<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yordanka Dimova</style></author><author><style face="normal" font="default" size="100%">Kalina Kamarska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">REDISCOVERING JOHN DEWEY’S MODEL OF LEARNING THROUGH REFLECTIVE INQUIRY</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inquiry-based learning</style></keyword><keyword><style  face="normal" font="default" size="100%">reflection</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2015</style></year><pub-dates><date><style  face="normal" font="default" size="100%">February/2015</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1430136867.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">63</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">During the 21st century, in the sphere of Science education, there has been an increasing interest in the problem of operationalizing reflection because it’s one of the most powerful mechanisms for developing students’ thinking and forming key competencies – learning to learn and science literacy. The classical legacy of the American philosopher and pedagogue John Dewey provides a source for valuable ideas for solving this problem. The goal of this qualitative study is to focus on John Dewey’s concept for reflective inquiry as well as on the interpretations of his ideas by other authors. The intention is to merge these interpretations into a whole for two reasons: 1) to reconstruct John Dewey’s model for reflective inquiry, 2) to adapt this model to the peculiarities of Science education practice. To realize this goal, a comparison should be drawn between the meanings of key concepts from Dewey’s texts and those in the texts of his followers and reviewers. As a result of this interpretive framework, the authors of this paper abandon the general understanding that the stages of reflective thinking comprise a main component in Dewey’s concept for reflective inquiry. The emphasis moves to the connection between reflection and the actions in the course of inquiry. On the basis of reconstructing Dewey’s model, the authors suggest ideas for actualizing and activating students’ reflection before, during and after completing different types of experiments. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">29-39</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yordanka Dimova</style></author><author><style face="normal" font="default" size="100%">Margarita  Panayotova</style></author><author><style face="normal" font="default" size="100%">Darina  Uzova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BIOLOGICAL OBJECTS REFLECTED IN THE VERBAL ASSOCIATIONS OF BULGARIAN TEENAGERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">associative experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">knowledge in biology</style></keyword><keyword><style  face="normal" font="default" size="100%">the concept of “Nature”</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1400514737.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article aims to introduce the reader with the results from the second part of a survey on the concept of “Nature” in the minds of 13-year-old Bulgarian students. This time, we focus on the question: What biological objects and knowledge are reflected in the verbal associations of the students? 
The method of study used is a chain associative experiment carried out following the S (stimulus) – Ri (reactions) pattern. Each participant is required to write down the first 7 words that come to their mind when the word &quot;nature&quot; is pronounced. 1400 reactions are used to reconstruct the associative fields objectifying the conscious and unconscious layers of the cultural concept of ‘nature’ in the linguistic consciousness of the participants (100 students in the 6th and 100 students in the 7th grade). We analyze 988 words-reactions that have connection to the biological aspects of the concept of “Nature”.
 We have also described how the associative experiment became a stimulus for organizing a competition for best painting and essay on the subject of “Me and Nature” at a school in Sliven.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">16-24</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yordanka Dimova</style></author><author><style face="normal" font="default" size="100%">Tatyana Angelova</style></author><author><style face="normal" font="default" size="100%">Emil Roussev</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">VERBAL ASSOCIATIONS OF BULGARIAN TEENAGERS FOR ‘NATURE’</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">associative experiment</style></keyword><keyword><style  face="normal" font="default" size="100%">concept of ‘Nature’</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408208.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This paper presents a part of a survey aimed at studying the content of the concept of ‘Nature’ in the linguistic mind of Bulgarian children and adolescents. 
The issue under study is: &quot;Are there significant differences in the group associative fields of the word nature in the minds of Bulgarian teenagers depending on the differentiating factor of gender?&quot; 
The method of study used is a chain associative experiment carried out following the S (stimulus) – Ri (reactions) pattern. Each participant is required to write down the first words that come to their mind when the word nature is pronounced. 1000 reactions are used to reconstruct the associative fields objectifying the conscious and unconscious layers of the cultural concept of ‘Nature’ in the linguistic mind of the participants (100 girls and 100 boys). 
The results of the paper can be commented upon along three aspects: 1) psychological – according to the type of reaction; 2) psycho-linguistic – a) according to the verbal reactions in the minds of the participants, b) according to the lexical and grammatical meaning of the words-reactions through which the associations have been expressed; 3) didactic – according to the degree of correspondence between the thesaurus that can be drawn (a system of knowledge about the world expressed through language) and the thesaurus of the concepts set in the syllabus of the natural sciences subjects. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">37-44</style></section></record></records></xml>