{"id":1572,"date":"2025-03-26T20:56:13","date_gmt":"2025-03-26T20:56:13","guid":{"rendered":"https:\/\/pf-yb.com\/?p=1572"},"modified":"2025-03-26T21:02:21","modified_gmt":"2025-03-26T21:02:21","slug":"%d0%bf%d0%be%d1%81%d1%82%d0%b5%d1%80%d1%8a%d1%82-%d0%ba%d0%b0%d1%82%d0%be-%d0%b8%d0%bd%d1%82%d0%b5%d1%80%d0%b0%d0%ba%d1%82%d0%b8%d0%b2%d0%b5%d0%bd-%d0%bc%d0%b5%d1%82%d0%be%d0%b4-%d0%b7%d0%b0-%d0%b8","status":"publish","type":"post","link":"https:\/\/pf-yb.com\/bg\/blog\/2025\/03\/26\/%d0%bf%d0%be%d1%81%d1%82%d0%b5%d1%80%d1%8a%d1%82-%d0%ba%d0%b0%d1%82%d0%be-%d0%b8%d0%bd%d1%82%d0%b5%d1%80%d0%b0%d0%ba%d1%82%d0%b8%d0%b2%d0%b5%d0%bd-%d0%bc%d0%b5%d1%82%d0%be%d0%b4-%d0%b7%d0%b0-%d0%b8\/","title":{"rendered":"\u041f\u041e\u0421\u0422\u0415\u0420\u042a\u0422 \u041a\u0410\u0422\u041e \u0418\u041d\u0422\u0415\u0420\u0410\u041a\u0422\u0418\u0412\u0415\u041d \u041c\u0415\u0422\u041e\u0414 \u0417\u0410 \u0418\u0417\u0413\u0420\u0410\u0416\u0414\u0410\u041d\u0415 \u041f\u0420\u0418\u0420\u041e\u0414\u041e\u041d\u0410\u0423\u0427\u041d\u0410\u0422\u0410 \u0413\u0420\u0410\u041c\u041e\u0422\u041d\u041e\u0421\u0422 \u041d\u0410 \u0423\u0427\u0415\u041d\u0418\u0426\u0418\u0422\u0415 \u0421\u0442\u043e\u044f\u043d\u043a\u0430 \u0411\u0430\u043d\u043e\u0432\u0430 \u0422\u043e\u0434\u043e\u0440\u043e\u0432\u0430 THE POSTER AS AN INTERACTIVE METHOD FOR DEVELOPING STUDENTS’ SCIENTIFIC LITERACY Stoyanka Banova Todorova"},"content":{"rendered":"

<\/em><\/strong>:<\/em><\/strong> In the modern educational space, it is especially important to apply methods that actively involve students in the educational process. The article presents the poster as an interactive method in education, contributing to the development of scientific literacy of students at the initial stage of the basic educational level. The study shows that the team creation of posters on topics such as “Who pollutes the air and water?”, “Let’s protect living organisms!” and “How to eat and live healthily?” leads to an increase in educational and cognitive achievements and the development of environmentally friendly and healthy behavior. Students not only acquire scientific knowledge, but also develop a number of personal skills, such as critical thinking, creativity, communication and collaboration, which are fundamental for the development of their scientific literacy.<\/p>\n

\u041a\u043b\u044e\u0447\u043e\u0432\u0438 \u0434\u0443\u043c\u0438:<\/em><\/strong> poster, interactive methods, natural science competencies, scientific literacy, 21st century skills, initial stage of training.<\/p>\n

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\u0413\u0430\u0439\u0434\u0430\u0440\u043e\u0432\u0430, \u041c.<\/strong> (2013). \u0424\u043e\u0440\u043c\u0438\u0440\u0430\u043d\u0435 \u043d\u0430 \u043f\u0440\u0438\u0440\u043e\u0434\u043e\u043d\u0430\u0443\u0447\u043d\u0430 \u0433\u0440\u0430\u043c\u043e\u0442\u043d\u043e\u0441\u0442 \u0432 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u043f\u043e \u0444\u0438\u0437\u0438\u043a\u0430, \u0441\u0431\u043e\u0440\u043d\u0438\u043a XLI \u041a\u043e\u043d\u0444\u0435\u0440\u0435\u043d\u0446\u0438\u044f \u043f\u043e \u0432\u044a\u043f\u0440\u043e\u0441\u0438\u0442\u0435 \u043d\u0430 \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u043f\u043e \u0444\u0438\u0437\u0438\u043a\u0430<\/em>, \u0425\u0435\u0440\u043e\u043d \u041f\u0440\u0435\u0441, \u0421\u043e\u0444\u0438\u044f, MMXIII, \u0441\u0442\u0440. 24-30.<\/p>\n

\u041f\u0435\u0442\u0440\u043e\u0432\u0430, \u0412<\/strong>. (2009). 12 \u0438\u043d\u0442\u0435\u0440\u0430\u043a\u0442\u0438\u0432\u043d\u0438 \u043c\u0435\u0442\u043e\u0434\u0430, \u0421\u0442\u0430\u0440\u0430 \u0417\u0430\u0433\u043e\u0440\u0430: \u041a\u041e\u0422\u0410.<\/p>\n

\u041f\u0435\u0442\u0440\u043e\u0432\u0430, \u0421. &\u041d. \u0412\u0430\u0441\u0438\u043b\u0435\u0432\u0430<\/strong>. (2007). \u041f\u0440\u0438\u0440\u043e\u0434\u043d\u0438\u0442\u0435 \u043d\u0430\u0443\u043a\u0438, \u0443\u0447\u0438\u043b\u0438\u0449\u0435\u0442\u043e \u0438 \u0443\u0442\u0440\u0435\u0448\u043d\u0438\u044f\u0442 \u0441\u0432\u044f\u0442 (\u0420\u0435\u0437\u0443\u043b\u0442\u0430\u0442\u0438 \u043e\u0442 \u0443\u0447\u0430\u0441\u0442\u0438\u0435\u0442\u043e \u043d\u0430 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f \u0432 \u041f\u0440\u043e\u0433\u0440\u0430\u043c\u0430\u0442\u0430 \u0437\u0430 \u043c\u0435\u0436\u0434\u0443\u043d\u0430\u0440\u043e\u0434\u043d\u043e \u043e\u0446\u0435\u043d\u044f\u0432\u0430\u043d\u0435 \u043d\u0430 \u0443\u0447\u0435\u043d\u0438\u0446\u0438\u0442\u0435 \u2013 PISA -2006). \u0426\u041a\u041e\u041a\u041e, \u0421\u043e\u0444\u0438\u044f.<\/p>\n

\u041f\u0435\u0442\u0440\u043e\u0432\u0430, \u0421.<\/strong> (2016). \u041f\u0440\u0438\u0440\u043e\u0434\u043d\u0438\u0442\u0435 \u043d\u0430\u0443\u043a\u0438 \u0438 \u0442\u0435\u0445\u043d\u043e\u043b\u043e\u0433\u0438\u0438\u0442\u0435 \u0432 \u0443\u0447\u0438\u043b\u0438\u0449\u0435\u0442\u043e \u043d\u0430 XXI \u0432\u0435\u043a. \u0420\u0435\u0437\u0443\u043b\u0442\u0430\u0442\u0438 \u043e\u0442 \u0443\u0447\u0430\u0441\u0442\u0438\u0435\u0442\u043e \u043d\u0430 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f \u0432 \u041f\u0440\u043e\u0433\u0440\u0430\u043c\u0430\u0442\u0430 \u0437\u0430 \u043c\u0435\u0436\u0434\u0443\u043d\u0430\u0440\u043e\u0434\u043d\u043e \u043e\u0446\u0435\u043d\u044f\u0432\u0430\u043d\u0435 \u043d\u0430 \u0443\u0447\u0435\u043d\u0438\u0446\u0438\u0442\u0435 PISA 2015, \u0421\u043e\u0444\u0438\u044f: \u041c\u041e\u041d, \u0426\u041a\u041e\u041a\u0423\u041e.<\/p>\n

\u0422\u0430\u0444\u0440\u043e\u0432\u0430-\u0413\u0440\u0438\u0433\u043e\u0440\u043e\u0432\u0430, \u0410.<\/strong> (2013). \u0421\u044a\u0432\u0440\u0435\u043c\u0435\u043d\u043d\u0438 \u0442\u0435\u043d\u0434\u0435\u043d\u0446\u0438\u0438 \u0432 \u043f\u0440\u0438\u0440\u043e\u0434\u043e\u043d\u0430\u0443\u0447\u043d\u043e\u0442\u043e \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435 \u043d\u0430 \u0443\u0447\u0435\u043d\u0438\u0446\u0438\u0442\u0435, Bulgarian Journal of Science & Educational Policy, 7 (1), 121-200.<\/p>\n

\u0424\u0438\u043b\u0438\u043f\u043e\u0432\u0430-\u0411\u0430\u0439\u0440\u043e\u0432\u0430, \u041c. \u0438 \u043a\u043e\u043b.<\/strong> (1982). \u0420\u0435\u0447\u043d\u0438\u043a \u043d\u0430 \u0447\u0443\u0436\u0434\u0438\u0442\u0435 \u0434\u0443\u043c\u0438 \u0432 \u0431\u044a\u043b\u0433\u0430\u0440\u0441\u043a\u0438\u044f \u0435\u0437\u0438\u043a.<\/em> \u0411\u0410\u041d<\/p>\n

Bybee R.<\/strong> (1997). Towards an understanding of scientific literacy. In: W. Gr\u00e4ber & C. Bolte. (Eds.). Scientific literacy. An international symposium <\/em>(p. 37-68). Institut f\u00fcr die P\u00e4dagogik der Naturwissenschaften (IPN): Kiel, Germany<\/p>\n

Gallagher, J., & Harsch, G.<\/strong> (1997). Scientific literacy: Science education and secondary school students. In W.Graeber & C. Bolte. (Eds.). Scientific literacy: An international symposium (p. 13- 34). Institut f\u00fcr die P\u00e4dagogik der Naturwissenschaften (IPN): <\/em>Kiel, Germany<\/p>\n

Gr\u00e4ber, W.<\/strong> (2002). “Scientific Literacy” – Naturwissenschaftliche Bildung in der Diskussion D\u00f6brich, Peter [Hrsg.]: Qualit\u00e4tsentwicklung im naturwissenschaftlichen Unterricht. Fachtagung am 15. Dezember 1999<\/em>. Frankfurt am Main: GFPF; DIPF 2002, 1-28.<\/p>\n

Holbrook, J., & Rannikmae, M.<\/strong> (Eds.). (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education <\/em>Vol. 4, No. 3, July 2009, 275-288<\/p>\n

Laugksch, R.<\/strong> (2000). Scientific literacy: A conceptual overview. Science Education, 84<\/em>(1), 71-94.<\/p>\n

OECD<\/strong> (2004). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills<\/em>, PISA, OECD Publishing, Paris, https:\/\/doi.org\/10.1787\/9789264101739-en.<\/p>\n

National Academies of Sciences, Engineering, and Medicine.<\/strong> (1996). National Science Education Standards. <\/em>Washington, DC: The National Academies Press.<\/p>\n

\u0414\u043e\u043a\u0443\u043c\u0435\u043d\u0442\u0438<\/strong><\/p>\n

\u041d\u0430\u0446\u0438\u043e\u043d\u0430\u043b\u043d\u0430 \u0441\u0442\u0440\u0430\u0442\u0435\u0433\u0438\u044f \u0437\u0430 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u043d\u0430 \u043f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438\u0442\u0435 \u043a\u0430\u0434\u0440\u0438 <\/strong>(\u041c\u0438\u043d\u0438\u0441\u0442\u0435\u0440\u0441\u043a\u0438 \u0441\u044a\u0432\u0435\u0442, 2014).<\/p>\n

\u0421\u0442\u0440\u0430\u0442\u0435\u0433\u0438\u0447\u0435\u0441\u043a\u0430 \u0440\u0430\u043c\u043a\u0430 \u0437\u0430 \u0440\u0430\u0437\u0432\u0438\u0442\u0438\u0435 \u043d\u0430 \u043e\u0431\u0440\u0430\u0437\u043e\u0432\u0430\u043d\u0438\u0435\u0442\u043e, \u043e\u0431\u0443\u0447\u0435\u043d\u0438\u0435\u0442\u043e \u0438 \u0443\u0447\u0435\u043d\u0435\u0442\u043e \u0432 \u0420\u0435\u043f\u0443\u0431\u043b\u0438\u043a\u0430 \u0411\u044a\u043b\u0433\u0430\u0440\u0438\u044f, 2021 \u2013 2030,<\/strong> \u041c\u041e\u041d.<\/p>\n

 <\/p>\n

R<\/strong>EFERENCES<\/strong><\/p>\n

Bybee R.<\/strong> (1997). Towards an understanding of scientific literacy. In: W. Gr\u00e4ber & C. Bolte. (Eds.). Scientific literacy. An international symposium <\/em>(p. 37-68). Institut f\u00fcr die P\u00e4dagogik der Naturwissenschaften (IPN): Kiel, Germany<\/p>\n

Documents<\/strong><\/p>\n

Filipova-Bayrova, M. <\/strong>et al<\/strong>. <\/strong>(1982). Rechnik na chuzhdite dumi v balgarskiya ezik.<\/em> BAN<\/p>\n

Gajdarova, M.<\/strong> (2013). Formirane na prirodonauchna gramotnost v obuchenieto po fizika, sbornik XLI Konferencija po vyprosite na obuchenieto po fizika, Heron Pres, Sofija, MMXIII, str. 24-30.<\/p>\n

Gallagher, J., & Harsch, G.<\/strong> (1997). Scientific literacy: Science education and secondary school students. In W.Graeber & C. Bolte. (Eds.). Scientific literacy: An international symposium (p. 13- 34). Institut f\u00fcr die P\u00e4dagogik der Naturwissenschaften (IPN): <\/em>Kiel, Germany<\/p>\n

Gr\u00e4ber, W.<\/strong> (2002). “Scientific Literacy” – Naturwissenschaftliche Bildung in der Diskussion D\u00f6brich, Peter [Hrsg.]: Qualit\u00e4tsentwicklung im naturwissenschaftlichen Unterricht. Fachtagung am 15. Dezember 1999<\/em>. Frankfurt am Main: GFPF; DIPF 2002, 1-28.<\/p>\n

Holbrook, J., & Rannikmae, M.<\/strong> (Eds.). (2009). The Meaning of Scientific Literacy. International Journal of Environmental & Science Education <\/em>Vol. 4, No. 3, July 2009, 275-288<\/p>\n

Laugksch, R.<\/strong> (2000). Scientific literacy: A conceptual overview. Science Education, 84<\/em>(1), 71-94.<\/p>\n

Nacionalna strategi<\/strong>a<\/strong> za razvitie na pedagogicheskite kadri<\/strong> (Ministerski syvet, 2014).<\/p>\n

National Academies of Sciences, Engineering, and Medicine.<\/strong> (1996). National Science Education Standards. <\/em>Washington, DC: The National Academies Press.<\/p>\n

OECD<\/strong> (2004). The PISA 2003 Assessment Framework: Mathematics, Reading, Science and Problem Solving Knowledge and Skills<\/em>, PISA, OECD Publishing, Paris, https:\/\/doi.org\/10.1787\/9789264101739-en.<\/p>\n

Petrova, S. &N. Vasileva.<\/strong> (2007). Prirodnite nauki, uchilishteto i utreshnijat svjat (Rezultati ot uchastieto na Bylgarija v Programata za mezhdunarodno ocenjavane na uchenicite \u2013 PISA -2006). CKOKO, Sofija.<\/p>\n

Petrova, S.<\/strong> (2016). Prirodnite nauki i tehnologiite v uchilishteto na XXI vek. Rezultati ot uchastieto na Bylgarija v Programata za mezhdunarodno ocenjavane na uchenicite PISA 2015, Sofija: MON, CKOKUO.<\/p>\n

Petrova, V.<\/strong> (2009). 12 interaktivni metoda, Stara Zagora: KOTA.<\/p>\n

Strategicheska ramka za razvitie na obrazovanieto, obuchenieto i ucheneto v Republika Bylgari<\/strong>a<\/strong>, 2021 \u2013 2030,<\/strong> MON.<\/p>\n

Tafrova-Grigorova, A<\/strong>. (2013). Syvremenni tendencii v prirodonauchnoto obrazovanie na uchenicite, Bulgarian Journal of Science & Educational Policy, 7 (1), 121-200.<\/p>\n

\u00a0<\/strong><\/p>\n

Author<\/strong> Info<\/strong>:<\/strong><\/p>\n

Assist<\/em>. <\/em>Prof<\/em>. <\/em>Stoyanka<\/em><\/strong> Banova<\/em><\/strong> Todorova<\/em><\/strong><\/p>\n

\u041f\u0435\u0434\u0430\u0433\u043e\u0433\u0438\u0447\u0435\u0441\u043a\u0438 \u0444\u0430\u043a\u0443\u043b\u0442\u0435\u0442<\/p>\n

Trakia University \u2013 Stara Zagora, Bulgaria<\/p>\n

\u0435-mail: stoyanka.todorova@trakia-uni.bg<\/p>\n

\n

\"\"11. Stoyanka B. Todorova<\/a><\/p>","protected":false},"excerpt":{"rendered":"

Abstract: In the modern educational space, it is especially important to apply methods that actively involve students in the educational process. The article presents the poster as an interactive method in education, contributing to the development of scientific literacy of students at the initial stage of the basic educational level. The study shows that the [\u2026]<\/p>","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":[],"categories":[150],"tags":[178],"_links":{"self":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1572"}],"collection":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/comments?post=1572"}],"version-history":[{"count":3,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1572\/revisions"}],"predecessor-version":[{"id":1576,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/posts\/1572\/revisions\/1576"}],"wp:attachment":[{"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/media?parent=1572"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/categories?post=1572"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/pf-yb.com\/bg\/wp-json\/wp\/v2\/tags?post=1572"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}