Резюме. Тази библиография съдържа избрани публикации (книги и журнални статии) върху теорията и практиката на конструктивизма в приложение към образователните системи на всички нива. Конструктивизмът е новата образователна парадигма и интересът към него нараства в целия свят. Библиографията включяа основните литературни източници върху тези теми, публикувани през 2012 и 2013 години.

Ключови думи: bibliography, constructivism, teaching and learning, constructivist environment

Увод

Вече бе съобщено (Toshev, 2014a), че през 2014 г. четири теми от науката и практиката на образованието ще бъдат водещи в настоящия 23 том на „Природните науки в образованието“: природанаучна неграмотност, конструктивизъм, мисконцепции и историческа чувствителност. Тези теми имат солидно присъствие във водещите научни списания в областта на science education. Първата тематична библиография – върху грешките, надоразуменията и заблужденията в учебниците, учебната документация и учебната практика, вече бе публикувана (Toshev, 2014b). Библиографията върху приложението на конструктивистката теория и практика в образованието сега е пред вас. Запознаването с избраните тук литературни източници ще покаже дълбочината на проблема в световната учебна практика и научни изследвания и може да даде полезни идеи за подобряване на българската учебна документация, както и за по-успешна учебна практика в българското училище.

Bibliography

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Aydin, A. (2013). Learner acquisitions and its relationship with constructivist learner roles in secondary education chemistry curriculum in Quebec/Canada. Intern. Educ. Studies, 6(7), 88-99.

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Заключение

В наши дни конструктивизмът се възприема като новата образователна парадигма, която има все по-широка употреба в световната учебна практика. В България, обаче, не е така. Конструктивистките идеи не намират място в нашата учебна документация – няма ги и в държавните образователни изисквания за учебно съдържание. Създаването на конструктивистка учебна среда не среща активната подкрепа на специалистите по образование, а нагласите на методиците и педагозите са по-скоро отрицателни, напр. Радев (2009).

Настоящата библиография има за цел да стимулира интереса на учители и изследователи към тази тема. Между другото, представлява интерес и изясняването на въпроса дали конструктивистките идеи в съвременния си вид имат допирни точки с широко прилагания в миналото, но отречен по-късно, учебно-изследователски подход (Огнянов & Илиев, 1940).

ЛИТЕРАТУРА

Огнянов, В. & Илиев, К. (1940). Методика на химията (върху основите на учебно-изследователския метод). София: собствено издание.

Радев, П. (2009). Взаимните отношения между общата училищна дидактика и методиките на обучение (предметните училищни дидактики). Педагогика, 19(3-4), 16-25.

Toshev, B.V. (2014а). Science illiteracy – constructivism – misconceptions – historical sensitivity. Chemistry, 23, 9-17 [In Bulgarian].

Toshev, B.V. (2014b). Recent papers on misconceptions in teaching and learning of science. Chemistry, 23, 444-451.