<?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  Stefanova</style></author><author><style face="normal" font="default" size="100%">Maria  Minevska</style></author><author><style face="normal" font="default" size="100%">Svetla  Evtimova</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SCIENTIFIC LITERACY: PROBLEMS OF SCIENCE EDUCATION IN BULGARIAN SCHOOL</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%">biology education</style></keyword><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">scientific literacy</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%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917711.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">This article presents the results of a theoretical study, which purpose is to identify opportunities to update the learning process. Subject of study is the formation of scientific literacy among students in Bulgarian schools. 
Our study has two aspects: scientific literacy in the normative documents regulating the teaching of science in the Bulgarian school; approaches, methods and tools for the formation of scientific literacy. The analysis of normative documents is discussed in relation to scientific knowledge and scientific processes for the formation of scientific literacy among students in secondary schools in Bulgaria.
 Need for changes in science teacing is discussed in terms of: the choice of approaches, methods and tools for the formation of scientific literacy among students, the creation of appropriate tools, including questions and problems, case studies pertaining to specific situations and require event critical attitude towards the statements and opinions expressed and decisions on important life issues, creating the right environment in which students work together as active learners and that could lead to the development of student's knowledge necessary for life.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-118</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  Stefanova</style></author><author><style face="normal" font="default" size="100%">Maria  Minevska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTIVIST LEARNING: DESCRIPTION, EXPLANATION, PREDICTION IN A CHEMISTRY CLASSROOM</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%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivism</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%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399915404.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Scientific description, explanation, prediction as cognitive procedures are inherent to science and deal with understanding the phenomena in the world around us. This explains the fact many studies exist on the nature of scientific description, explanation, prediction and the relationship between them.
In the majority of studies on description and explanation in teaching, the emphasis is placed on the role of the teacher as explainer of chemical phenomena and less attention is paid to student’s activity in description and explanation of studied phenomena. 
In this article we try to overcome such one-sidedness in addressing these cognitive procedures. We discuss the relationship between description, explanation, prediction in the study of chemical phenomena in high school, as well as the activity of teacher and student in constructing them. Taking into account the purposes of chemistry teaching, the characteristics of chemistry knowledge, the necessity of student-oriented training, the possibilities for change of learning environment, we propose a methodical model for description, explanation, prediction in the study of chemical substances and phenomena in the light of the basic ideas of constructivism.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">196-202</style></section></record></records></xml>