Bulgarian Education in the European Educational Area
Absract. On January, 1st, 2007 Bulgaria became a regular member of the European Union. Thus Bulgaria’s educational system became a part of the European educational area. The article emphasizes on some special problems that have not been solved yet: i) the need of balance between the processes of learning and breeding within the Bulgarian school; without this balance the socialization of youth as a fundamental educational goal can not be achieved; ii) the problem of the modern training of the prospective teachers and as well as the problem of their continuing education; iii) the need of structural and conceptual changes in the Bulgarian pedagogical academia after establishing the Science of Education by a process of amalgamation of the separate pedagogical disciplines (pedagogy, didactics, educational psychology, philosophy of education, etc.).
Educational Goals and State Core Curricula Requirements
Absract. A central goal of the standard movement has been to help all pupils learn challenging content. The standard-based approach (1990’s) has its projections in Bulgaria as state core curricula requirements. Neither its authorship nor its approvement in practice have ever been discussed professionally. The present paper emphasizes on the relationship between the educational goals and the state core curricula requirements. The state core curricula requirements should be considered as a concise professional presentation of the educational goals. All the parties of the educational process – pupils, teachers, parents and education policy-makers should be acquainted in details with these requirements. Otherwise the motivation of pupils to participate actively in the process in learning would be put in question, and, therefore, the educational goals would not be achieved.
E. Boiadjieva, D. Lazarov.
Teaching Chemical Experiment
The Economic Demonstrator: Prepare It Once, Use It Many Times. II. Continuous Thermochromism in Aqueous Solutions of Transition Metal Chlorides
Absract. Continuous thermochromism was studied in systems containing metal chlorides and diluted hydrochloric acid. Most of the divalent and trivalent transition metal chlorides were included. The color changes may vary from barely visible (e.g. in MnCl2–HCl–H2O), through visible (e.g. in NiCl2–HCl–H2O) to remarkable (e.g. in MoCl3–HCl–H2O). Well known examples of CoCl2–HCl–H2O and CuCl2–HCl–H2O were also included. The color changes were ascribed (as has been done many times earlier) to changes in the coordination sphere of the metal cations. The solutions were sealed in pairs of glass ampoules, thus offering the possibility to use the samples unlimited number of times.
V.M. Petrusevski, M. Bukleski, M. Stojanovska.
A Study of the Test for the 8th National Chemistry and Environmental Protection Competition – Lovech 2006
Absract. The National Competition Chemistry and Environmental Protection Test performed by 189 secondary school students in 2006 is presented. It consists of two different format parts: a first part containing 50 multiple-choice items and a second part including 20 constructed response items. The test, being designed and scored by a National Commission appointed by the Ministry of Education and Science, is recognized by a lot of Bulgarian Universities as a university admissions entrance test. The features of the test are studied and compared to those of the previous year test. Both parts of the test have a high reliability and a great number of good quality items but differ in their overall difficulty. There is a strong correlation between Part I and Part II student performance. The most difficult and the easiest items are outlined and discussed. Difficulties to solve problems involving calculations persist.