Approach in teaching RES

The results of Bg Ministry of Education’s decision to patronize the SSF project were as follow:

• an initial fax from Ministry of Education to all Bg schools recommending them to join the SSF project (December, 2004);

• attendance and open addresses to all our six SSF official events — SSF opening ceremony — SunDay04; National SSF exhibition,2005; 4 seminars, including several media attendances;

• confirmation of the importance of SSF ideas and work by the Exclusive award for two Bg schools, (each EU 100,000 for their EE reconstruction), distinguished by the Bg SSF jury;

• distinguish SSF First winners with honorary diploma for the SSF Bg National Exhibition, 2005;

Below are given the result which follow from the Ministry’ patronizing of SSF project.

Teachers, together with students succeeded to organize local Days of Energy celebration and to select 276 entries to participate in SSF Bg National exhibition (26-28 June 2004), where two Ministries, 22 Bg firms and 3 German ones offered their individual awards for Bg SSF national winners. Moreover all that happened with schools most without internet access;

Participating in local, national or international RES/EE exhibitions or competitions.

Invite Pantomime/Actors Body at school celebration with Etudes, dedicated to RES/EE/sustainable Bg reality and this way bringing laugh and pleasure across.

Most of the more experienced teachers in Bg have once weekly an hour to be with his/her class. Ministry patronizing of SSF project encouraged these teachers to dedicate this hour to the topic of environmental protection through RES/EE. Our SSF team supplied them with suitable training RES aids.

Partnership between teachers, students ( schools) and RES firms, agencies, etc.

Partnership between teachers, students ( schools) and RES experience of officials from national and international institutions;

Partnership between teachers, students ( schools) and RES issues of different media;

More detailed collaboration with existing international teams;

In the frame of official school schedule, keeping in accordance with governmental educational requirements the students could be well informed in interesting and attractive way with RES. Programs, such as “Man and Nature”, “Household and Techniques”, “Household and Economy” — allow the pupils to get skills in collecting and distributing RES information; to know objects and events, to compare them, to look for their interrelations and at the end to form own relation to the environment and its protection. *)2.

Developed different games with environmental content and results;

2. Conclusion

• Indirect study of RES could also inform pupils in global environmental problems, enough to get stable position, when graduated;

• RES skill and knowledge could serve as a good ground in further team work;

• The RES knowledge itself are not enough — the pupils need their interest to be aroused and they to be stimulated to look for solutions —

References

Dobrinova A., Shtrakov St., Marinov N., — “RES-what has it to do with you”, Proceedings, NorthSun2007, Riga, Latvia;

Eneva J., XXXVI National Conference in physics education; Physics and Energetics;

3-6 April 2008; Sofia