BULGARIAN JOURNAL OF SCIENCE AND EDUCATION POLICY

173-194

Authors: S. Gulec, E.G. Balcik

As democracy can develop better in a society of democratic people, democracy education can also get its intended goals better in a democratic school environment. As the most influential people in a school environment were teachers, this study, too, aimed to determine their levels of democratic attitudes. In the present study, 60 primary school teachers working in the schools attached to the Bursa Metropolitan Municipality were surveyed. The relationships between their attitudes and some variables were studied. These variables included school they work, age, gender, marital status, number of children they have, education level, teaching experience and number of broth-ers or sisters. The questionnaire used for this study was validated by Aydogan & Kukul (2003) based on previous studies made by Gomleksiz (1988), Yildirim (1994) and Atasoy (1997). For the validity of the questionnaire, Cronbach Alpha coefficient (0.829) was calculated. The results suggest that teachers show very positive attitude with a score of 103. When the items were examined individually, some significant relationships were found with the variables. Teachers should have positive democratic attitudes in order to give lessons of democracy to their students. An appropriate and encouraging envi-ronment should be prepared in order for students to gain desired democratic outcomes. In a democratic environment, teachers’ positive attitudes will help their students to gain critical thinking skills, effective discussion skills, capa-bility for fighting against inequity, cooperation and collaboration skills, and showing empathy and respect for diversity.

216-232

Authors: E. Fleszar, S. Gwardys-Szczesna

In the teaching-learning process, a school garden allows to fully cover the contents of biology and environment protection curricular basic requirements. The role and importance of school gardens increased immediately after WW II but later the idea of these school structures waned. However, today we come back to the creation of school gardens and incorporating them in the educational process. A school garden fulfils a great didactic and tutorial function. At the same time, it allows to connect theory with practice. It enables teachers to conduct classes in the open air in “a green classroom”. Didactic literature quotes that the use of school gardens in teaching and learning of bi-ology increases the effectiveness of the educational process. The analysis of reports of students of IV Biology at the Natural Sciences Department of Szczecin University, who have conducted classes in a school Botanical Garden of Primary School No. 61 in Szczecin, shows the huge role of a school garden in the teaching-learning process. The students conclude that a school garden gives them an opportunity for direct contact with nature. The garden develops pupils’ talents and interests and teaches them to conduct ecological and phono-logical observations.

253-275

Authors: C. Katansky, I. Emilov

The article presents the most important results of a study, based on a concrete practice - an international project, titled “Teaching Tolerance”. This project has been carried out by partner institutions from Germany, Bulgaria, Turkey and some other countries as a part of the biggest European Community “Lifelong Learning (LLL) Programme”. The project ended successfully in 2008 but the LLL program is providing wide facilities for development of future teaching tolerance projects. From this aspect, the experience which was conducted will be beneficial for universities, schools, and other educational and cultural organizations which can develop projects or participate as partners in them.