HOW PROSPECTIVE BIOLOGY TEACHERS OF THE SOFIA UNIVERSITY SEE THE PLACE OF TECHNOLOGY IN THE SCHOOL OF THE FUTURE
KAMELIYA YOTOVSKA*, VICTORIA NECHEVA
Department of Biology Education, Faculty of Biology, Sofia University “St. Kliment Ohridski”, Sofia, Bulgaria
*Corresponding author: kami_yotovska@abv.bg
Keywords: technology, prospective biology teachers, school of the future
Abstract: Taking and reasoning a particular position on a major public problem requires students to be able to form and defend their own position, responsibility and ethics. The essay, as a type of argumentative essay, implies an original presentation in a free prosaic presentation of the author's idea, assessment or experience related to an actual and socially significant problem. The essay contains personal author's thoughts and conclusions about the problem (topic), presented in concise and original form. It is distinguished by a clear and unambiguously formulated author's thesis on a defined subject. The thesis as a precise and clear statement must be purposeful and thoroughly substantiated. The purpose of this article is to study the motivation and attitudes of student’s prospective teachers of biology about the place of technology in the school of the future. Argumentative essays of first year students of the pedagogical programs at the Faculty of Biology of Sofia University "St. Kl. Ohridski" were analysed. The methods used are theoretical analysis and synthesis and pedagogical modelling. The objective of the argumentative essays was for students to clarify their point of view on the posed problem - "The Place of Technology in the School of the Future" through influential language. For this purpose the students chose and used appropriate styles and linguistic means for artistic impact, symbols and symbolic interpretations, unexpected thought twists, innovative forms, etc. Students refereed to personal experience, emotional empathy, authority opinions, specific examples, etc. The emotional argumentation of the thesis and the associative framework for structuring the arguments predominated in their essays.