Current Research on Scientific Literacy in Teacher Education

Svetlana Angelova

New Bulgarian University

https://doi.org/10.53656/str2025-6-6-rew

The monography "Natural Science Literacy and a Model for Interaction" by Assist. Prof. Magdalena Stoyanova, PhD, who teaches at the Faculty of Educational Studies and the Arts at Sofia University (Stoyanova 2025), spans 300 pages and is structured into an introduction, five chapters, references and addendums. In the introduction she argues that the last few years have seen active discussion as to how the continuity of environmentally friendly education in the institutions from preschool childhood to higher education can be achieved. From the very beginning M. Stoyanova shares that the topic's relevance is further supported by the National Strategy for Encouraging and Increasing Literacy (2014 – 2024). According to her, literacy is interpreted in both a narrow and a broad sense, and, during the last fifteen years, as "literacy in the natural sciences and technologies". As the author states, "natural science literacy as a new field for research", though important for our time, "plays a secondary role in kindergardens" and partially in the primary school stage. "This can be explained by teachers' and managers' uncertainty in testing and evaluating new methods for preschool education, on the one hand; on the other, in overcoming the normative documentation and the traditional methodology plans for the academic education of teachers" (p. 6).

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