{"id":67475,"date":"2010-03-10T16:22:22","date_gmt":"2010-03-10T13:22:22","guid":{"rendered":"https:\/\/chemistry.azbuki.bg\/chemistry\/sadarzhanie-na-sp-himiya-2010-g\/sp-himiya-knizhka-2-2010\/"},"modified":"2010-03-10T16:22:22","modified_gmt":"2010-03-10T13:22:22","slug":"sp-himiya-knizhka-2-2010","status":"publish","type":"post","link":"https:\/\/foreignlanguages.azbuki.bg\/en\/chemistry\/sadarzhanie-na-sp-himiya-2010-g\/sp-himiya-knizhka-2-2010\/","title":{"rendered":"Chemistry, Number 2\/2010, Volume 19"},"content":{"rendered":"

Education: Theory & Practice<\/span><\/h4>\n

Life-long Life-wide Science Non-formal Learning<\/h3>\n

Abstract. <\/strong> The life-long life-wide learning education includes more and different learners and educational entities to create new partnerships and relations. Following the needs and interests of learners, it is carried out in different directions in order to support personal development, to compensate or complement the traditional education, to facilitate the public promotion of science, to encourage orientation to science career, to assist the acquirement of additional skills, to discover talents among the young people, to meet needs of different social groups. Learning science is realized in many different settings: real, designed and media (digital) environment.
Keywords: lifelong-learning, out-of-school, non-formal learning, informal learning <\/p>\n

A. Gendjova<\/p>\nLog in to read the full text<\/a>\n

\n

Curriculum Matters<\/span><\/h4>\n

Biolements in the Secondary School Education<\/h3>\n

Abstract. <\/strong> The information about bioelements, presented in Chemistry and Environmentalal Protection textbooks for 7th to 11th grade, has been reviewed. The review shows that the available information is connected mainly with the ecological topics. There are commentaries concerning health problems associated with some elements and substances; procedures for their elimination from the human body are described. There is a lack of uniformity of the used terminology. Some of the definitions are not in agreement with those in medicine, while others need to be clarified. In particular, the concept of biogenic elements has not been defined. In the present paper are given definitions of biogenic elements, essential macro- and microelements, non-essential toxic and therapeutic elements, referent values for the essential microelements, classification of biogenic elements and additional information about them. This information could be of use both for teachers and students.
Keywords: chemistry education, bioelements, essential elements, macro- and micro- essential elements, nonessential therapeutic and toxic elements<\/p>\n

R. Tomova, L. Boyanova, K. Tzatchev<\/p>\nLog in to read the full text<\/a>\n

\n

Curriculum Matters<\/span><\/h4>\n

Bilingual Teaching and Learning in Chemistry and Environment<\/h3>\n

Abstract. <\/strong> The paper describes the history and contemporary status of the bilingual education in Bulgaria. The special emphasis is on the bilingual teaching and learning in Chemistry and Environment. Some special problems of the methodology of this type of education are considered.
Keywords: bilingual education, chemistry, methodology<\/p>\n

R. Petkova, S. Manev, V. Ganeva, A. Arsenieva<\/p>\nLog in to read the full text<\/a>\n

\n

Teaching Efficiency<\/span><\/h4>\n

Chemistry and Environment: Whether the Students Achievements Approve the State Educational Requirements<\/h3>\n

Abstract. <\/strong> Results from national educational assessment of 1009 10-grade students in Chemistry and Environment school subject are being reported. The study has been carried out in different type of secondary schools and a variety of regions in Bulgaria. \u0422he attainment of the expected outcomes is assessed by a test whish is designed on the basis of content standards and corresponding 10-grade programme of study. \u0415xperts judged that the test adequately and representatively measured what it was intended to be measured. Data of the test validity, reliability and some statistical indicators are presented and discussed. Comments on the difficult test items reveal some weak points in school chemistry education.
Keywords: secondary education, chemistry education, educational standards, achievement test, assessment<\/p>\n

M. Kirova, E. Boiadjieva, A. Tafrova-Grigorova<\/p>\nLog in to read the full text<\/a>\n

\n

Problems<\/span><\/h4>\n

Balancing a Complex Redox Equation Using the Technique of Material Balance<\/h3>\n

Abstract. <\/strong> The technique of material balance method or algebraic method was used for balancing of a complex redox equation depending of five degrees of freedom. Although that there are some criticisms that the method is founded on \u201cmathematics, not chemistry\u201d and that when several elements are involved in an equation the balancing is laborious, sometimes the material balance method is the unique possibility for successful balancing of such complex redox equations.
Keywords: material balance method, conservation matrix, complex redox equation<\/p>\n

S. Petkova, M. Atanassova, I. Dukov<\/p>\nLog in to read the full text<\/a>\n

\n

Reviews<\/span><\/h4>\n

New Nomenclature for Inorganic Chemistry<\/h3>\n

Abstract. <\/strong> The Red Book of IUPAC \u201cNomenclature of Inorganic Chemistry: IUPAC Recommendations 2005\u201d has been translated and adapted (Prof. Ivan Dukov) and published (Prof. C. Balarew, Editor) into Bulgarian.
Keywords: chemical nomenclature, IUPAC, inorganic chemistry, red book<\/p>\n

B.V. Toshev<\/p>\nLog in to read the full text<\/a>\n

\n

Archives<\/span><\/h4>\n

Prospective Primary School Teachers’ Training in Grenoble (1875)<\/h3>\n

B.V. Toshev<\/p>\nLog in to read the full text<\/a>\n

\n

Chemistry & History of Chemistry: An Online Supplement<\/span><\/h4>\n

Combining Lectures with Cooperative Learning Strategies to Enhance Learning of Natural Products Chemistry<\/h3>\n

Abstract. <\/strong> Two groups of students enrolled for a degree in chemistry teaching at a State University in Zimbabwe and were taught natural products chemistry during their final year in 2004. One group comprised of students who had completed A\u2019 level studies (regular entry group) and the other comprised of students who had qualified through teacher training colleges, taught for a minimum of two years, then enrolled for BSc. degree studies (late entry group). The two groups were taught natural products chemistry similarly by one lecturer but differed in the way they studied outside lecture periods. The late entry group voluntarily studied as a cooperative whilst the regular entry group worked as individuals. The group that employed cooperative learning strategies had superior clearance of misconceptions and retention of concepts and factual information as revealed by assignments and tests results. Cooperative learning is a powerful strategy for conceptual change as revealed by assignment and test scores for the two groups of students.
Keywords: conceptual change; cooperative learning; misconceptions; natural products chemistry; reaction mechanisms; drug action; efficacy; herbal medicines<\/p>\n

T. Kazembe<\/p>\nLog in to read the full text<\/a>\n

\n

Chemistry & History of Chemistry: An Online Supplement<\/span><\/h4>\n

Different Types of Ion Chromatography: A Comparative Study with Educational Purposes<\/h3>\n

Abstract. <\/strong> In this work we propose that students do a comparative study of different types of Ionic Chromatography from a point of view based on active learning and constructivism. In our laboratory principles of interactive learning were applied so that undergraduate students evaluated the characteristics, applications, as well as the advantages and disadvantages of different types of ion chromatography. The use of so-called chemical suppressors for the reduction of eluent\u2019s conductivity was a special focus. The proposed study is suitable as a teamwork exercise for enhancing some analytical concepts. It also provides instructors feedback on the degree of assimilation by students.
Keywords: upper-division undergraduate, analytical chemistry, hands-on learning, chromatography, HPLC<\/p>\n

J.H. Coronado, J.M.D. Hita<\/p>\nLog in to read the full text<\/a>\n

\n

Chemistry & History of Chemistry: An Online Supplement<\/span><\/h4>\n

Constructing a Framework for Teaching Reaction Stoichiometry Using Pedagogical Content Knowledge<\/h3>\n

Abstract. <\/strong> Educators now recognize the central role that teachers have in determining the ways in which science is taught and learned in schools, a role that no curriculum by itself can fulfill. Apart from being a curriculum implementer, the effective teacher is alternatively and simultaneously a model, decision-maker, diagnostician, facilitator, innovator, experimenter, resources manager and source of knowledge. Professional development opportunities are critical in helping teachers fulfill these roles and maintain their enthusiasm. Research has shown that even when students complete a chemistry-degree programme and the pedagogical course requirements necessary for teacher professionalism they may still be found wanting as they begin teaching without a firm grasp of how to teach specific chemistry concepts. In consonant with this fact, this paper attempts to utilize those ideas on the components of pedagogical content knowledge (PCK) to formulate a framework to help clarify the knowledge that good chemistry teachers possess, and how that knowledge is applied in teaching stoichiometry.
Keywords: chemistry curriculum, students\u2019 misconceptions, representations in chemistry, pedagogical content knowledge, stoichiometry<\/p>\n

A.E. Okanlawon<\/p>\nLog in to read the full text<\/a>\n

\n

Chemistry & History of Chemistry: An Online Supplement<\/span><\/h4>\n

Science from Literature: An Easy Way to Learn Complex Phenomena of the Site-Specific Drug Delivery Using Liposomes<\/h3>\n

Abstract. <\/strong> The inculcation of complex phenomenon of specific drug delivery in a simplest way is suggested using the example of Trojan\u2019s War from literature. The Odysseus\u2019s idea of building a giant wooden horse to penetrate the city is compared with the development of vehicles for targeted drug delivery.
Keywords: specific drug delivery; vesicles; chemistry teaching<\/p>\n

S.W.H. Shah, W. Rehman<\/p>\nLog in to read the full text<\/a>\n

","protected":false},"excerpt":{"rendered":"

Education: Theory & Practice Life-long Life-wide Science Non-formal Learning \u0420\u0435\u0437\u044e\u043c\u0435. The life-long life-wide learning education includes more and different learners and educational entities to create new partnerships and relations. Following the needs and interests of learners, it is carried out in different directions in order to support personal development, to compensate or complement the traditional […]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jnews-multi-image_gallery":[],"jnews_single_post":[],"jnews_primary_category":[]},"categories":[4078],"tags":[],"yoast_head":"\n\u0421\u043f. \u201e\u0425\u0438\u043c\u0438\u044f\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 2\/2010 - \u0410\u0437-\u0431\u0443\u043a\u0438<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/newspaper.azbuki.bg\/chemistry\/sadarzhanie-na-sp-himiya-2010-g\/sp-himiya-knizhka-2-2010\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"\u0421\u043f. \u201e\u0425\u0438\u043c\u0438\u044f\u201c, \u043a\u043d\u0438\u0436\u043a\u0430 2\/2010 - \u0410\u0437-\u0431\u0443\u043a\u0438\" \/>\n<meta property=\"og:description\" content=\"Education: Theory & Practice Life-long Life-wide Science Non-formal Learning \u0420\u0435\u0437\u044e\u043c\u0435. The life-long life-wide learning education includes more and different learners and educational entities to create new partnerships and relations. 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