DOI: 10.3897/jbgs.e142535

Authors: Hristina Prodanova, Vanya Stoycheva

Abstract: Ecosystem services research in Bulgaria has been actively studying different aspects of this concept and its implementation. Although it is widely recognizable, the concept has still not been sufficiently implemented in Bulgaria’s decision-making process. Following the European and global initiatives for implementing biodiversity and ecosystem services (BES) into the decision-making process, we have identified the stakeholders’ perceptions regarding the possible initiatives for improving the uptake and the lack of sufficient education program coverage within secondary and higher education. In this short communication, we suggest practical priorities for the future development of BES activities enabling the uptake in Bulgarian education and policy.

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DOI: 10.3897/jbgs.e106818

Authors: Eugenia Sarafova

Abstract: Natural disasters can significantly impact children's well-being, making it essential to effectively communicate risks and potential hazards to them. This paper outlines a data-driven holistic approach to enhance resilience among children by leveraging geospatial data and maps used in the classroom. By providing easy-to-understand information about the location, extent, and intensity of potential hazards, geospatial data, and maps can help children better understand the risks and prepare for emergencies. Also, the integration of geospatial data and maps can facilitate improved comprehension of risks among children while concurrently fostering their preparedness for emergency situations. During the primary research phase, various mediums were explored for effective communication of disasters. Presentation templates were developed to present information about different types of disasters, their causes, and appropriate actions during and after such events. Various practical activities that students can engage in to learn about natural disasters and their impact were developed. These activities include exploring flooding in different areas using a virtual globe, visualizing wildfires using satellite data platforms, and studying plate tectonics using a virtual globe. Students can also work with KML datasets containing fault lines and point GIS layers of all the earthquakes in the country since the beginning of the XX century, as well as explore the country’s landslide register using various maps and layers. These activities provide students with hands-on experience in using technology and data to understand natural disasters and their impact.

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DOI: 10.3897/jbgs.2020.43.15

Authors: Stanislava Misheva

Abstract: A current problem of the educational policy in the secondary school in Bulgaria is the introduction of innovative teaching methods, leading to new quality and efficiency. Efforts are aimed at finding new approaches in order to provoke the interests of students, stimulate their motivation to learn and expand activities in the process of learning geography in the context of sustainable development and environmental protection. In this sense, object of study are methodologies with such focus, offering real opportunities for application in practice. The issue is also addressed in the present study. The most general characteristic of Maria Montessori's methodology is offered, deriving specific possibilities for application in the practice of teaching geography.

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DOI: 10.3897/jbgs.2020.43.8

Authors: Maya Vasileva

Abstract: The acquisition of intercultural competence in the modern world is no longer a necessity, but a vital condition for building full-fledged interpersonal relationships, security and predictability in communication. It is particularly important in a context of conflict, both between members of the ethnic and/or religious majority in a country and minorities, and within minorities themselves. Whatever the reasons for this, a solution can be sought through integration. This is an issue of intercultural education and intercultural learning. The contribution of geography education to the formation of intercultural competence is significant. This is quite understandable, given the specifics of the subject. The role of geography is clearly outlined at several levels: at the level of goals; at the level of educational content; at the level of educational process; at the level of performance control. It is these levels that should be the subject of more in-depth study in the context of intercultural learning. The present study offers their most general didactic-methodological characteristics.

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DOI: 10.3897/jbgs.2019.41.17

Authors: Maya Vasileva

Abstract: The geographic map is a diagrammatic symbolic depiction of the earth's surface or a part of it, typically represented on a flat surface. The maps are widely used in geography science as a model of the studied territories and phenomena. At the same time, the importance of maps as a learning tool in geography education is immense. The maps are labeled as "the second language of geography", "alpha and omega of geography"; "litmus paper that shows what is geographic" The map for geography is what is the microscope for biology. So why and what is it all about? What is so special about the geographic map? The current paper will try to find the answers of these difficult questions. It will be presented an up-to-date interpretation and the most general didactical and methodological characterization of the geographic map as a "special source" of information in geography education. Also the author explores map essence, its meaning and peculiarities, and the place of map in regard to the goals, content and methodology of geography training. In the paper is presented an open for discussion model of cartographic competence achieved by pupils in the training process. Consequently, the stages of cultivation of cartographic competence are explored: reading the map - decoding the graphic images and map description; map interpretation – reading and evaluation of the map.

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DOI: 10.3897/jbgs.2019.40.10

Authors: Maya Vasileva

Abstract: All processes and phenomena have geographical dimensions which justify the presence of geography science as the main subject of study in Bulgarian school system. As such the role of geography in development of specific competences and patterns of behavior is with undeniable value for students. Against the background of growing public demands for education (and geographic one in particular), it is necessary to develop a new educational paradigm, respectively new educational models that set the student's personality and their needs, interests and responsibilities in the center of geography training process. In this regard, we are taking a step forward by presenting an exemplary educational model of geography education. We construct it on the basis of current interpretations from contemporary geography didactics in Bulgaria and in countries with developed educational systems. We present it through a metaphor having in mind that "severe" theoretical issues may be broken and examined from a different perspective and give us the possibility for further researches of the issue.

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