A SOIL EROSION EXPERIMENT WITH FIELD INFRARED SPECTROSCOPY

Mila Ivanova Luleva, Harald van der Werff, Freek van der Meer, Victor Jetten

ЦАРСКАТА ПЕЩЕРА

Рафаил ПОПОВ

УЧИЛИЩНИ ЛАБОРАТОРИИ И ОБОРУДВАНЕ SCHOOL LABORATORIES AND EQUIPMENT

Учебни лаборатории Илюстрации от каталог на Franz Hugershoff, Лайциг, притежаван от бъдещия

2012 година
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ADDRESING STUDENTS’ MISCONCEPTIONS CONCERNING CHEMICAL REACTIONS AND SYMBOLIC REPRESENTATIONS

Marina I. Stojanovska, Vladimir M. Petruševski, Bojan T. Šoptrajanov

АНАЛИЗ НА ПОСТИЖЕНИЯТА НА УЧЕНИЦИТЕ ОТ ПЕТИ КЛАС ВЪРХУ РАЗДЕЛ „ВЕЩЕСТВА И ТЕХНИТЕ СВОЙСТВА“ ПО ЧОВЕКЪТ И ПРИРОДАТА

Иваничка Буровска, Стефан Цаковски Регионален инспекторат по образованието – Ловеч

ЕКОТОКСИКОЛОГИЯ

Васил Симеонов

ПРОФ. МЕДОДИЙ ПОПОВ ЗА НАУКАТА И НАУЧНАТА ДЕЙНОСТ (1920 Г.)

Проф. Методий Попов (1881-1954) Госпожици и Господа студенти,

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КОНЦЕПТУАЛНА СХЕМА НА УЧИЛИЩНИЯ КУРС П О ХИМИЯ – МАКР О СКОПСКИ ПОДХОД

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

ROLE OF ULTRASONIC WAVES TO STUDY MOLECULAR INTERACTIONS IN AQUEOUS SOLUTION OF DICLOFENAC SODIUM

Sunanda S. Aswale, Shashikant R. Aswale, Aparna B. Dhote Lokmanya Tilak Mahavidyalaya, INDIA Nilkanthrao Shinde College, INDIA

SIMULTANEOUS ESTIMATION OF IBUPROFEN AND RANITIDINE HYDROCHLORIDE USING UV SPECTROPHOT O METRIC METHOD

Jadupati Malakar, Amit Kumar Nayak Bengal College of Pharmaceutical Sciences and Research, INDIA

GAPS AND OPPORTUNITIES IN THE USE OF REMOTE SENSING FOR SOIL EROSION ASSESSMENT

Mila Ivanova Luleva, Harald van der Werff, Freek van der Meer, Victor Jetten

РАДИОХИМИЯ И АРХЕОМЕТРИЯ: ПРО Ф. ДХН ИВЕЛИН КУЛЕВ RADIOCHEMISTRY AND ARCHEOMETRY: PROF. IVELIN KULEFF, DSc

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

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TEACHING THE CONSTITUTION OF MATTER

Małgorzata Nodzyńska, Jan Rajmund Paśko

СЪСИРВАЩА СИСТЕМА НА КРЪВТА

Маша Радославова, Ася Драгоева

CATALITIC VOLCANO

CATALITIC VOLCANO

43-ТА МЕЖДУНАРОДНА ОЛИМПИАДА ПО ХИМИЯ

Донка ТАШЕВА, Пенка ЦАНОВА

ЮБИЛЕЙ: ПРОФ. ДХН БОРИС ГЪЛЪБОВ JUBILEE: PROF. DR. BORIS GALABOV

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

ПЪРВИЯТ ПРАВИЛНИК ЗА УЧЕБНИЦИТЕ (1897 Г.)

Чл. 1. Съставянето и издаване на учебници се предоставя на частната инициа- тива. Забележка: На учителите – съставители на учебници се запрещава сами да разпродават своите учебници. Чл. 2. Министерството на народното просвещение може да определя премии по конкурс за съставяне на учебници за горните класове на гимназиите и специ- алните училища. Чл. 3. Никой учебник не може да бъде въведен в училищата, ако предварително не е прегледан и одобрен от Министерството на народното просвещение. Чл.

JOHN DEWEY: HOW WE THINK (1910)

John Dewey (1859 – 1952)

ИНФОРМАЦИЯ ЗА СПЕЦИАЛНОСТИТЕ В ОБЛАСТТА НА ПРИРОДНИТЕ НАУКИ В СОФИЙСКИЯ УНИВЕРСИТЕТ „СВ. КЛИМЕНТ ОХРИДСКИ“ БИОЛОГИЧЕСКИ ФАКУЛТЕТ

1. Биология Студентите от специалност Биология придобиват знания и практически умения в областта на биологическите науки, като акцентът е поставен на организмово равнище. Те се подготвят да изследват биологията на организмите на клетъчно- организмово, популационно и екосистемно ниво в научно-функционален и прило- жен аспект, с оглед на провеждане на научно-изследователска, научно-приложна, производствена и педагогическа дейност. Чрез широк набор избираеми и факул- тативни курсове студентите

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УЧИТЕЛИТЕ ПО ПРИРОДНИ НАУКИ – ЗА КОНСТРУКТИВИСТКАТА УЧЕБНА СРЕДА В БЪЛГАРСКОТО УЧИЛИЩЕ

Адриана Тафрова-Григорова, Милена Кирова, Елена Бояджиева

ПОВИШАВАНЕ ИНТЕРЕСА КЪМ ИСТОРИЯТА НА ХИМИЧНИТЕ ЗНАНИЯ И ПРАКТИКИ ПО БЪЛГАРСКИТЕ ЗЕМИ

Людмила Генкова, Свобода Бенева Българско дружество за химическо образование и история и философия на химията

НАЧАЛО НА ПРЕПОДАВАНЕТО НА УЧЕБЕН ПРЕДМЕТ ХИМИЯ В АПРИЛОВОТО УЧИЛИЩЕ В ГАБРОВО

Мария Николова Национална Априловска гимназия – Габрово

ПРИРОДОНАУЧНОТО ОБРАЗОВАНИЕ В БЪЛГАРИЯ – ФОТОАРХИВ

В един дълъг период от време гимназиалните учители по математика, физика, химия и естествена

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„МАГИЯТА НА ХИМИЯТА“ – ВЕЧЕР НА ХИМИЯТА В ЕЗИКОВА ГИМНАЗИЯ „АКАД. Л. СТОЯНОВ“ БЛАГОЕВГРАД

Стефка Михайлова Езикова гимназия „Акад. Людмил Стоянов“ – Благоевград

МЕЖДУНАРОДНАТА ГОДИНА НА ХИМИЯТА 2011 В ПОЩЕНСКИ МАРКИ

Б. В. Тошев Българско дружество за химическо образование и история и философия на химията

ЗА ПРИРОДНИТЕ НАУКИ И ЗА ПРАКТИКУМА ПО ФИЗИКА (Иванов, 1926)

Бурният развой на естествознанието във всичките му клонове през XIX –ия век предизвика дълбоки промени в мирогледа на културния свят, в техниката и в индустрията, в социалните отношения и в държавните интереси. Можем ли днес да си представим един философ, един държавен мъж, един обществен деец, един индустриалец, просто един културен човек, който би могъл да игнорира придобив- ките на природните науки през последния век. Какви ужасни катастрофи, какви социални сътресения би сполетяло съвре

Книжка 1
MURPHY’S LAW IN CHEMISTRY

Milan D. Stojković

42-рa МЕЖДУНАРОДНА ОЛИМПИАДА ПО ХИМИЯ

Донка Ташева, Пенка Цанова

СЕМЕЙНИ УЧЕНИЧЕСКИ ВЕЧЕРИНКИ

Семейството трябва да познава училишето и училишето трябва да познава семейството. Взаимното познанство се налага от обстоятелството, че те, макар и да са два различни по природата си фактори на възпитанието, преследват една и съща проста цел – младото поколение да бъде по-умно, по-нравствено, физически по-здраво и по-щастливо от старото – децата да бъдат по-щастливи от родителите