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2016/3, стр. 428 - 437

THE INFLUENCE OF THE NATURAL SCIENCES COMPONENT OF EDUCATION CONTENT ON THE EDUCATIONAL PROCESS ORGANIZATION IN UKRAINIAN SCHOOLS OF GENERAL EDUCATION IN THE SECOND HALF OF THE 19

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Ключови думи:

History of Education: Foreign Educational Tradition
История на образованието: чуждестранна образователна традиция

Introduction

One of the strategic tasks of education content, which was determined by the national doctrine of education development of Ukraine in the 21st century, is an optimal combination of classical legacy and modern science achievements, an employment of progressive ideas of national teaching experience. The history of the national school, the history of the education process organization of the national school is one of the central investigation problems of the modern historical and pedagogical science. On the monograph and dissertation levels, this problem was studied in the works written by V. Boiko, I. Zaichenko, S. Zolotukhina, M. Evtukh, I. Prokopenko and others. The choice of the historical period of the research (the second half of the 19th century) is caused by the dynamic development of science, especially natural sciences. Positive changes in the sphere of school education and in the development of didactics took place. A search of new theoretical principles of the education process organization was putting into effect.

Literature review

General principles, concerning the problems of didactics, are interpreted in the works by M. Yevtukh, N. Kalenychenko, B. Mitiurov, F. Naumenko, B. Stuparyk, O. Sukhomlynska, M. Yarmachenko. In their studies, actual historical materials, explaining various aspects of teaching theory, are interpreted. The problem of the teaching process and pedagogical legacy of the teachers of the studied period are described in the works by L. Atlantova, S. Yehorov, N. Zenchenko, A. Nikolska, Z. Hambiev. The problem of the development of didactics peculiarities in the second half of the 19th century – at the beginning of the 20th century is discovered in the work “The development of theoretical and conceptual fundamentals of home didactics (the second half of the 19th century – the beginning of the 20th century” written by Vira Vykhrushch. The scientific works by A. Datsenko, T. Zavhorodnia, V. Zaichenko, S. Zolotukhina, I. Kurliak are characterized by well-founded historical elaboration of some general didactic problems. In spite of the availability of a great number of scientifi c investigations in the fi eld of history of pedagogy, an issue of the infl uence of the natural sciences component of education content on the educational process organization in schools of general education in the second half of the 19th century is not interpreted well enough.

Methodology

For obtaining objective information in the studied problem the following research methods were used: the chronological method – for the analysis of didactic aspects of the Ukrainian pedagogues’ creative works in the context of a historical epoch; the concrete and searching method – for seeking and analyzing published materials, historical and pedagogical publications, materials of modern investigations; the historical and cultural method – with the purpose of determining the directions of theoretical and practical activity of pedagogues; the retrospective and historical method – for the analysis of didactic and methodological works by Ukrainian pedagogues; the systematization and generalization method – for determining, comparing and correlating creative treatments written by Ukrainian pedagogues in the fi eld of didactics; the interpretation and generalization of elaborated materials – for formulating conclusions.

Discussion

With the development of civilization, the volume of knowledge, gained by humanity, the amount of information, necessary for learning, are increasing. Methods and intensity of obtaining new knowledge are dynamically changing. The development of material and spiritual culture caused widening and complicating not only a process of accumulating new knowledge, but also a process of teaching the rising generation.

A differentiation of sciences took place which caused increasing a number of subjects and their contents. In the middle of the 19th century the necessity of scientifi c reasons of aims, contents, principles and methods of teaching as well as organization of the system of education and scientific approach to teaching appeared.

At the end of the 18th – at the beginning of the 19th century there were two theories of the formation of education content – formal and material. The formal theory of education content (didactic formalism) regarded teaching only as a way of the development of pupils’ abilities and cognitive interests, their memory, mentality and imagination. Developing value of learning material was considered the main criterion for selecting the disciplines. It was considered that the best material for realizing cognitive powers and abilities of pupils was studying languages (Latin and Greek) and mathematics. The theory of formal education was progressive for its time.

The advocates of the theory of material education (the theory of didactic materialism) asserted that the main goal of teaching is mastering the knowledge, necessary and useful for life, by pupils, but the development of cognitive powers and abilities is a result. As long ago as the 17th century, this conviction was shared by Jan Komensky, who dedicated many years of his life to working at a textbook in which he wanted to place all the amount of knowledge, necessary for pupils.

Progressiveness of the theory of material education for its time consisted in the struggle for including real life knowledge in the curriculum. The defect of both theories consists in their one-sided approach to determining education content, in contrasting formal education with material one or vice versa. K. Ushynskyi, having observed this defect, severely criticized the theories of formal material education and propounded a progressive idea of their unity. He thought that school should simultaneously solve these problems. Modern home pedagogical science considers a division of education into formal and material to be erroneous. The main task of teaching, to its mind, consists in providing pupils with knowledge, skills and habits, in training them to life and, at the same time, in developing their mental abilities and spiritual powers.

Disputes between the advocates of material and formal education played an important part in the future of natural sciences education. The advocates of material education paid attention to the fact that studying natural sciences contributes to the development of cognitive interest and abilities of pupils. In the fi rst place, since the fundamentals of natural sciences are elementary and do not require simplifications, then in studying strictly scientifi c terminology, characteristic of science, every notion is associated with a certain idea. In the second place, in studying real objects the sense organs with which man gets knowledge of the outside world actively begin operating.

The advocates of material education also had another argument: the more knowledge that is used, the closer become the ideals of economic well-being, which depends on the rational employment of the natural resources of a country. The advocates of formal education insisted on the fact that studying the humanities and, specially, ancient languages “independently enough creates and develops the spirit of man, making him ready for the perception of moral and scientific truths” (Vasilieva, 2008).

These discussions between the advocates of the theory of formal education and the theory of material education, continuing during the 19th – at the beginning of the 20th century, were of positive significance for the theory of natural sciences education content. The consequence of this was the teachers’ desire for finding out a general education value of each subject, including science, and, accordingly, for determining its place in the school course.

As far back as the 17th century Jan Komensky noted that “the change of school cause for the better” is possible on condition that some changes are put in education content. He reckoned that man should perceive the real, actual world, scientifi c knowledge of things, objects and their properties should be formed in him. In this connection he suggested including some elements of geography, science, drawing in school education content. He unconditionally connected the issue of school education content with scientific content, with the level of science development and, first of all, with its materialistic knowledge of things, phenomena and their properties. The progressive intellectuals of the second half of the 19th century shared these views.

The second half of the 19th century in tsarist Russia, including Ukraine as its constituent part, was characterized by the progress in science and technology, by the progress in science and technology, by considerable transformations in social, economic and political life. The progress of natural sciences, the development of materialist view of nature, the collection of natural sciences material, its systematization and classification were typical of the studied period, and it all had an influence on the development of home school and pedagogy. The changes, taking place in science, were partly connected with the publication of Charles Darwin’s book “The origin of species” (1859). The progressive part of society put an issue of bringing up children’s materialist explanation of nature, based on the direct observation of natural objects and comprehension of intercommunications between them. Natural sciences, refl ecting the materialist base of life, became a means of society reorganization in tsarist Russia and a subject of discussions among the progressive intellectuals.

A lot of fundamental discoveries were made in the field of mathematics, mechanics, physics, biology, chemistry and geology. Both in tsarist Russia, and in the territory of Ukraine a series of research organizations, higher and secondary specialized schools appeared, new types of educational establishments were founded where famous scientists and teachers worked (Pavlenko et al., 2001). Just at this period the development of school natural sciences education took place. The necessity of receiving natural sciences knowledge was dictated by the requirements of time.

To the end of Nikolai I’s reign, the government, yielding to the public opinion, in 1852 restored teaching natural sciences at school after the twenty-four-year prohibition. According to the circular of the 14th of May, 1852 technical high classes and departments with a larger number of technical subjects and natural history were opened in gymnasiums and district schools.

For the fi rst time, a curriculum and a syllabus, determining natural sciences content in gymnasiums, were made. In the syllabus, given below, we can see that the consequence of the subjects of the natural sciences course changed in comparison with the one, accepted before (inanimate nature-plants-animals-man): the 1st form (2 lessons): popular and simple for child’s mind talks about bodies of nature, the 2nd form (3 lessons) and the 3d form (2 lessons): zoology. The main notions of anatomy of animals, of the division of the animal kingdom into sections, classes and categories; the 4th form (2 lessons): botany (the organs of plants and their functions); the 5th form (1 lesson): botany (classifi cation); the 6th form (1 lesson): mineralogy (a descriptive part); the 7th form (1 lesson): anatomy and physiology of man. Such a distribution of subjects shows that a matter of system was not thought over. The descriptive character of the subjects, memorizing nothing but classifications could not lead to a correct construction of the system of teaching. It should be noted that in gymnasiums not only biological disciplines, but also physics, chemistry, geography, geology and even mathematics belonged to natural sciences subjects.

Thus, due to attention was not given to the consequence of subject distribution, to their inter-subject connections and to the development of the pupils’ thinking. Special attention was paid to this matter in the sixties of the 19th century at the First and Second congresses of naturalists and teachers in Kyiv (1861 – 1862). The problems, connected with the improvement of teaching natural sciences in secondary educational institutions, mainly in gymnasiums, were discussed at the congresses. Among methodological issues, the main attention was paid to the analysis of the importance of natural sciences for general education, the determination of its role in curricula of general educational establishments, the content of natural sciences education, the peculiarities of using visual teaching methods. All scientists unanimously stressed the role of natural sciences in the development of personality. Great attention was given to the methods of teaching natural sciences. The service of the congresses of naturalists was consolidation of natural sciences forces of the state and popularization of natural sciences (Ganelin, 1950).

Among their number, an issue of revising the existing syllabuses on natural sciences was raised at the First congress of naturalists and teachers. V. Devien, a teacher of the 1st Kyiv gymnasium, suggested that studying natural sciences should begin with a general course, giving primary knowledge of nature and nations of physical and chemical phenomena, necessary for perceiving the organic life. The second course, in his opinion, foresaw subject studying under the following linear consequence of disciplines: chemistry, mineralogy, botany, zoology. However, his programme was not accepted. Thus, for example, in classical gymnasiums in 1864 he proposed studying in the first and second forms anatomy and physiology of man together with zoology; in the second form, besides this, some knowledge of botany was acquired; in the third form zoology (the theme “Insects”) and mineralogy were studied again. The arrangement of the subjects shows that anatomy and physiology of man in the first form was detached from the same subject by zoology in the second form. Besides that, one of the sections in zoology (“Insects”) was studied apart from the general course after botany in the third form. Studying inorganic nature occurred after organic one, and, hence, the explanation of the phenomena of organic nature had not any necessary basis.

An issue of logical consequence of subjects, ensuring a system of teaching, was put again by the public at the pedagogical congresses in Odesa (1864 – 1865). The congresses promoted uniting teachers of general education schools. They came to the conclusion that they should work out distinct methodological recommendations for teaching natural sciences with the purpose of forming pupils’ materialist views on the laws of nature, of developing their logical thinking. At the congress of 1864 a thought rang true that for a first form pupil that a detailed and deep study of nature is pointless, and the participants proposed a motion of teaching natural sciences, beginning with the second year of studies. It was admitted necessary to give pupils only brief knowledge of natural objects in the second and third forms. This knowledge was considered as a foundation for learning natural sciences in senior forms, where, according to the syllabus, adopted by the congress, studying chemistry, anatomy, physiology, systematic of plants and animals as well as history of plant and animal kingdoms was foreseen. The syllabus for natural sciences was composed on the basis of the conviction that systematic studying of natural sciences is possible only from the fourth form.

Therefore, it expected only a general notion of nature in the courses of the second and third forms. This syllabus anticipated studying an elementary course of natural sciences in a much greater scope. It enabled a teacher to realize visual teaching methods. The demands of giving pupils knowledge of history of the organic world were new and especially progressive. But there were no courses of anatomy and physiology of man and geology in the syllabus, and it should be considered as a refusal of the achievements, consolidated by practice of teaching in the previous years.

The Second pedagogical congress of 1865 paid special attention to determining a content of education in general and of natural sciences in particular. In the process of making a syllabus, the congress relied on the directions of the Minister of National Education, according to which in the fi rst three forms zoology, botany and mineralogy should be taught in the form of tales. The participants came to the conclusion that the purpose of teaching natural sciences in the first primary forms should involve the development of pupils, but not only informing them about scientifi c facts. Teaching natural sciences must be realized in the way to form children’s interest and desire of acquiring some new knowledge on the basis of visual teaching methods.

The syllabus, adopted by this congress, had some essential differences. There was no introductory course for acquainting junior schoolchildren with nature. Studying anatomy and physiology of man was expected, but it lost its independent signifi cance and was a part of zoology as an elementary section. The reduction of systematics of plants and animals was planned. Some lowest plants were included in the course of botany. The course of inorganic nature was the most capacious, and it was studied in the third, fourth and sixth forms. Geology, besides mineralogy, was in its content.

The changes in the content of natural sciences education found their realization and development in corresponding textbooks and manuals. In the second half of the 19th century textbooks and manuals for natural sciences disciplines were written, and they met the requirements of the syllabuses of the Ministry of National Education. It should be noted that textbooks are exponents of education content and, at the same time, a model of a certain methodological system. The analysis of a textbook enables to come to a conclusion of dominating methodological orientations and methodics principles of teaching a subject at the moment of its writing.

In the studied period, teaching natural sciences in schools of various types was of formalistic scholastic character. The textbooks for natural sciences subjects were of the same sort, and, according to the words of V. Shimkevich, a Russian zoologist and scientist, they logged behind science and were an “instrument of training memory and depressing spirit”. The similar appreciation was given by many other home scientists. The main deficiency of the available textbooks consisted in the fact that all their content came to the only goal – to the religious explanation of nature. The similar character of the learning material, deepened by sharp lagging behind the development of science, by maximum scholasticness of interpretation, by lack of necessary pedagogical editing eliminated scientifi c character of the textbooks and, at the same time, their educational value. The leading pedagogues and specialists in educational methods sharply spoke against the religious purposefulness of textbooks, defended the necessity of forming the rising generation’s scientific world outlook which was impossible without a radical thorough revision of textbooks. In the first place, it concerned the textbooks of natural sciences series.

New official textbooks by Yu. Simashko (1852), I. Shykhovskyi (1853), E. Hofman (1853), A. Horyzontov (1859), P. Stepanov (1860) were published. In educational books much more room was allowed for systematic of organisms. Special methodological instructions were not published, but in the introduction to new textbooks there were some guides on methods of teaching which were in no way conspicuous for novelty. The content of textbooks of that period was difficult for perception. More often the state of natural sciences at school became a subject of sharp criticism. A question of the necessity of natural sciences of school was put (Raikov, 1960).

The importance of creating a high-quality textbook both as the main medium of teaching and as one of determining factors of full-blooded functioning educational institutions was clearly realized by scientists, pedagogues and specialists in educational methods. On the basis of critical review of the available books for teaching by German authors (A. Luben) and home authors (K. Ushynskyi, Paulson, Basystov), at congresses of teachers, at meeting of different pedagogical societies a problem of working out a unity of demands, made a school textbook, was discussed: the idea of a unity of formal and material education should form the basis of a textbook. A textbook must combine in itself the formal aim – studying a native language and general development of pupils – and the material aim – giving elementary, intelligible for child’s age, information from surrounding nature and life; the content of a book must stimulate studying, involve pupils in original work (questions, exercises, sums, tasks), in research quest; the content of a book must be of real character which would contribute to forming a real view on the surrounding world and life; the content of a book must develop children’s power of observation, intellectual curiosity, form love of work and of mutual assistance; during the selection of material attention must be paid to the development of children’s love of nature, a native language, a national mode of life; the content of a book must be comprehensible, fascinating, contain interesting facts of surrounding life and nature; a book must be written in a plain, clear, intelligible and literary language; the content and form of a book must correspond to age peculiarities of children.

The scientific approach to the content of school education allowed teachers to formulate the main principles of organizing the educational process; among them – the necessity of seeing in a child a personality, sympathetic, attentive and trustful treating him or her; the desire of teaching staffs to create conditions for the harmonic development of pupils, for the realization of all their abilities, to inculcate independence, activity and resourcefulness, a liking for brain work and physical work; the creation of conditions for the development of cognitive activity and accumulation of vitally necessary knowledge; ensuring a tight connection of teaching with surrounding life, with the support on pupil’s life experience; the creation of the psychological comfort atmosphere; the creation of trustful relations among all the participants of the teaching process.

The progressive teachers and specialists in educational methods understood that a new content of education could not be studied with the aid of old (scholastic) methods of teaching, adjusted to idealist content. Therefore, the matter of changing methods and means of teaching was of current interest. Since they unreservedly connected the issue of school education content with scientific content, with the level of science development of that time and, first of all, with its materialist knowledge of things, phenomena and their properties, the scientists found solving the problem of teaching forms, of methods and means in science of that time itself.

It should be noted that didactics of the 17th – 18th centuries in its principal methods and means developed under the infl uence of induction prevailing in natural sciences. The progressive pedagogues were supporters of this cognition method, being of importance in the struggle with idealist content of scholastic education. First, this method enabled to connect teaching with scientifi c, materialist content of education which was very important in the struggle with idealist content of scholastic education. Secondly, it made children familiar with sensitive and subject activity.

Studying the Circulars, which determined the teaching activity order in educational establishments of the second half of the 19th century, made it possible to distinguish the following methods of teaching: (i) verbal methods – explanation, generalization, formulation of nature laws, conversation (heuristic conversation), method of problem questions, mechanical method (simple memorizing the material without its explanation); (ii) visual methods – illustration, demonstration, inductive (studying the material from the simple to the complicated), deductive (studying the material from the general to the particular); (iii) practical methods – method of exercises, original work with a textbook, formulation of hypothesis on the basis of observation, practical exercises in caring of plants and animals, elements and herbariums.

For the sixties of the 19th century it was typical of giving more preference to the natural history approach to interpreting information in the process of teaching natural sciences disciplines. The famous specialists in educational methods and naturalists used the following forms and methods of teaching: excursions to nature; experiments; practical activities at school and at home; making and studying collections; independent observations of living objects; conversations (explanatory and heuristic). Using these methods in the process of teaching promoted training children to do some logical operations, to form scientific world view, to develop abilities, interests and nature motivation to learning.

For the second half of the 19th century it was characteristic of forming and theoretical substantiating the method which was called the research method (Sniegiriova, 2010). The leading pedagogues and specialists in teaching methods made attempts to build educational activity at school on its base. Among the most widespread names of the research method in teaching in the second half of the 19th century was “heuristic”, “inductive”, “visual and heuristic” and others. The content, determining these names, was, in fact, the same. It was a matter of independent search activity of pupils who, under the supervision of their teacher, discovered, basing themselves on concrete facts, truths unknown to them before, logically passing the way of a researcher. The main feature of this method, that distinguished it from the method of heuristic conversation, was the perception by a pupil of a real phenomenon, the observation of concrete facts. Being born in the methods of teaching natural sciences, the research method in due course began to be used in teaching other subjects.

As the scientific content penetrated the school education, the inductive method became dominating in it, having found its expression in the principle of visuality, the main principle of teaching during the 17th -19 th centuries. The significance of demonstration was seen by pedagogues in the fact that it contributed to the development of child’s apprehension, it taught a child to see correctly an object and study it deliberately, to express his thoughts, to master speech skills; it developed memory, ability to compare, to generalize, to observe; it increased a stock of child’s real knowledge; it gave children clear, distinctive notions and that simple, elementary information which was the basis of child’s mental development and further acquirement of knowledge; it eliminated erroneous knowledge, blind imitation and repetition of other people’s words and notions (Fedorova, 1958).

Conclusions

The present studypresent studypresent study showed that the development of natural sciences knowledge entailed changes in curricula and syllabuses of general education schools. A number of taught natural sciences disciplines increased. The specific character of teaching natural sciences disciplines involved changes in organizing all the educational process in general education schools. Principles, forms and methods of teaching both natural sciences and other disciplines were improved. Essential changes took place in the methods of teaching disciplines.

REFERENCES

Fedorova, V.N. (1958). The development of methods of natural sciences in pre-revolutionary Russia. Moscow: Uchpedgiz [In Russian].

Ganelin, S.I. (1950). Outlines on history of secondary school in Russia in the second half of the 19th century. Moscow: Uchpedgiz [In Russian].

Pavlenko, Y.V., Ruda, S.P., Khorosheva, S.A. & Khramov, Y.O. (2001). Natural sciences in Ukraine before the beginning of the 20th century in historical, cultural and educational aspects. Kyiv: “Akademperiodyka” Publishing House [In Ukиainian].

Raikov, B.Y. (1960), Ways and methods of naturalist education. Moscow: Gospedizdat [In Russian].

Sniegiriova, AV. (2010). The development of the research method in home didactics. Education & Society, 1(60), 107 – 111 [In Russian].

Vasilieva, N.A. (2009). The role and place of natural sciences in the system of general education. Problems & Prospects Modern Science, 1, 10 – 11 [In Russian].

Dr. Marina Mykhaykivna Holovkova
Department of Pedagogy & Pedagogical Skills
Melitopol Bogdan Khmelnitskiy Pedagogical University
20, Lenin Str.

72312 Melitopol, Ukraine

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АНАЛИЗ НА ПРИРОДНИ ВОДИ В ОБЩИНА СЛИВЕН

Категория „Изследователски проект“

ТРИНАДЕСЕТИЯТ ЕЛЕМЕНТ – СПАСИТЕЛ ИЛИ ТИХ РАЗРУШИТЕЛ?

Категория „Изследователски проект“

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MATHEMATICAL MODELLING OF THE TRANSMISSION DYNAMICS OF PNEUMONIA AND MENINGITIS COINFECTION WITH VACCINATION

Deborah O. Daniel, Sefiu A. Onitilo, Omolade B. Benjamin, Ayoola A. Olasunkanmi

2024 година
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2023 година
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ПИОНЕР НА ПРИРОДОЗАЩИТНОТО ДЕЛО, БЕЛЕЖИТ УЧЕН И ПОПУЛЯРИЗАТОР НА БЪЛГАРСКАТА НАУКА

(ПО СЛУЧАЙ 100 Г. ОТ РОЖДЕНИЕТО НА ДОЦ. НИКОЛАЙ БОЕВ) Васил Големански , Златозар Боев

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2022 година
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METEOROLOGICAL DETERMINANTS OF COVID-19 DISEASE: A LITERATURE REVIEW

Z. Mateeva , E. Batchvarova , Z. Spasova , I. Ivanov , B. Kazakov , S. Matev , A. Simidchiev , A. Kitev

NATURAL SCIENCE AND ADVANCED TECHNOLOGY EDUCATION ANNUAL CONTENTS / VOLUME 31, 2022 ОБУЧЕНИЕ ПО ПРИРОДНИ НАУКИ И ВЪРХОВИ ТЕХНОЛОГИИ ГОДИШНО СЪДЪРЖАНИЕ / ГОДИНА XXXI, 2022

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 120 КНИЖКА 2 / NUMBER 2: 121 – 224 КНИЖКА 3 / NUMBER 3: 225 – 328 КНИЖКА 4 / NUMBER 4: 329 – 404 КНИЖКА 5 / NUMBER 5: 405 – 488 КНИЖКА 6 / NUMBER 6: 489 – 592

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MATHEMATICAL MODELLING OF THE TRANSMISSION MECHANISM OF PLAMODIUM FALCIPARUM

Onitilo S. A , Usman M. A. , Daniel D. O. , Odetunde O. S. , Ogunwobi Z. O. ,Hammed F. A. , Olubanwo O. O. , Ajani A. S. , Sanusi A. S. , Haruna A. H.

ПОСТАНОВКА ЗА ИЗМЕРВАНЕ СКОРОСТТА НА ЗВУКА ВЪВ ВЪЗДУХ

Станислав Сланев, Хафизе Шабан, Шебнем Шабан, Анета Маринова

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MAGNETIC PROPERTIES

Sofija Blagojević, Lana Vujanović, Andreana Kovačević Ćurić

„TAP, TAP WATER“ QUANTUM TUNNELING DEMONSTRATION

Katarina Borković, Andreana Kovačević Ćurić

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КОМЕТИТЕ – I ЧАСТ

Пенчо Маркишки

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ЗА НАУЧНОТО ПРИЗНАНИЕ

Още по-високо качество на българското образование и наука и непрекъснато „атакуване“ на най-добрите европейски и световни стандарти. Така най-кратко може да бъде описан пътят към повишаване видимостта и разпознаваемостта на труда на родните учени и изследователи. Необходими са действия за отстраняване на проблеми в организацията, финансирането, системата за акредитация, за атестацията на преподавателите, както и абсолютно недопустимия проблем с пла

DISTANCE LEARNING: HOMEMADE COLLOIDAL SILVER

Ana Sofía Covarrubias-Montero, Jorge G. Ibanez

2021 година
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STUDY OF COMPOSITIONS FOR SELECTIVE WATER ISOLATION IN GAS WELLS

Al-Obaidi S.H. , Hofmann M. , Smirnov V.I. , Khalaf F.H. , Alwan H.H.

NATURAL SCIENCE AND ADVANCED TECHNOLOGY EDUCATION ANNUAL CONTENTS / VOLUME 30, 2021 ОБУЧЕНИЕ ПО ПРИРОДНИ НАУКИ И ВЪРХОВИ ТЕХНОЛОГИИ ГОДИШНО СЪДЪРЖАНИЕ / ГОДИНА XXX, 2021

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 122 КНИЖКА 2 / NUMBER 2: 113 – 232 КНИЖКА 3 / NUMBER 3: 233 – 329 КНИЖКА 4 / NUMBER 4: 330 – 436 КНИЖКА 5 / NUMBER 5: 436 – 548 КНИЖКА 6 / NUMBER 6: 549 – 652 FROM THE RESEARCH LABORATORIES 10 – 25 Reveal the Potency of Water Hyacinth and Red Ginger Extract as Hy- drogel Wound Dressing for Mrsa Diabetic Wound: a Short Review / Maulidan Firdaus, Muhammad Iqbal Daniswara, Khoirul Jamaluddin,

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POTENTIAL APPLICATIONS OF ANTIBACTERIAL COMPOUNDS IN EDIBLE COATING AS FISH PRESERVATIVE

Maulidan Firdaus, Desy Nila Rahmana, Diah Fitri Carolina, Nisrina Rahma Firdausi, Zulfaa Afiifah, Berlian Ayu Rismawati Sugiarto

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PROBLEM OF THE 8-TH EXPERIMENTAL PHYSICS OLYMPIAD, SKOPJE, 8 MAY 2021 DETERMINATION OF PLANCK CONSTANT BY LED

Todor M. Mishonov , Aleksander P. Petkov , Matteo Andreoni , Emil G. Petkov , Albert M. Varonov , Iglika M. Dimitrova , Leonora Velkoska , Riste Popeski-Dimovski

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INVESTIGATION OF

Bozhidar Slavchev, Elena Geleva, Blagorodka Veleva, Hristo Protohristov, Lyuben Dobrev, Desislava Dimitrova, Vladimir Bashev, Dimitar Tonev

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DEMONSTRATION OF DAMPED ELECTRICAL OSCILLATIONS

Elena Grebenakova, Stojan Manolev

2020 година
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ДОЦ. Д-Р МАРЧЕЛ КОСТОВ КОСТОВ ЖИВОТ И ТВОРЧЕСТВО

Здравка Костова, Елена Георгиева

CHEMISTRY: BULGARIAN JOURNAL OF SCIENCE EDUCATION ANNUAL CONTENTS / VOLUME 29, 2020 ПРИРОДНИТЕ НАУКИ В ОБРАЗОВАНИЕТО ГОДИШНО СЪДЪРЖАНИЕ / ГОДИНА XXIX, 2020

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 140 КНИЖКА 2 / NUMBER 2: 141 – 276 КНИЖКА 3 / NUMBER 3: 277 – 432 КНИЖКА 4 / NUMBER 4: 433 – 548 КНИЖКА 5 / NUMBER 5: 549 – 660 КНИЖКА 6 / NUMBER 6: 661 – 764 EDUCATION: THEORY AND PRACTICE 11 – 18 Физиката – навсякъде около нас [Physics аround Us: The Honey] / Пенка Василева/ Penka Vasileva 19 – 26 Молекулите на удоволствието [The Pleasure Molecules: Introduc- tory Information] / Веселина Янкова, Снежана Демирова, Цветанка Мит

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JACOB’S LADDER FOR THE PHYSICS CLASSROOM

Kristijan Shishkoski, Vera Zoroska

COMPARATIVE PERFORMANCE AND DIGESTIBILITY OF NUTRIENTS IN AFSHARI AND GHEZEL RAM LAMBS

Morteza Karami, Fardis Fathizadeh, Arash Yadollahi, Mehran Aboozari, Yaser Rahimian, Reza Alipoor Filabadi

КАЛЦИЙ, ФОСФОР И ДРУГИ ФАКТОРИ ЗА КОСТНО ЗДРАВЕ

Радка Томова, Светла Асенова, Павлина Косева

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THE DAY OF THE INDUCTANCE: PROBLEMS OF THE 7

Todor M. Mishonov, Riste Popeski-Dimovski, Leonora Velkoska, Iglika M. Dimitrova, Vassil N. Gourev, Aleksander P. Petkov, Emil G. Petkov, Albert M. Varonov

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

Sefiu A. Onitilo, Mustapha A. Usman, Olutunde S. Odetunde, Fatai A. Hammed, Zacheous O. Ogunwobi, Hammed A. Haruna, Deborah O. Daniel

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ВОДОРОДЪТ – НАЙ-ЕКОЛОГИЧНО ЧИСТОТО ГОРИВО

Миглена Славова, Радка Томова

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НАУЧНОТО ПРИЗНАНИЕ

Престижът на един унверситет не се определя от материалните ценнос- ти – сгради, лаборатории, аудитории, библиотеки, спортни съоръжения, които

МОЛЕКУЛИТЕ НА УДОВОЛСТВИЕТО

Веселина Янкова, Снежана Демирова, Цветанка Митева, Явор Князов, Христо Желев, Димитър Георгиев, Габриела Стоянова

WATER PURIFICATION WITH LASER RADIATION

Lyubomir Lazov, Hristina Deneva, Galina Gencheva

ФИЗИКОХИМИЧНАТА ШКОЛА НА РОСТИСЛАВ КАИШЕВ В ПЕРИОДА 1950 – 1957 (СПОМЕНИ НА ЕДИН СВИДЕТЕЛ)

На 7 януари 2020 г. във Франция по- чина Боян Mутафчиев – учен с висока ре- путация във Франция и света. Той беше президент на Френската асоциация по кристален растеж, председател на Ко- мисията за изследвания в областта на микрогравитацията към Националния център за космически изследвания на Франция. Той беше ключова фигура в Ев- ропейската космическа агенция, в Евро-

2019 година
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LASER MICRO-PERFORATION AND FIELDS OF APPLICATION

Hristina Deneva, Lyubomir Lazov, Edmunds Teirumnieks

ПРИЛОЖНА ФОТОНИКА И АНТИОКСИДАНТНИ СВОЙСТВА НА ВИСОКООЛЕИНОВО СЛЪНЧОГЛЕДОВО МАСЛО С БИЛКОВИ ПРИМЕСИ

Кръстена Николова, Стефка Минкова, Поли Радушева, Георги Бошев, Еркан Фаридин, Нурал Джамбазов, Мариана Перифанова-Немска

ПРОЦЕСЪТ ДИФУЗИЯ – ОСНОВА НА ДИАЛИЗАТА

Берна Сабит, Джемиле Дервиш, Мая Никова, Йорданка Енева

IN VITRO EVALUATION OF THE ANTIOXIDANT PROPERTIES OF OLIVE LEAF EXTRACTS – CAPSULES VERSUS POWDER

Hugo Saint-James, Gergana Bekova, Zhanina Guberkova, Nadya Hristova-Avakumova, Liliya Atanasova, Svobodan Alexandrov, Trayko Traykov, Vera Hadjimitova

2019 − THE INTERNATIONAL YEAR OF THE PERIODIC TABLE OF CHEMICAL ELEMENTS

Maria Atanassova, Radoslav Angelov, Dessislava Gerginova, Alexander Zahariev

ТЕХНОЛОГИЯ

Б. В. Тошев

CHEMISTRY: BULGARIAN JOURNAL OF SCIENCE EDUCATION ANNUAL CONTENTS / VOLUME 28, 2019 ХИМИЯ. ПРИРОДНИТЕ НАУКИ В ОБРАЗОВАНИЕТО ГОДИШНО СЪДЪРЖАНИЕ / ГОДИНА XXVIII, 2019

СТРАНИЦИ / PAGES КНИЖКА 1 / NUMBER 1: 1 – 160 КНИЖКА 2 / NUMBER 2: 161 – 280 КНИЖКА 3 / NUMBER 3: 281 – 424 КНИЖКА 4 / NUMBER 4: 425 – 552 КНИЖКА 5 / NUMBER 5: 553 – 680 КНИЖКА 6 / NUMBER 6: 681 – 832

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ЗЕЛЕНА ХИМИЯ В УЧИЛИЩНАТА ЛАБОРАТОРИЯ

Александрия Генджова, Мая Тавлинова-Кирилова, Александра Камушева

ON THE GENETIC TIES BETWEEN EUROPEAN NATIONS

Jordan Tabov, Nevena Sabeva-Koleva, Georgi Gachev

SCIENCE CAN BRING PEOPLE TOGETHER

Nadya Kantareva-Baruh

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CHEMOMETRIC ANALYSIS OF SCHOOL LIFE IN VARNA

Radka Tomova, Petinka Galcheva, Ivajlo Trajkov, Antoaneta Hineva, Stela Grigorova, Rumyana Slavova, Miglena Slavova

ЦИКЛИТЕ НА КРЕБС

Ивелин Кулев

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ПРИНЦИПИТЕ НА КАРИЕРНОТО РАЗВИТИЕ НА МЛАДИЯ УЧЕН

И. Панчева, М. Недялкова, С. Кирилова, П. Петков, В. Симеонов

UTILISATION OF THE STATIC EVANS METHOD TO MEASURE MAGNETIC SUSCEPTIBILITIES OF TRANSITION METAL ACETYLACETONATE COMPLEXES AS PART OF AN UNDERGRADUATE INORGANIC LABORATORY CLASS

Anton Dobzhenetskiy, Callum A. Gater, Alexander T. M. Wilcock, Stuart K. Langley, Rachel M. Brignall, David C. Williamson, Ryan E. Mewis

THE 100

Maria Atanassova, Radoslav Angelov

A TALE OF SEVEN SCIENTISTS

Scerri, E.R. (2016). A Tale of Seven Scientists and a New Philosophy of Science.

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DEVELOPMENT OF A LESSON PLAN ON THE TEACHING OF MODULE “WATER CONDUCTIVITY”

A. Thysiadou, S. Christoforidis, P. Giannakoudakis

AMPEROMETRIC NITRIC OXIDE SENSOR BASED ON MWCNT CHROMIUM(III) OXIDE NANOCOMPOSITE

Arsim Maloku, Epir Qeriqi, Liridon S. Berisha, Ilir Mazreku, Tahir Arbneshi, Kurt Kalcher

THE EFFECT OF AGING TIME ON Mg/Al HYDROTALCITES STRUCTURES

Eddy Heraldy, Triyono, Sri Juari Santosa, Karna Wijaya, Shogo Shimazu

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2019: ДВЕ ВАЖНИ СЪБИТИЯ

На 20 декември 2017 г. Общото събрание на Организацията на обединени- те нации (ООН), на своята 72-ра сесия, прокламира годината 2019 за „Между- народна година на Периодичната таблица на химичните елементи“ (IYPT 2019). Съгласно представите на Томас Кун раз- витието на „нормалната наука“ става на основата на малък брой основополагащи научни резултати, наречени „научни пара- дигми“. За химията научните парадигми са три: (1) откриването на кислорода от Лавоазие; (

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

Elena Karashtranova, Nikolay Karashtranov, Nadezhda Borisova, Dafina Kostadinova

45. МЕЖДУНАРОДНА ОЛИМПИАДА ПО ХИМИЯ

Донка Ташева, Пенка Василева

2018 година
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ЗДРАВЕ И ОКОЛНА СРЕДА

Кадрие Шукри, Светлана Великова, Едис Мехмед

СЕМИНАР-ПРАКТИКУМЪТ В НЕФОРМАЛНОТО ОБУЧЕНИЕ – ВЪЗМОЖНОСТ И РАЗВИТИЕ НА УМЕНИЯ И ТВОРЧЕСТВО ПРЕЗ ПРИЗМАТА НА ФИЗИКАТА

Асен Пашов, Снежана Йорданова-Дюлгерова, Бонка Караиванова-Долчинкова, Руска Драганова-Христова

РОБОТИКА ЗА НАЧИНАЕЩИ ЕНТУСИАСТИ

Даниела Узунова, Борис Велковски, Илко Симеонов Владислав Шабански, Димитър Колев

DESIGN AND DOCKING STUDIES OF HIS-LEU ANALOGUES AS POTENTIOAL ACE INHIBITORS

Rumen Georgiev, Tatyana Dzimbova, Atanas Chapkanov

X-RAY DIFFRACTION STUDY OF M Zn(TeО )

Kenzhebek T. Rustembekov, Mitko Stoev, Aitolkyn A. Toibek

ELECTROCHEMICAL IMPEDANCE STUDY OF BSCCO (2212) CUPRATE CERAMIC ADDITIVE TO THE ZINC ELECTRODE IN Ni-Zn BATTERIES

A. Vasev, P. Lilov, G. Ivanova, Y. Marinov, A. Stoyanova, V. Mikli, A. Stoyanova-Ivanova

CALIBRATION OF GC/MS METHOD FOR DETERMINATION OF PHTHALATES

N. Dineva, I. Givechev, D. Tanev, D. Danalev

SONOCHEMICAL SYNTHESIS OF 4-AMINOANTIPYRINE SCHIFF BASES A ND EVALUATION OF THEIR ANTIMICROBIAL, ANTI-TYROSINASE AND DPPH SCAVENGING ACTIVITIES

Maya Chochkova, Boyka Stoykova, Iva Romanova, Petranka Petrova, Iva Tsvetkova, Hristo Najdenski, Lubomira Nikolaeva- Glomb, Nadya Nikolova, Galya Ivanova, Atanas Chapkanov, Tsenka Milkova, Martin Štícha, Ivan Nemec

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

S. S. Fomanyuk, V. O. Smilyk, G. Y. Kolbasov, I. A. Rusetskyi, T. A. Mirnaya

БИОЛОГИЧЕН АСПЕКТ НА РЕКАНАЛИЗАЦИЯ С ВЕНОЗНА ТРОМБОЛИЗА

Мариела Филипова, Даниела Попова, Стоян Везенков

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

(South Africa), A. Ali, M. Bashir (Pakistan) 266 – 278: j-j Coupled Atomic Terms for Nonequivalent Electrons of (n-1)fx and nd1 Configurations and Correlation with L-S Terms / P. L. Meena (India) 760 – 770: Methyl, тhe Smallest Alkyl Group with Stunning Effects / S. Moulay 771 – 776: The Fourth State of Matter / R. Tsekov

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ИМОБИЛИЗИРАНЕ НА ФРУКТОЗИЛТРАНСФЕРАЗА ВЪРХУ КОМПОЗИТНИ ФИЛМИ ОТ ПОЛИМЛЕЧНА КИСЕЛИНА, КСАНТАН И ХИТОЗАН

Илия Илиев, Тонка Василева, Веселин Биволарски, Ася Виранева, Иван Бодуров, Мария Марудова, Теменужка Йовчева

ELECTRICAL IMPEDANCE SPECTROSCOPY OF GRAPHENE-E7 LIQUID-CRYSTAL NANOCOMPOSITE

Todor Vlakhov, Yordan Marinov, Georgi. Hadjichristov, Alexander Petrov

ON THE POSSIBILITY TO ANALYZE AMBIENT NOISE RECORDED BY A MOBILE DEVICE THROUGH THE H/V SPECTRAL RATIO TECHNIQUE

Dragomir Gospodinov, Delko Zlatanski, Boyko Ranguelov, Alexander Kandilarov

RHEOLOGICAL PROPERTIES OF BATTER FOR GLUTEN FREE BREAD

G. Zsivanovits, D. Iserliyska, M. Momchilova, M. Marudova

ПОЛУЧАВАНЕ НА ПОЛИЕЛЕКТРОЛИТНИ КОМПЛЕКСИ ОТ ХИТОЗАН И КАЗЕИН

Антоанета Маринова, Теменужка Йовчева, Ася Виранева, Иван Бодуров, Мария Марудова

CHEMILUMINESCENT AND PHOTOMETRIC DETERMINATION OF THE ANTIOXIDANT ACTIVITY OF COCOON EXTRACTS

Y. Evtimova, V. Mihailova, L. A. Atanasova, N. G. Hristova-Avakumova, M. V. Panayotov, V. A. Hadjimitova

ИЗСЛЕДОВАТЕЛСКИ ПРАКТИКУМ

Ивелина Димитрова, Гошо Гоев, Савина Георгиева, Цвета Цанова, Любомира Иванова, Борислав Георгиев

H O O H H H C H 104.45° 108.9° H A B

Figure 1. A – Water; B – Methanol Indeed, the literature survey reveals a trove of reports on methylation of such molecules and the effects of thus-tethered methyl groups were illustrated (Barreiro et al., 2011). An astounding fact is the link between the methyl group in methylated DNA and the cancer development (Newberne & Rogers, 1986; Wajed et al., 2001); methylation of biological molecules contributes to the regulation of gene expression and protein function, and RNA proces

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PARAMETRIC INTERACTION OF OPTICAL PULSES IN NONLINEAR ISOTROPIC MEDIUM

A. Dakova, V. Slavchev, D. Dakova, L. Kovachev

ДЕЙСТВИЕ НА ГАМА-ЛЪЧИТЕ ВЪРХУ ДЕЗОКСИРИБОНУКЛЕИНОВАТА КИСЕЛИНА

Мирела Вачева, Хари Стефанов, Йоана Гвоздейкова, Йорданка Енева

RADIATION PROTECTION

Natasha Ivanova, Bistra Manusheva

СРАВНИТЕЛЕН АНАЛИЗ НА СЪДЪРЖАЩИТЕ СЕ ЕСТЕСТВЕНИ РАДИОНУКЛИДИ В НЕВЕН И ЛАЙКА

Сияна Димова, Цветелина Стефанова, Йорданка Енева, Нина Архангелова

СТАБИЛНОСТ НА ЕМУЛСИИ ОТ ТИПА МАСЛО/ ВОДА С КОНЮГИРАНА ЛИНОЛОВА КИСЕЛИНА

И. Милкова-Томова, Д. Бухалова, К. Николова, Й. Алексиева, И. Минчев, Г. Рунтолев

THE EFFECT OF EXTRA VIRGIN OLIVE OIL ON THE HUMAN BODY AND QUALITY CONTROL BY USING OPTICAL METHODS

Carsten Tottmann, Valentin Hedderich, Poli Radusheva, Krastena Nikolova

ИНФРАЧЕРВЕНА ТЕРМОГРАФИЯ ЗА ДИАГНОСТИКА НА ФОКАЛНА ИНФЕКЦИЯ

Рая Грозданова-Узунова, Тодор Узунов, Пепа Узунова

ЕЛЕКТРИЧНИ СВОЙСТВА НА КОМПОЗИТНИ ФИЛМИ ОТ ПОЛИМЛЕЧНА КИСЕЛИНА

Ася Виранева, Иван Бодуров, Теменужка Йовчева

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PHYSICS IS AN EVER YOUNG SCIENCE

Temenuzhka Yovcheva

ТРИ ИДЕИ ЗА ЕФЕКТИВНО ОБУЧЕНИЕ

Гергана Карафезиева

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Николай Цанков, Веска Гювийска

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Класирането на участниците в конкурса – учители и ученици, бе извър- шено от комисия в състав: проф. д.х.н. Борислав Тошев – председател; доц. д-р Свобода Бенева; Мария Петрова – учител по химия; Милка Джиджова – учител по физика; Наско Стаменов – химик в Националния политехнически музей, София. КЛАСИРАНЕ НА УЧИТЕЛИ – РЪКОВОДИТЕЛИ НА ДЕЙНОСТИТЕ НА СВОИ УЧЕНИЦИ Всички училища, които бяха подали заявка за участие в конкурса „С лю- бов към науката“, получиха предварително през ноември 201

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2016 година
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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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Nina Danchova , Gulay Ahmed , Michael Bredol , Stoyan Gutzov

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I. Panaiotov, Tz. Ivanova, K. Balashev, N. Grozev, I. Minkov, K. Mircheva

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БЛАГОДАРЯ ВИ!

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

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Ивелина Коцева, Мая Гайдарова, Галина Ненчева

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РУМЕН ЛЮБОМИРОВ ДОЙЧЕВ (1938 – 1999)

Огнян Димитров, Здравка Костова

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145 ГОДИНИ БЪЛГАРСКА АКАДЕМИЯ НА НАУКИТЕ

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

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Saâd Moulay Université Saâd Dahlab de Blida, Algeria

В новите броеве на научните списания на издателство четете

7/2014: сп. „Педагогика“ Гражданското образование – интегриращ фактор за формалното и неформалното обра- зование / Лиляна Стракова Г ражданското образование се интерпретира от автора като „практикуване на морален ко- декс“. В тази перспектива се разглежда и развитието на децата в образователния процес. Продължаващото обучение като споделено социално учене / Стели Петева Статията има за цел да представи ролята на продължаващото обучение в по-широк пси- хосоциален контекст и с фокус върху хората

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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

GUIDE FOR AUTHORS

Manuscripts submitted to this journal are considered if they have been submitted only to it, they have not been published already, nor are they under consideration for publication or in press elsewhere. Contributions to the Bulgarian Journal of Science Education must report original research and will be subjected to review by anonymous and independent referees at the discretion of the Editor(s). Manuscripts for consideration should be sent electronically to toshev@chem.uni-sofia.bg Electroni

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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

В новите броеве на научните списания на издателство четете

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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

GUIDE FOR AUTHORS

Manuscripts submitted to this journal are considered if they have been submitted only to it, they have not been published already, nor are they under consideration for publication or in press elsewhere. Contributions to the Bulgarian Journal of Science Education must report original research and will be subjected to review by anonymous and independent referees at the discretion of the Editor(s). Manuscripts for consideration should be sent electronically to toshev@chem. uni-sofia.bg Elec

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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

В новите броеве на научните списания на издателство четете

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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

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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

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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

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TEACHING THE CONSTITUTION OF MATTER

Małgorzata Nodzyńska, Jan Rajmund Paśko

СЪСИРВАЩА СИСТЕМА НА КРЪВТА

Маша Радославова, Ася Драгоева

CATALITIC VOLCANO

Emil Lozanov

43-ТА МЕЖДУНАРОДНА ОЛИМПИАДА ПО ХИМИЯ

Донка ТАШЕВА, Пенка ЦАНОВА

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

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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)

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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

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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

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MURPHY’S LAW IN CHEMISTRY

Milan D. Stojković

42

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

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