Suchergebnisse

А study of the significant investors in the industrial zones in Bulgaria is conducted. The results of already established and functioning industrial zones are analysed in parallel with an evaluation of investor expectations. The study is not strictly analytical but offers solutions and recommendations with potential to improve the functioning of the industrial zones in the country.

Pedagogical content knowledge (PCK) is a critical factor for education quality. This study identifies PCK of students' difficulties in learning the basics of Organic chemistry, the sources of difficulties and ways to overcome them. An inquiry was conducted with 53 teachers and interview – with 3 prominent teachers. According to the teachers, the most difficult areas are "Chemical processes" and "Experiment and research". The difficulties are due to: specific subject content (formulae, terminology, logic, representation); curriculum; school settings and students' characteristics (pre-knowledge, motivation, habits, ways of learning and action). The most effective instruction methods are: problem solving, laboratory activities, discourse, demonstration of experiments and models, problem-based learning. PCK of students' difficulties is related to other elements of the PCK (КSC, KIRS, KAs) and to subject content, pedagogy and context knowledge. Our research findings can help improve the curricula and teaching practice, and to supplement research on specific topics in science education.

This article makes a brief literature review of project social work as a method and the relationship of social work, formal and informal education in socio-pedagogical projects. The socio-pedagogical views of the students are explored through their written social projects. With the help of a content analysis of student projects, absolute and relative values of variables in the content of the projects were derived, in the identification of socio-pedagogical problems and in proposals for their solutions.

This article tackles two methodological problems. The first one concerns the definition and age boundaries of the youth population. It is still actively discussed in the literature and ambiguously solved in research and policy actions. The second problem is related to the measures of youth unemployment, which allow for manipulations through skewed usage of only one deliberately chosen measure or through comparisons of multiple measures with no account of their different content. Directions for a detailed empirical analysis of youth unemployment in Bulgaria are inferred. In the concluding part an alternative ranking of EU-28 countries is suggested based on an aggregate handling of three youth unemployment measures in the age interval 15-29 years. It differs decisively from the popular Eurostat ranking, based only on the youth unemployment rate.

The given article deals with the issue of mnemonics, their types and their application in the learning process and daily activities. Examples in several languages and for different study subjects and areas are covered. Mnemonic techniques proposed by artificial intelligence are reviewed. The work presents the results of a survey among 301 participants aimed at revealing people's awareness of the possibilities of mnemonics and their propensity to use them. The idea that mnemonics in school should be considered from two sides – as a finished product on the one hand and as an author's realization on the other hand – has been revealed. Creating your own mnemonics involves high cognitive levels and important soft skills.