Резюмета 2017

INTERNATIONAL SIMPOSIUM „EDUCATION’ 21”
Veliko Turnovo University, 24 – 25 November, 2017

ABSTRACTS

Panel I. 2030: Historical education – a shared vision in the future

1. Assoc. Prof. Petya Sabeva, PhD, University of Veliko Tarnovo, Bulgaria

School Geography in Three Dimensions (Didactic Frontiers of the Interaction in Electronic Based Education Process)

The study is focused on evaluation of different formats of electronic didactical resources, which generate variable educational practices according to the goals, specification of the school’s micro environment, administrative support, teacher’s personal style of instruction. They are applied as flexible, ever modifying tools for geographic education in unconsolidated mode. For acquiring of geographic competencies it is a special value the option of a situated instruction via 3D models, based on computer animations and simulations. They „dynamize” the perception of geographic knowledge, they project a new type of model imagery in unison with the concepts for multimodal presentation of the normative defined curriculum, guarantee purposeful interaction between teacher and students under the active role of the objects of the process toward acquiring subject and common subject competences. Despite the controversial perception of the electronically (ICT) based education, there is a consensus in accordance with the fact that it enhances the accessibility and the opportunity to be provided a new model for communication, synchronized with the swift contemporary changes. And a competitive advantage. In its essence with a good design it is a new format for geographic instruction.

2. Prof. Krasimira Tabakova, PhD, Sofia University

A Hundred Years the October Revolution in the textbooks of History – in the past and now

The article examines how the problem of the October Revolution is presented in different history textbooks – first of all in the current Bulgarian and Spanish ones. An attention has been paid to the concept and the evolution of its use – from ‘revolution’ to ‘coup d’etat.’ An attempt at the answer to the question if we should know the October Revolution and its place in the modern history, has been made.

3. Nade Molerovich, Goce Delchev Primary School, Skopje, Republic of Macedonia

Education leaves traces in souls

The most important role that teachers have on students’ life. They can change or destroy students’ dreams. We have most important role as teachers to develop emotional intelligence and social life skills that they need for real life and real challenges.

4. Prof. Stella Dermendzhieva, PhD, Assoc. Prof. Petia Sabeva, PhD, University of Veliko Tarnovo

Situation Based Systematization Through Supporting Logic Schemes in 8th Grade Physical Geography

Main content line in methodic-and-didactic environment is their role of a functional connector between the thematic-oriented syllabus and the guiding basis of pupils’ cognitive activities. Cognitive accent is set on the competency of acquiring causal links between complex (mostly abstract geographic terms), in unison with the arguments of the contemporary pupils’ way of thinking („clip based”, „digital”, „network related”), who prefer the visual (visual oriented) over the verbal information. Analysis, synthesis and generalization are the three basic cognitive levels, which can be realized via their interpretation. The five author supporting logic schemes are invented in unison with logic, compactness, informational abundance, conviction, comprehension, schematic and structure of the normative education content. The advantages of the appliance of them as a tool for activation of the learning-cognitive activity are evaluated under: the option for a visual perception of a geographic knowledge as a whole, based on associative and logic links between previously selected terms; minimization of the possibility of ambiguous interpretation of terms or formation of wrong notions for their hierarchic interrelation; focus on the meaningful fragments of the syllabus, which assumes learning „in depth”; activation of different type of thinking.

5. Assistant Tamara Draganova, PhD, University of Veliko Tarnovo, Nina Ivanova, Regional Center for National Cultures, Bulgarian Sunday School, Reny, Ukraine

The school geographic education in Ukraine – conceptual models and methods of training

The paper presents the school geographic education in Ukraine to the main education level. Conceptual models are drawn through composite intellectual maps for the 6, 7, 8 and 9 class in structure and content. The methods of geography training for compulsory preparation have been studied. The situation analysis of the curricula of Geography 6 – 9th grade of secondary school are identified.

6. Assoc. Prof. Violeta Stoycheva, PhD, University of Veliko Tarnovo

Key Competences of 21^st Century: the connection between the Functional Literacy of Pupils and Written assignments for History and Civilization

The text focuses on the issues of functional literacy of pupils and the potential of the school subject History and Civilization for the development of key competences through work with various sources. The starting conceptual foundation argues the changes of the new school documentation. The system of written assignments is reviewed in a comparative way, presented in the State education standards for school History curriculum in 2000. Examples from the new textbooks of History and Civilizations for 5^th grade are used, through which the possibilities for development of competences evaluated by PISA for work with various kinds of texts for understanding the meaning of information and its representation in written form are analyzed.

7.  Kina Kotlarska, PhD student, Emilian Stanev School, Veliko Tarnovo

Gender Equality in History Teaching – norms and opportunities

The study aims to trace how gender equality issues are dealt with in the main official documents governing the history education in Bulgaria and seeks answers to questions such as: is equality legally guaranteed in education and upbringing, are there conditions for overcoming the existing stereotypical attitudes and possible practical options for filling any gaps that have been identified.

Panel II. Recipes for Changing: how we teach the competencies of the 21^st century

8. Assoc. Prof. Rositsa Vladeva, PhD, University of Shumen, Penka Ruseva, Sava Dobroplodni High School, Shumen

Forming Key Competence In Geography And Economics Out-of-class and School Education

Analysis of EU documents which help realizing the competence approach. Review of the meaning of key competence and its imput in geography and economics school curriculum. Assertion of rich-in-content geography education base, paying attention to fut-of-class and school activities Intel 5- th and 6-th grade within the range of geography investigatorsʼ club.

9. Assistant Prof. Yuliya Simeonova, PhD, University of Veliko Tarnovo

Contemporary Challenges in the history teachers pedagogical communication

One of the requirements for professional realization in the present day dynamic society is the good communication. This is one of the main problems future teachers meet. This also mainly affect history and civilization teaching where narrative educational form is used dominantly to present the educational content. In this material the emphasis is on present day challenges for the young teachers in their communication process with the students. Specifics of the verbal and nonverbal ways of realization are analyzed here. The material is also justifying the role of communication skills as one of the key competences of the teachers, which are absolutely necessary for the successful teaching process.

10. Assistant Prof. Polya Yordanova, PhD, University of Veliko Tarnovo, Bulgaria, Lidiya Stefanova, Union of Bulgarians in Cyprus, Cyprus

On Tradition and Innovation of the Bulgarian Schools in the Republic of Cyprus

The modern world of the 21st century is associated with the emergence of so-called ‘Information society’ or „knowledge society” and education. They form the basis of economic relations and become the greatest treasure of modern society. To date, 10 Bulgarian Saturday-Sunday schools are operating in Cyprus, attracting more and more Bulgarian children and pupils. The creation of an electronic toolkit can lead to an expected positive result – the increase in the real number of children and students covered in the training of Bulgarian Sunday schools abroad, and successful dissemination and use could lead to recognition of the work done at institutional level and the electronic handbook to be approved by the Ministry of Education and Science in Bulgaria as an official handbook for all Bulgarian schools in the country and abroad. It could also be successfully combined with intercultural education.

11. Rosen Bogomilov, 106 Primary School, Sofia

The role of the class teacher in building the community

The students spent most of their time in the school and in the classroom. They experienced their first friendships, positive and negative emotions there. The school age is fateful for the personal development. The role of the class teacher is very important for the children`s development. The class teacher`s main function is to identifies class needs, the provides safety building, to tracks and analyses students results, to have good parents communication and to build the class like a community. The main parts of the classroom rule are: classroom symbolism, rules and consequences, delegation of responsibility, correcting behavior and wrong purposes in the students educating. It makes education process really quality.

12. Antoaneta Palangurska, Emilian Stanev School, Veliko Tarnovo

The films used in teaching History and Civilization – Catherine The Great – Empress of Russia

The publication aims to present the role of the film as a means of presenting a long historical period for a short time and its use as a source of historical knowledge, which enables students to develop critical thinking. It examines how the new film can connect and convey new scientific information and use it as a didactic tool to encourage students to be active and critical users of what they see.

13. Assoc. Prof. Olga Hlytina, PhD, University in Novosibirsk, Russia

Historical sources on the school lesson: student analysis strategies

The article outlines the strategies of student analysis of historical sources, taking place in the modern practice of teaching history in Russian schools. The main attention is paid to the strategy of using sources in teaching and research activities in history lessons through their „reading”, „commenting” and „interpretation” by school children. Here are examples of the implementation of this strategy when working with „The Tale of Bygone Years” and the Soviet greeting card.

14. Anita Angelovska, Krste Misirkov Primary School, Skopje, Republic of Macedonia

Formative assessment methods in history teaching

The diversity of assessment methods that enable a check on the achievement of goals and objectives in teaching can sometimes be a problem for teachers and cause dilemmas about the choice of the suitable method for attaining a particular teaching objective. The teaching of history is specific due to the fact that it is a continuous process in itself and it requires teachers, first of all, when planning the methods of assessment to be especially careful about the purpose for which they will be used, the validity of the data that will be obtained the learning and achievements of each student and the suitable teaching method to reach the objective as well as in the context of the assessment. In addition, the choice of methods should be appropriate to the age of the student and his / her educational needs and to take into account the students experience with a particular assessment method. This paper will focus on breaking prejudices among teachers that history as a teaching subject does not offer great opportunities in applying different strategies that will gather information on progress in the learning process and about the results that students achieve. Also, through examples from the experience, the connection of the addressed methods for formative assessment with the objectives of the curriculum will be shown.

15. Aneta Chakovska, Aneta Pridaenkoska, Krste Misirkov Primary School, Skopje, Republic of Macedonia

Contemporary Teaching Techniques in Geography Teaching

According to the old Greek words Geo and Grapho, in translation Geography means: Describing the Earth. The question is can we keep the students’ attention with only describing; writing the Earth, without motivating, demonstrating …

The answer came from a former student of mine, that travels lot, telling me what she really remembers from my classes is a particular situation when I actually draw the mountains of different origin on the blackboard. That is when she understood them; this is how she recognizes them on her travels today.

This paper is focusing on the general teaching techniques implemented in geography lessons.

16. Yana Hvorostova, School № 21, Ozersk, Chelyabinskaya oblast, Russia

Development of Geographical thinking trout the Method of modeling

Teaching Geography today – it’s not only a transfer of knowledge and skills, but a formation of pupils’ geographic thinking as a special way of knowing and understanding its place in the modern world.

Panel III. Civic Education – Innovations and Interaction of Teaching

17. Assoc. Prof. Lyudmila Bychkova, PhD, Moscow State Pedagogical University, Russia

Preparation of the teacher for the formation of the image of citizen with the educated ones

The article examines the main approaches, connected with the organization of the pedagogical university students’ activities for mastering of professional competencies of educational work in the social theory lesson as well as in the extracurricular activities. An attention is paid to the preparation of the teacher who fulfills an important mission: a formation of the image of citizen with the educated ones. Concrete methodical approaches have been suggested for organization and implementation of practice classes with the students.

18. Yulina Yurieva, Canko Cerkovski School, Polski Trambesh

Intercultural education and educational integration of minorities in the school

Intercultural character and inequality in Bulgarian society are a fact and the problems in contemporary school reality. The main problem of the school as a socialist is that, despite the huge achievements, there is still a real inequality in the chances of education and social realization of children from dominant and deafranged ethnic groups. Pupils, representatives of different minorities, have the need to integrate into the learning environment. The project method is extremely suitable for the socialization and integration of minority students, because through their active participation in their realization they realize their place in the group. Through the project method and project design, the result of such extracurricular activities is shown, which produces a successful outcome in the multicultural classroom.

19. Irena Radeva, PhD student, University of Veliko Tarnovo

Civic Education and Options for Enhancement of the Key Competences in the Geography and Economics subject framework

The place of geography as a science – on the border between the natural and social studies, determines the interdisciplinary essence of the geographic knowledge. Geography, as a subject, has the potential to acquire competences, related to active social and civic point, activities defending the idea of sustainable development of the environment and society. In that case the goals of National Education Standards (NES) for civic, ecological and intercultural education are being presented through the learning of general educational subject Geography and Economics.

20. Donka Andreeva, PhD student, Vasil Drumev High School of Mathematics and Natural Science, Veliko Tarnovo

The Place of Bulgarian Revival and the European Renaissance in the Curriculum Study of History and Civilization of the 9^th Grade in Bulgarian School

The educational content for the ninth grade includes historical information about the period from the Great Geographical Discoveries to the end of the First World War. There was adopted a parallel representation of the material in world and Bulgarian history (synchronous method) .The emphasis is not on the examining the Bulgarian history in the context of the world history, but on the synchronism and asynchrony of the historian processes, on the inscription of our past in them.

21. Lachezar Yordanov, PhD student, University of Veliko Tarnovo

Options for using excerpts from Literary texts in Geography classes in the Secondary school

Contemporary education reality is unthinkable without the integration of knowledge from different scientific fields. Science is developing hand in hand with art since the former draws aesthetic and moral energy from the latter, through which it tries to explain and rationalize a wide range of geographic processes and problems. Thus for Bulgarian school geography works of fiction can become valuable illustrative material, and at the same time source of information

Panel IV. Open space: ICT in teaching history

22. Prof. Olga Strelova, PhD, Habarovsk, Prof. Evgeny Viazemskiy, PhD, Moskva, Russia

Contemporary information resources and scientific and methodical approaches to their realization in the school history and social theory courses

The authors of the article present, in the context of the scientific and pedagogical discourse concerning effective model of educational standards, the theoretical and practical approaches of working out and use of information resources in the history and social theory teaching. And if the actuality of the report is obvious in the context of the educational requirements in the contemporary information society, its connection to the Federal state educational standard of common education and the Concept of the new teaching and methodical complex in the national history is revealed by the authors through the characteristics of the phenomenon, consisting of many levels and components, an evaluation of the importance of the supplementary information resources in the humanitarian education and argumentation of an algorithm of their translation into educational (teaching) ones, as well as their illustration with examples of their own methodical work on the „Let’s understand Russia…” complex.

23. Daniela Hristova, Alexander Georgiev Kodjakafaliata Primary School, Burgas

The Application of the Interactive Whiteboard in Learning History

This text examines the application of the interactive whiteboard into the lessons of History and Civilization. The whiteboard importance as a technical means has been outlined in the process of teaching in studying of the didactic content of History and in the integrity with the ICT. An invariant model of a lesson taught in the 5^th form has been presented where the interactive whiteboard and various syllabi have been applied into with the aim to assimilate in a more accessible way the didactic matter.

Panel V. ReStart&: School and Museums

24. Nikolay Chakarov, German Language High School Fr. Shiller, Russe

Partnership between the School and the Museum (Some good educational practice between SUPNE „Fr. Schiller“, Ruse, and the Regional History Museum in Ruse)

The publication deals with some examples of a good pedagogical practice of the partnership between a school and a museum. Examples of curriculum and extracurriculum activities are given between SUPNE „Fr. Schiller“, Ruse, and the Regional Museum of History in Ruse, which are connected with the History lessons at school and the stress follows on the programme „Knowing Ruse“ of the Museum mentioned above.

25. Iliyan Petrakiev, RHM – Veliko Tarnovo, Mariya Zhelyazkova, St. Zagora

Meeting at the Museum: History lessons and digital technologies

This article focuses on current projections of the topic of the Information and Communications technology utilization within schools and museums. In this text you can find ideas for successful combination between the modern technologies and the expositions aiming to increase students’ interest towards history and civilization as school subject. The emphasis is on the authors experience in that area. The article also addresses the issues and the perspectives of the application of the Information and Communications technology within schools and museums.

Panel VI. Interdisciplinary approach to the formation key competences as a result of school education

26. Yordan Yordanov, Ekzarh Antim I Profiled Natural-Mathematical science Gymnasium, Vidin

Interdisciplinarity as an approach for acquiring of competences through realization of international project „UNITY”

Interdisciplinary approach toward acquiring competences in the realization of International project „Unity”, Cross-border European programme Bulgaria-Serbia, realized by Ekzarh Antim I Profiled Natural-Mathematical science Gymnasium, Vidin city, and Gymnasium, Zaychar city, Republic of Serbia.

27. Svetozar Petrov, Nikola Dimov Professional School of tourism and food technologies, Pirdop

Moving the Focus (Teaching history at a small vocation school in the town of Pirdop)

Teaching history in a closed community and in a vocation school where most of the students have difficult lives and other priorities than the studying often is very challenging. I wouldn’t consider this work as a scientific paper. It is just a sharing of one relatively well working teaching practice. I don’t use student’s book or long lessons, I use handouts and concentrated information. I don’t work for dry knowledge, just for abilities and competences. Because I believe that in XXI century the abilities are more important than the dry knowledge. To analyze is far more useful that just remembering things. To grade and develop skills is far more difficult but it is also far more rewarding for the students. Forget the lectures, the standard examination and row of facts. Meet the personal opinion, the analytic skills, the argumentation and the confidence. Forget the teaching of events without their connections to the reality now. Let in the classes about the refugees, the present view of human ideas and the comparison between everyday life now and then. And the most important thing – forget memorizing and meet the search for complicated and sometimes not entirely historical answers. The dates and the events can be found in Internet but the way to „swim” in the sea of information cannot.

28. Vaska Belchovska-Nedelcheva, Nikola Pushkarov Professional School of Agriculture, Popovo

Blending Professional Education of „Rural Tourism” with Acquiring Key Competences

Accurately examining the key competences for lifelong learning lets us to find a great proximity with cultural and educational areas and subjects of the professional training, in which the education content is structured, as well as the expected results of its acquiring. Achieving these competences, from students’ point of view, is possible through the personal and professional experience of the contemporary teacher. The aim of this paper is the analysis of the opportunities for the professional training and acquiring key competences for achieving better employment among learners with focus on „Rural tourism” class, and examples for instruction on subject „History of the material and spiritual culture”.

29. Nicolai Malev, St Cyril and St Methodius Primary School, Asenovo, Strazhitsa district

Some aspects of instruction of history and civilisation, geography and economics in middle school education in Bulgaria

The article is attempt to demonstrate field application of the integral approach by which students can realize and understand complicated relationships between society and geography and his influence of a person upon nature.

One of the main purposes of his approach is for students to realise the negative effects of human activity and to accept civilization as product social development, which is influenced by nature.

30. Kristiana Dobreva-Stankova, PhD student, Regional Inspectorate of Education, Sliven

Didactic problems of education in Geography in junior high school of bilingual students (for example of Sliven district)

The present report aims firstly to analyze and outline the conceptual frameworks of geography and economics as educational subjects in lower secondary education stage and afterwards to outline the possibilities for enhancing the competences and overcoming the difficulties that arise in their formation when working with bilingual students (for example the District of Sliven).

31. Yura Luzhetska, PhD student, Bacho Kiro Secondary School, Pavlikeni

A comparative analysis of the students’ textbooks for Geography and Economics for the fifth grade

The main goal is to be conducted thorough comparison of the fifth grade textbooks – comparison of content, number of sections, comparison of quantitative and qualitative representation of the learning material.