Trivić, Dragica

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Authority KeyName Variants
orcid::0000-0001-8511-4354
  • Trivić, Dragica (83)
  • Šišović, Dragica (6)
  • Тривић, Драгица (1)

Author's Bibliography

Internet pages for asynchronous online and face-to-face learning about solutions and dissolution

Ralevic, Lidija; Tomašević, Biljana; Trivić, Dragica

(Belgrade : Serbian Chemical Society, 2022)

TY  - JOUR
AU  - Ralevic, Lidija
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5080
AB  - In the last decades online communication has become an important
part of the realization of the educational process. In the conditions caused by
the Covid-19 pandemic it has become particularly significant since in most
cases it was necessary to switch to some forms of online teaching-learning.
This paper presents the results of a research study conducted as a pedagogical
experiment with parallel groups. The aim of this research study was to compare
the effects of the application of internet pages for independent online asyn-
chronous learning outside the school environment (group A) and face-to-face
learning realized by a teacher at school (group B). The content of the internet
pages was created in order to enable the acquisition of the concepts of solutions
and dissolution. The effects of the approaches applied were studied based on
the student achievement in a post-test (immediately upon learning about the
concepts of solutions and dissolution) and in a delayed post-test (a year after
the acquisition of these concepts). The participants in this research study were
187 primary school students, who participated in the pedagogical experiment
when they were in the seventh grade, while they were in the eighth grade when
they did the delayed post-test. The results showed that there was not a statis-
tically significant difference between the overall achievements of the students
who learnt about the concepts of solutions and dissolution by independent
asynchronous online learning and face-to-face learning at school. This implies
that the similar results can be achieved with asynchronous online learning as
with face-to-face learning when the conditions do not allow school-based edu-
cation.
PB  - Belgrade : Serbian Chemical Society
T2  - Journal of Serbian Chemical Society
T1  - Internet pages for asynchronous online and face-to-face learning about solutions and dissolution
VL  - 87
IS  - 4
SP  - 531
EP  - 543
DO  - 10.2298/JSC210804060R
ER  - 
@article{
author = "Ralevic, Lidija and Tomašević, Biljana and Trivić, Dragica",
year = "2022",
abstract = "In the last decades online communication has become an important
part of the realization of the educational process. In the conditions caused by
the Covid-19 pandemic it has become particularly significant since in most
cases it was necessary to switch to some forms of online teaching-learning.
This paper presents the results of a research study conducted as a pedagogical
experiment with parallel groups. The aim of this research study was to compare
the effects of the application of internet pages for independent online asyn-
chronous learning outside the school environment (group A) and face-to-face
learning realized by a teacher at school (group B). The content of the internet
pages was created in order to enable the acquisition of the concepts of solutions
and dissolution. The effects of the approaches applied were studied based on
the student achievement in a post-test (immediately upon learning about the
concepts of solutions and dissolution) and in a delayed post-test (a year after
the acquisition of these concepts). The participants in this research study were
187 primary school students, who participated in the pedagogical experiment
when they were in the seventh grade, while they were in the eighth grade when
they did the delayed post-test. The results showed that there was not a statis-
tically significant difference between the overall achievements of the students
who learnt about the concepts of solutions and dissolution by independent
asynchronous online learning and face-to-face learning at school. This implies
that the similar results can be achieved with asynchronous online learning as
with face-to-face learning when the conditions do not allow school-based edu-
cation.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "Journal of Serbian Chemical Society",
title = "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution",
volume = "87",
number = "4",
pages = "531-543",
doi = "10.2298/JSC210804060R"
}
Ralevic, L., Tomašević, B.,& Trivić, D.. (2022). Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of Serbian Chemical Society
Belgrade : Serbian Chemical Society., 87(4), 531-543.
https://doi.org/10.2298/JSC210804060R
Ralevic L, Tomašević B, Trivić D. Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of Serbian Chemical Society. 2022;87(4):531-543.
doi:10.2298/JSC210804060R .
Ralevic, Lidija, Tomašević, Biljana, Trivić, Dragica, "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution" in Journal of Serbian Chemical Society, 87, no. 4 (2022):531-543,
https://doi.org/10.2298/JSC210804060R . .

Internet pages for asynchronous online and face-to-face learning about solutions and dissolution

Ralević, Lidija; Tomašević, Biljana; Trivić, Dragica

(Belgrade : Serbian Chemical Society, 2022)

TY  - JOUR
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5096
AB  - In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.
PB  - Belgrade : Serbian Chemical Society
T2  - Journal of the Serbian Chemical Society
T1  - Internet pages for asynchronous online and face-to-face learning about solutions and dissolution
VL  - 87
IS  - 4
SP  - 531
EP  - 543
DO  - 10.2298/JSC210804060R
ER  - 
@article{
author = "Ralević, Lidija and Tomašević, Biljana and Trivić, Dragica",
year = "2022",
abstract = "In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "Journal of the Serbian Chemical Society",
title = "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution",
volume = "87",
number = "4",
pages = "531-543",
doi = "10.2298/JSC210804060R"
}
Ralević, L., Tomašević, B.,& Trivić, D.. (2022). Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society
Belgrade : Serbian Chemical Society., 87(4), 531-543.
https://doi.org/10.2298/JSC210804060R
Ralević L, Tomašević B, Trivić D. Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society. 2022;87(4):531-543.
doi:10.2298/JSC210804060R .
Ralević, Lidija, Tomašević, Biljana, Trivić, Dragica, "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution" in Journal of the Serbian Chemical Society, 87, no. 4 (2022):531-543,
https://doi.org/10.2298/JSC210804060R . .

The programme for professional development of chemistry teachers’ assessment competency

Tomašević, Biljana; Trivić, Dragica; Milanović, Vesna D.; Ralević, Lidija

(Serbian Chemical Society, 2021)

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
AU  - Ralević, Lidija
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4786
AB  - The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.
PB  - Serbian Chemical Society
T2  - Journal of the Serbian Chemical Society
T1  - The programme for professional development of chemistry teachers’ assessment competency
VL  - 86
IS  - 10
SP  - 997
EP  - 1010
DO  - 10.2298/JSC210710052T
ER  - 
@article{
author = "Tomašević, Biljana and Trivić, Dragica and Milanović, Vesna D. and Ralević, Lidija",
year = "2021",
abstract = "The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.",
publisher = "Serbian Chemical Society",
journal = "Journal of the Serbian Chemical Society",
title = "The programme for professional development of chemistry teachers’ assessment competency",
volume = "86",
number = "10",
pages = "997-1010",
doi = "10.2298/JSC210710052T"
}
Tomašević, B., Trivić, D., Milanović, V. D.,& Ralević, L.. (2021). The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society
Serbian Chemical Society., 86(10), 997-1010.
https://doi.org/10.2298/JSC210710052T
Tomašević B, Trivić D, Milanović VD, Ralević L. The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society. 2021;86(10):997-1010.
doi:10.2298/JSC210710052T .
Tomašević, Biljana, Trivić, Dragica, Milanović, Vesna D., Ralević, Lidija, "The programme for professional development of chemistry teachers’ assessment competency" in Journal of the Serbian Chemical Society, 86, no. 10 (2021):997-1010,
https://doi.org/10.2298/JSC210710052T . .

Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci

Trivić, Dragica; Ralević, Lidija; Tomašević, Biljana

(2021)

TY  - JOUR
AU  - Trivić, Dragica
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4943
AB  - The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci
VL  - 34
IS  - 3
SP  - 95
EP  - 109
DO  - 10.5937/inovacije2103095T
ER  - 
@article{
author = "Trivić, Dragica and Ralević, Lidija and Tomašević, Biljana",
year = "2021",
abstract = "The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci",
volume = "34",
number = "3",
pages = "95-109",
doi = "10.5937/inovacije2103095T"
}
Trivić, D., Ralević, L.,& Tomašević, B.. (2021). Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu, 34(3), 95-109.
https://doi.org/10.5937/inovacije2103095T
Trivić D, Ralević L, Tomašević B. Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu. 2021;34(3):95-109.
doi:10.5937/inovacije2103095T .
Trivić, Dragica, Ralević, Lidija, Tomašević, Biljana, "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci" in Inovacije u nastavi - časopis za savremenu nastavu, 34, no. 3 (2021):95-109,
https://doi.org/10.5937/inovacije2103095T . .

Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic

Trivić, Dragica; Milanović, Vesna D.

(Slovenia : University of Ljubljana, Faculty of Education, 2021)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4947
AB  - The COVID-19 pandemic and the suspension of face-to-face learning at the University of Belgrade -
Faculty of Chemistry (UBFC) influenced the education of all chemistry students. The realization of the
experimental part of the studies presented a major challenge within all study programmes (Huang, 2020;
Youssef et al., 2020), while the realization of school practice was an additional challenge within the
education of pre-service chemistry teachers. In order to examine the pre-service chemistry teachers’ views
on the quality of the educational processes during the pandemic, we developed a voluntary anonymous
online survey using Google Forms. Six pre-service chemistry teachers, students of the fifth year of the
integrated undergraduate and graduate academic studies at the UBFC, participated in the research. The
survey consisted of four parts with 42 questions altogether. In the first part, the students’ demographic
data were collected. In the second part, the respondents were given several sets of questions regarding
ICT. In the third part, using a five-point Likert scale, the respondents expressed and then explained their
views regarding the general impact of the pandemic on their learning, the effectiveness of online lectures
and theory exercises within different chemistry and chemistry didactics courses, and the effectiveness of
assessments. In addition to this, they estimated the effectiveness of the laboratory exercises, which were
conducted face-to-face during one part of the semester, and the school practice in the pandemic
circumstances. In the last part, the respondents assessed the advantages and disadvantages of online
teaching and its impact on the development of teacher competencies. They put forward some suggestions
on how to improve online teaching and their views on the combination of online and face-to-face teaching
in the future. Respondents had no experience with online teaching/learning before the pandemic, but now
they spend two to eight hours a day engaged in these activities. All students usually use the PDF and PPT
presentations which accompany lectures, five of them use the Faculty's e-platform, while YouTube
videos, e-books, educational applications and web sites and the recordings of online lectures are used less
frequently. The effectiveness of online instruction within chemistry courses was rated 4 (Agree) by most
students (five out of six). Similarly, students rated the effectiveness of the online instruction within
chemistry didactics courses as 4 (three out of six) and 5 (two out of six). The effectiveness of online
theory exercises was rated the same for both chemistry courses and chemistry didactics courses: grade 5
was given by three out of six students, grade 4 was given by two students and grade 3 by one student.
Three out of six students rated the effectiveness of school practice as 3, two students as 4, while one
student rated it 5. The students singled out the lack of contact with pupils at schools as a major obstacle.
However, the preparation for online teaching helped them gain some useful experience for their future
practice. None of the students fully enjoyed online teaching and most of them were more comfortable
during face-to-face instruction due to better social interaction.
PB  - Slovenia : University of Ljubljana, Faculty of Education
C3  - EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts
T1  - Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic
SP  - 64
EP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_cherry_4947
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2021",
abstract = "The COVID-19 pandemic and the suspension of face-to-face learning at the University of Belgrade -
Faculty of Chemistry (UBFC) influenced the education of all chemistry students. The realization of the
experimental part of the studies presented a major challenge within all study programmes (Huang, 2020;
Youssef et al., 2020), while the realization of school practice was an additional challenge within the
education of pre-service chemistry teachers. In order to examine the pre-service chemistry teachers’ views
on the quality of the educational processes during the pandemic, we developed a voluntary anonymous
online survey using Google Forms. Six pre-service chemistry teachers, students of the fifth year of the
integrated undergraduate and graduate academic studies at the UBFC, participated in the research. The
survey consisted of four parts with 42 questions altogether. In the first part, the students’ demographic
data were collected. In the second part, the respondents were given several sets of questions regarding
ICT. In the third part, using a five-point Likert scale, the respondents expressed and then explained their
views regarding the general impact of the pandemic on their learning, the effectiveness of online lectures
and theory exercises within different chemistry and chemistry didactics courses, and the effectiveness of
assessments. In addition to this, they estimated the effectiveness of the laboratory exercises, which were
conducted face-to-face during one part of the semester, and the school practice in the pandemic
circumstances. In the last part, the respondents assessed the advantages and disadvantages of online
teaching and its impact on the development of teacher competencies. They put forward some suggestions
on how to improve online teaching and their views on the combination of online and face-to-face teaching
in the future. Respondents had no experience with online teaching/learning before the pandemic, but now
they spend two to eight hours a day engaged in these activities. All students usually use the PDF and PPT
presentations which accompany lectures, five of them use the Faculty's e-platform, while YouTube
videos, e-books, educational applications and web sites and the recordings of online lectures are used less
frequently. The effectiveness of online instruction within chemistry courses was rated 4 (Agree) by most
students (five out of six). Similarly, students rated the effectiveness of the online instruction within
chemistry didactics courses as 4 (three out of six) and 5 (two out of six). The effectiveness of online
theory exercises was rated the same for both chemistry courses and chemistry didactics courses: grade 5
was given by three out of six students, grade 4 was given by two students and grade 3 by one student.
Three out of six students rated the effectiveness of school practice as 3, two students as 4, while one
student rated it 5. The students singled out the lack of contact with pupils at schools as a major obstacle.
However, the preparation for online teaching helped them gain some useful experience for their future
practice. None of the students fully enjoyed online teaching and most of them were more comfortable
during face-to-face instruction due to better social interaction.",
publisher = "Slovenia : University of Ljubljana, Faculty of Education",
journal = "EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts",
title = "Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic",
pages = "64-64",
url = "https://hdl.handle.net/21.15107/rcub_cherry_4947"
}
Trivić, D.,& Milanović, V. D.. (2021). Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic. in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts
Slovenia : University of Ljubljana, Faculty of Education., 64-64.
https://hdl.handle.net/21.15107/rcub_cherry_4947
Trivić D, Milanović VD. Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic. in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts. 2021;:64-64.
https://hdl.handle.net/21.15107/rcub_cherry_4947 .
Trivić, Dragica, Milanović, Vesna D., "Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic" in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts (2021):64-64,
https://hdl.handle.net/21.15107/rcub_cherry_4947 .

Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry

Milanović, Vesna D.; Trivić, Dragica

(Springer, 2020)

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2020
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3838
AB  - The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.
PB  - Springer
T2  - Science and Education
T1  - Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
VL  - 29
IS  - 1
SP  - 43
EP  - 74
DO  - 10.1007/s11191-019-00092-8
ER  - 
@article{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2020",
abstract = "The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.",
publisher = "Springer",
journal = "Science and Education",
title = "Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry",
volume = "29",
number = "1",
pages = "43-74",
doi = "10.1007/s11191-019-00092-8"
}
Milanović, V. D.,& Trivić, D.. (2020). Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry. in Science and Education
Springer., 29(1), 43-74.
https://doi.org/10.1007/s11191-019-00092-8
Milanović VD, Trivić D. Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry. in Science and Education. 2020;29(1):43-74.
doi:10.1007/s11191-019-00092-8 .
Milanović, Vesna D., Trivić, Dragica, "Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry" in Science and Education, 29, no. 1 (2020):43-74,
https://doi.org/10.1007/s11191-019-00092-8 . .
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2
1

Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning

Trivić, Dragica; Džinović, Milanka; Milanović, Vesna D.; Živković, Ljiljana S.

(2019)

TY  - JOUR
AU  - Trivić, Dragica
AU  - Džinović, Milanka
AU  - Milanović, Vesna D.
AU  - Živković, Ljiljana S.
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3371
AB  - The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.
T2  - Journal of Baltic Science Education
T1  - Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning
VL  - 18
IS  - 4
SP  - 620
EP  - 633
DO  - 10.33225/jbse/19.18.620
ER  - 
@article{
author = "Trivić, Dragica and Džinović, Milanka and Milanović, Vesna D. and Živković, Ljiljana S.",
year = "2019",
abstract = "The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.",
journal = "Journal of Baltic Science Education",
title = "Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning",
volume = "18",
number = "4",
pages = "620-633",
doi = "10.33225/jbse/19.18.620"
}
Trivić, D., Džinović, M., Milanović, V. D.,& Živković, L. S.. (2019). Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning. in Journal of Baltic Science Education, 18(4), 620-633.
https://doi.org/10.33225/jbse/19.18.620
Trivić D, Džinović M, Milanović VD, Živković LS. Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning. in Journal of Baltic Science Education. 2019;18(4):620-633.
doi:10.33225/jbse/19.18.620 .
Trivić, Dragica, Džinović, Milanka, Milanović, Vesna D., Živković, Ljiljana S., "Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning" in Journal of Baltic Science Education, 18, no. 4 (2019):620-633,
https://doi.org/10.33225/jbse/19.18.620 . .
2

The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences

Putica, Katarina; Trivić, Dragica

(Univesity of Belgrade - Teacher Education Faculty, 2019)

TY  - JOUR
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5025
AB  - The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.
PB  - Univesity of Belgrade - Teacher Education Faculty
T2  - Inovacije u nastavi
T1  - The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 
@article{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.",
publisher = "Univesity of Belgrade - Teacher Education Faculty",
journal = "Inovacije u nastavi",
title = "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}
Putica, K.,& Trivić, D.. (2019). The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi
Univesity of Belgrade - Teacher Education Faculty., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P
Putica K, Trivić D. The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .
Putica, Katarina, Trivić, Dragica, "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences" in Inovacije u nastavi, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .
3

Ефекти примене методе учења путем решавања проблема у настави природних наука

Putica, Katarina; Trivić, Dragica

(Универзитет у Београду - Учитељски факултет, 2019)

TY  - JOUR
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5026
AB  - Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.
PB  - Универзитет у Београду -  Учитељски факултет
T2  - учење путем решавања проблема
T1  - Ефекти примене методе учења путем решавања проблема у настави природних наука
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 
@article{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.",
publisher = "Универзитет у Београду -  Учитељски факултет",
journal = "учење путем решавања проблема",
title = "Ефекти примене методе учења путем решавања проблема у настави природних наука",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}
Putica, K.,& Trivić, D.. (2019). Ефекти примене методе учења путем решавања проблема у настави природних наука. in учење путем решавања проблема
Универзитет у Београду -  Учитељски факултет., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P
Putica K, Trivić D. Ефекти примене методе учења путем решавања проблема у настави природних наука. in учење путем решавања проблема. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .
Putica, Katarina, Trivić, Dragica, "Ефекти примене методе учења путем решавања проблема у настави природних наука" in учење путем решавања проблема, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .
3

History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers

Trivić, Dragica; Milanović, Vesna D.

(2019)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5111
AB  - The content knowledge of pre-service chemistry teachers which includes, among others domains of chemistry, the knowledge about the history of chemistry, represents the basis for the formation of pedagogical content knowledge of teachers. Pedagogical content knowledge is a part of chemistry teachers’ competences that can be defined as a combination of pedagogy and the content of chemistry, including the history of chemistry as well. According to that we created the workshops within the framework of course of the history of chemistry for the pre-service chemistry teachers with the aim to enable them to gain insight into development of chemistry through different historical periods and, in the same time, to offer them the models for their future work with school students on elaboration of chemistry concepts from historical point of view. The workshops comprised different pre-service chemistry teachers’ activities, for example: work with different sources of historical facts, creating a timeline, performing different roles in quizzes (competitors, items creators, moderator, and supervisors of the accuracy of the answers). The work within the workshops has potential to improve the pre-service chemistry teachers understanding on development of chemistry knowledge. The workshops could be also adapted for students of different ages and level of education.
C3  - 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts
T1  - History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers
SP  - 36
EP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5111
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2019",
abstract = "The content knowledge of pre-service chemistry teachers which includes, among others domains of chemistry, the knowledge about the history of chemistry, represents the basis for the formation of pedagogical content knowledge of teachers. Pedagogical content knowledge is a part of chemistry teachers’ competences that can be defined as a combination of pedagogy and the content of chemistry, including the history of chemistry as well. According to that we created the workshops within the framework of course of the history of chemistry for the pre-service chemistry teachers with the aim to enable them to gain insight into development of chemistry through different historical periods and, in the same time, to offer them the models for their future work with school students on elaboration of chemistry concepts from historical point of view. The workshops comprised different pre-service chemistry teachers’ activities, for example: work with different sources of historical facts, creating a timeline, performing different roles in quizzes (competitors, items creators, moderator, and supervisors of the accuracy of the answers). The work within the workshops has potential to improve the pre-service chemistry teachers understanding on development of chemistry knowledge. The workshops could be also adapted for students of different ages and level of education.",
journal = "12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts",
title = "History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers",
pages = "36-36",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5111"
}
Trivić, D.,& Milanović, V. D.. (2019). History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers. in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts, 36-36.
https://hdl.handle.net/21.15107/rcub_cherry_5111
Trivić D, Milanović VD. History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers. in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts. 2019;:36-36.
https://hdl.handle.net/21.15107/rcub_cherry_5111 .
Trivić, Dragica, Milanović, Vesna D., "History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers" in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts (2019):36-36,
https://hdl.handle.net/21.15107/rcub_cherry_5111 .

Pre-service and in-service chemistry teachers education for sustainable development

Milanović, Vesna D.; Zubić, Marinko; Trivić, Dragica; Stojanovska, Marina

(2019)

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Zubić, Marinko
AU  - Trivić, Dragica
AU  - Stojanovska, Marina
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5112
AB  - If we want to develop behaviour of youth according to the goals of sustainable development we
should educate teachers according to these goals. With this view we prepared and performed the
workshop for the pre-service chemistry teachers. Also, we conducted the same workshop with the
in-service chemistry teachers in two countries, Serbia and North Macedonia.
In the framework of the workshop we explored knowledge of the pre-service and in-service chemistry teachers about the definition and goals of sustainable development and engaged the participants with activities throughout they had opportunity to consider issues from the perspective of sustainable development. The workshop contains several parts and its realisation encompasses two classroom periods (90 minutes). Socrative teacher app was used for gathering data during the workshop. In the beginning the participants filled the questionnaire. Some questions from the questionnaire were chosen for a further discussion and different texts or video materials were provided to participants in order to support their reconsideration of previously stated answers. This step was performed several times during the workshop. In the end of the workshop the participants filled the questionnaire again. According to the obtained results, this workshop could be used for improvement of the pre-service and in-service chemistry teachers further work associated with the goals of sustainable development.
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - Pre-service and in-service chemistry teachers education for sustainable development
SP  - 68
EP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5112
ER  - 
@conference{
author = "Milanović, Vesna D. and Zubić, Marinko and Trivić, Dragica and Stojanovska, Marina",
year = "2019",
abstract = "If we want to develop behaviour of youth according to the goals of sustainable development we
should educate teachers according to these goals. With this view we prepared and performed the
workshop for the pre-service chemistry teachers. Also, we conducted the same workshop with the
in-service chemistry teachers in two countries, Serbia and North Macedonia.
In the framework of the workshop we explored knowledge of the pre-service and in-service chemistry teachers about the definition and goals of sustainable development and engaged the participants with activities throughout they had opportunity to consider issues from the perspective of sustainable development. The workshop contains several parts and its realisation encompasses two classroom periods (90 minutes). Socrative teacher app was used for gathering data during the workshop. In the beginning the participants filled the questionnaire. Some questions from the questionnaire were chosen for a further discussion and different texts or video materials were provided to participants in order to support their reconsideration of previously stated answers. This step was performed several times during the workshop. In the end of the workshop the participants filled the questionnaire again. According to the obtained results, this workshop could be used for improvement of the pre-service and in-service chemistry teachers further work associated with the goals of sustainable development.",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "Pre-service and in-service chemistry teachers education for sustainable development",
pages = "68-68",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5112"
}
Milanović, V. D., Zubić, M., Trivić, D.,& Stojanovska, M.. (2019). Pre-service and in-service chemistry teachers education for sustainable development. in European Variety In Chemistry Education 2019: Abstract Booklet, 68-68.
https://hdl.handle.net/21.15107/rcub_cherry_5112
Milanović VD, Zubić M, Trivić D, Stojanovska M. Pre-service and in-service chemistry teachers education for sustainable development. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:68-68.
https://hdl.handle.net/21.15107/rcub_cherry_5112 .
Milanović, Vesna D., Zubić, Marinko, Trivić, Dragica, Stojanovska, Marina, "Pre-service and in-service chemistry teachers education for sustainable development" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):68-68,
https://hdl.handle.net/21.15107/rcub_cherry_5112 .

The chemistry education of the elementary pre-service teachers

Trivić, Dragica; Milanović, Vesna D.

(2019)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5113
AB  - During the past fifteen years, students of the University of Belgrade - Faculty of Teacher Education
learned chemistry within the course Introduction to Natural Sciences. In the realization of this course, teachers from three faculties of the University of Belgrade (the Faculty of Biology, the Faculty of Physics and the Faculty of Chemistry) were engaged. Elementary teachers educate children ages 6 (or 7) to 10. At the beginning of work we usually faced with the situation that the elementary preservice teachers did not like chemistry and they did not feel confident in their knowledge of chemistry. Because of that during the previous period we continually developed syllabus for chemistry teaching and learning within science education of elementary teachers and changed the activities in the classroom in order to improve their knowledge, skills and attitudes toward chemistry and to prepare them to teach chemistry contents within science effectively.
In this presentation the structure of syllabus for elementary pre-service teachers’ education in
chemistry, the directions of its development, the activities in the classroom, as well as the formative
and summative assessment will be shown. We will also consider the problems and obstacles in the
education of elementary teachers in the field of chemistry and sciences that are, despite our efforts, remain unresolved.
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - The chemistry education of the elementary pre-service teachers
SP  - 46
EP  - 46
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5113
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2019",
abstract = "During the past fifteen years, students of the University of Belgrade - Faculty of Teacher Education
learned chemistry within the course Introduction to Natural Sciences. In the realization of this course, teachers from three faculties of the University of Belgrade (the Faculty of Biology, the Faculty of Physics and the Faculty of Chemistry) were engaged. Elementary teachers educate children ages 6 (or 7) to 10. At the beginning of work we usually faced with the situation that the elementary preservice teachers did not like chemistry and they did not feel confident in their knowledge of chemistry. Because of that during the previous period we continually developed syllabus for chemistry teaching and learning within science education of elementary teachers and changed the activities in the classroom in order to improve their knowledge, skills and attitudes toward chemistry and to prepare them to teach chemistry contents within science effectively.
In this presentation the structure of syllabus for elementary pre-service teachers’ education in
chemistry, the directions of its development, the activities in the classroom, as well as the formative
and summative assessment will be shown. We will also consider the problems and obstacles in the
education of elementary teachers in the field of chemistry and sciences that are, despite our efforts, remain unresolved.",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "The chemistry education of the elementary pre-service teachers",
pages = "46-46",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5113"
}
Trivić, D.,& Milanović, V. D.. (2019). The chemistry education of the elementary pre-service teachers. in European Variety In Chemistry Education 2019: Abstract Booklet, 46-46.
https://hdl.handle.net/21.15107/rcub_cherry_5113
Trivić D, Milanović VD. The chemistry education of the elementary pre-service teachers. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:46-46.
https://hdl.handle.net/21.15107/rcub_cherry_5113 .
Trivić, Dragica, Milanović, Vesna D., "The chemistry education of the elementary pre-service teachers" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):46-46,
https://hdl.handle.net/21.15107/rcub_cherry_5113 .

Escape room - innovative method to teach concepts related to the periodic table

Milanović, Vesna D.; Trivić, Dragica; Stojanovska, Marina

(2019)

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
AU  - Stojanovska, Marina
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5114
AB  - Game-based learning [1,2] can be introduced in schools to support the learning experience, thus
helping students to connect the previous knowledge and the one learned from the game. Games
are fun, engaging and motivating, and if they incorporate chemistry content, they could be a powerful pedagogical tool with a great educational value. Well-designed educational games develop creative thinking, inquiring and problem-solving skills, higher-level thinking skills, collaborative or cooperative learning, self-confidence and decision making [3]. They encourage discussion among students, but also with the teacher, which is a crucial part in developing thinking, clarification and correction of potential misunderstandings and misconceptions.
The escape room method [4,5] has become a very popular innovative method to the chemistry
teaching. Motivated by the International Year of Periodic Table [6], we created and performed
several escape rooms related to the Periodic Table concepts in North Macedonia and Serbia [7,8].
Namely, we introduced educational games and puzzles among chemistry teachers within the
programme for their continuing professional development in two countries. The escape room
included five puzzles: Coded Message, Hidden Words, Improvised Chemistry Competition, Cool
Chemistry Coffee Receipt and The Queen and the King puzzle.
This is rather novice and innovative teaching practice in North Macedonia and Serbia and we are
optimistic to disseminate this idea further together with the teachers in our countries. These
educational games and escape rooms have a potential to increase the students’ interest and
motivation to learn chemistry.
References:
1. Burguillo, J. C. (2010). Using game-theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566−575. doi: 10.1016/
j.compedu.2010.02.018
2. Pivec, M., & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning:
“UniGame: social skills and knowlwdgw training” game concept. Journal of Universal Computer
Science, 10(1), 14−26.
3. Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students’ learning performance in science courses. Computers & Education, 63, 43−51. doi:
10.1016/j.compedu.2012.11.019
4. Dietrich, N. (2018). Escape Classroom: The Leblanc Process – An Educational “Escape Game”.
Journal of Chemical Education, 95, 996−999. doi: 10.1021/acs.jchemed.7b00690
5. Peleg, R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019). A Lab-Based
Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, in
publication. doi: 10.1021/acs.jchemed.8b00406
6. International Year of Periodic Table, https://www.iypt2019.org/
7. Seminars for chemistry teachers (2019), Society of Chemists and Technologists of Macedonia,
http://sctm.mk/seminari.htm
8. Seminars for chemistry teachers (2019), Serbian Chemical Society,
https://www.shd.org.rs/index.php
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - Escape room - innovative method to teach concepts related to the periodic table
SP  - 30
EP  - 30
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5114
ER  - 
@conference{
author = "Milanović, Vesna D. and Trivić, Dragica and Stojanovska, Marina",
year = "2019",
abstract = "Game-based learning [1,2] can be introduced in schools to support the learning experience, thus
helping students to connect the previous knowledge and the one learned from the game. Games
are fun, engaging and motivating, and if they incorporate chemistry content, they could be a powerful pedagogical tool with a great educational value. Well-designed educational games develop creative thinking, inquiring and problem-solving skills, higher-level thinking skills, collaborative or cooperative learning, self-confidence and decision making [3]. They encourage discussion among students, but also with the teacher, which is a crucial part in developing thinking, clarification and correction of potential misunderstandings and misconceptions.
The escape room method [4,5] has become a very popular innovative method to the chemistry
teaching. Motivated by the International Year of Periodic Table [6], we created and performed
several escape rooms related to the Periodic Table concepts in North Macedonia and Serbia [7,8].
Namely, we introduced educational games and puzzles among chemistry teachers within the
programme for their continuing professional development in two countries. The escape room
included five puzzles: Coded Message, Hidden Words, Improvised Chemistry Competition, Cool
Chemistry Coffee Receipt and The Queen and the King puzzle.
This is rather novice and innovative teaching practice in North Macedonia and Serbia and we are
optimistic to disseminate this idea further together with the teachers in our countries. These
educational games and escape rooms have a potential to increase the students’ interest and
motivation to learn chemistry.
References:
1. Burguillo, J. C. (2010). Using game-theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566−575. doi: 10.1016/
j.compedu.2010.02.018
2. Pivec, M., & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning:
“UniGame: social skills and knowlwdgw training” game concept. Journal of Universal Computer
Science, 10(1), 14−26.
3. Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students’ learning performance in science courses. Computers & Education, 63, 43−51. doi:
10.1016/j.compedu.2012.11.019
4. Dietrich, N. (2018). Escape Classroom: The Leblanc Process – An Educational “Escape Game”.
Journal of Chemical Education, 95, 996−999. doi: 10.1021/acs.jchemed.7b00690
5. Peleg, R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019). A Lab-Based
Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, in
publication. doi: 10.1021/acs.jchemed.8b00406
6. International Year of Periodic Table, https://www.iypt2019.org/
7. Seminars for chemistry teachers (2019), Society of Chemists and Technologists of Macedonia,
http://sctm.mk/seminari.htm
8. Seminars for chemistry teachers (2019), Serbian Chemical Society,
https://www.shd.org.rs/index.php",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "Escape room - innovative method to teach concepts related to the periodic table",
pages = "30-30",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5114"
}
Milanović, V. D., Trivić, D.,& Stojanovska, M.. (2019). Escape room - innovative method to teach concepts related to the periodic table. in European Variety In Chemistry Education 2019: Abstract Booklet, 30-30.
https://hdl.handle.net/21.15107/rcub_cherry_5114
Milanović VD, Trivić D, Stojanovska M. Escape room - innovative method to teach concepts related to the periodic table. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:30-30.
https://hdl.handle.net/21.15107/rcub_cherry_5114 .
Milanović, Vesna D., Trivić, Dragica, Stojanovska, Marina, "Escape room - innovative method to teach concepts related to the periodic table" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):30-30,
https://hdl.handle.net/21.15107/rcub_cherry_5114 .

Students' Argumentation Skills Expressed in the Context of the History of Chemistry

Milanović, Vesna D.; Trivić, Dragica

(2018)

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5108
AB  - The development of students’ abilities to formulate arguments, reason and think critically in scientific context is one of the goals of science education [1]. Episodes from the history of chemistry can serve as that scientific context. The research was conducted with the aim of examining students’ ability to apply the newly acquired knowledge about composition, structure and general properties of organic compounds to formulating arguments for and against the views of the scientists who had contributed to the development of organic chemistry in the 19th century. A total of 43 students aged 14 participated in this research in the school year 2017/18. Firstly, the students individually read the text about the composition, structure and general properties of organic compounds and how these compounds are different from inorganic compounds. After that, they listened to audio-voice recordings in which the views of scientists who are given the credit for the development of organic chemistry were interpreted (Jоns Jacob Berzelius, Friedrich Wоhler, Antoine - Laurent de Lavoisier, Friedrich August Kekulе von Stradonitz and Archibald Scott Couper). After each recording, students were expected to individually estimate whether the presented views of the scientists would be acceptable today or not and to write arguments for and against. The students were given the opportunity to use the text they had previously read as the source of information for formulating arguments. In this approach the students were in a position to apply the acquired knowledge in order to estimate the views of the scientists, and to improve their high-order cognitive skills.
A conclusion supported by at least one justification was labelled as an argument in the analysis of students’ answers in this research. The structure and contents of arguments were evaluated jointly on a 0-to-5 scale according to the modified version of the methodology described in the literature [2]. One third of the total number of produced arguments contains a conclusion, justification and additional explanation of the justification. At the same time, this kind of argument is the most frequent. Based on the obtained results it can be concluded that the episodes from the history of chemistry in combination with some other sources of information can serve as a fruitful context for formulating arguments and stimulating high-order cognitive skills.
References:
[1] D. Katchevich, A. Hofstein, R. Mamlok-Naaman, Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments, Res. Sci. Educ. 43 (1) (2013) 317-345.
[2] A. Zohar, F. Nemet, Fostering Students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics. J. Res. Sci. Teach. 39 (1) (2002) 35-62.
C3  - Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018
T1  - Students' Argumentation Skills Expressed in the Context of the History of Chemistry
SP  - 57
EP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5108
ER  - 
@conference{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2018",
abstract = "The development of students’ abilities to formulate arguments, reason and think critically in scientific context is one of the goals of science education [1]. Episodes from the history of chemistry can serve as that scientific context. The research was conducted with the aim of examining students’ ability to apply the newly acquired knowledge about composition, structure and general properties of organic compounds to formulating arguments for and against the views of the scientists who had contributed to the development of organic chemistry in the 19th century. A total of 43 students aged 14 participated in this research in the school year 2017/18. Firstly, the students individually read the text about the composition, structure and general properties of organic compounds and how these compounds are different from inorganic compounds. After that, they listened to audio-voice recordings in which the views of scientists who are given the credit for the development of organic chemistry were interpreted (Jоns Jacob Berzelius, Friedrich Wоhler, Antoine - Laurent de Lavoisier, Friedrich August Kekulе von Stradonitz and Archibald Scott Couper). After each recording, students were expected to individually estimate whether the presented views of the scientists would be acceptable today or not and to write arguments for and against. The students were given the opportunity to use the text they had previously read as the source of information for formulating arguments. In this approach the students were in a position to apply the acquired knowledge in order to estimate the views of the scientists, and to improve their high-order cognitive skills.
A conclusion supported by at least one justification was labelled as an argument in the analysis of students’ answers in this research. The structure and contents of arguments were evaluated jointly on a 0-to-5 scale according to the modified version of the methodology described in the literature [2]. One third of the total number of produced arguments contains a conclusion, justification and additional explanation of the justification. At the same time, this kind of argument is the most frequent. Based on the obtained results it can be concluded that the episodes from the history of chemistry in combination with some other sources of information can serve as a fruitful context for formulating arguments and stimulating high-order cognitive skills.
References:
[1] D. Katchevich, A. Hofstein, R. Mamlok-Naaman, Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments, Res. Sci. Educ. 43 (1) (2013) 317-345.
[2] A. Zohar, F. Nemet, Fostering Students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics. J. Res. Sci. Teach. 39 (1) (2002) 35-62.",
journal = "Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018",
title = "Students' Argumentation Skills Expressed in the Context of the History of Chemistry",
pages = "57-67",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5108"
}
Milanović, V. D.,& Trivić, D.. (2018). Students' Argumentation Skills Expressed in the Context of the History of Chemistry. in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018, 57-67.
https://hdl.handle.net/21.15107/rcub_cherry_5108
Milanović VD, Trivić D. Students' Argumentation Skills Expressed in the Context of the History of Chemistry. in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018. 2018;:57-67.
https://hdl.handle.net/21.15107/rcub_cherry_5108 .
Milanović, Vesna D., Trivić, Dragica, "Students' Argumentation Skills Expressed in the Context of the History of Chemistry" in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018 (2018):57-67,
https://hdl.handle.net/21.15107/rcub_cherry_5108 .

Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems

Trivić, Dragica; Milanović, Vesna D.

(2018)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5107
AB  - A lot of chemistry teachers express their concern regarding the thinking levels their students use. They wonder how to improve the higher level thinking skills of their students. Teachers are usually satisfied with the students’ convergent thinking during the problem solving, i.e. when they apply the main chemistry ideas logically and produce one correct answer. The key problem of this research is the divergent thinking of primary and secondary school students when they solve open-ended designed chemistry problems, with the contribution of logical, critical and evaluative thinking. Divergent thinking is defined using indicators such as: (i) fluency – the ability to think of many ideas or many possible solutions to a problem, and (ii) flexibility – the ability to use ideas in a new, different, and unusual way 1.
The first examination was conducted with primary school students aged 14 in the school year 2016/2017. The obtained results have shown that 30% of students were able to formulate more acceptable responses to the given open-ended chemistry problems, i.e. the fluency and flexibility of students’ answers were indicated. This finding is important because the students from this sample had not had this kind of experience and demands in their previous education. In addition, the primary school students showed that they could combine the previously acquired knowledge of chemistry, connect it with everyday life, and thus find original answers.
The second examination was conducted with secondary school students aged 16 in the school year 2017/2018. It was shown that about 30% of the secondary school students were able to produce different responses in the items which did not require chemical calculations. As far as stoichiometric calculations are concerned, the percentage of students who were able to formulate more acceptable responses to the given open-ended chemistry problems was less than 10%.
The results of these studies can be used to further develop the approaches which support the divergent thinking of primary and secondary school students in teaching chemistry, as well as to monitor and evaluate the effects of such work by evaluating students' achievements in open-ended problems.
References:
[1] J. P. Guilford, Characteristics of Creativity (1973) (PDF Download Available). Retrieved February 5, 2017 from the World Wide Web http://files.eric.ed.gov/fulltext/ED080171.pdf
C3  - 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018
T1  - Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems
SP  - 81
EP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5107
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2018",
abstract = "A lot of chemistry teachers express their concern regarding the thinking levels their students use. They wonder how to improve the higher level thinking skills of their students. Teachers are usually satisfied with the students’ convergent thinking during the problem solving, i.e. when they apply the main chemistry ideas logically and produce one correct answer. The key problem of this research is the divergent thinking of primary and secondary school students when they solve open-ended designed chemistry problems, with the contribution of logical, critical and evaluative thinking. Divergent thinking is defined using indicators such as: (i) fluency – the ability to think of many ideas or many possible solutions to a problem, and (ii) flexibility – the ability to use ideas in a new, different, and unusual way 1.
The first examination was conducted with primary school students aged 14 in the school year 2016/2017. The obtained results have shown that 30% of students were able to formulate more acceptable responses to the given open-ended chemistry problems, i.e. the fluency and flexibility of students’ answers were indicated. This finding is important because the students from this sample had not had this kind of experience and demands in their previous education. In addition, the primary school students showed that they could combine the previously acquired knowledge of chemistry, connect it with everyday life, and thus find original answers.
The second examination was conducted with secondary school students aged 16 in the school year 2017/2018. It was shown that about 30% of the secondary school students were able to produce different responses in the items which did not require chemical calculations. As far as stoichiometric calculations are concerned, the percentage of students who were able to formulate more acceptable responses to the given open-ended chemistry problems was less than 10%.
The results of these studies can be used to further develop the approaches which support the divergent thinking of primary and secondary school students in teaching chemistry, as well as to monitor and evaluate the effects of such work by evaluating students' achievements in open-ended problems.
References:
[1] J. P. Guilford, Characteristics of Creativity (1973) (PDF Download Available). Retrieved February 5, 2017 from the World Wide Web http://files.eric.ed.gov/fulltext/ED080171.pdf",
journal = "14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018",
title = "Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems",
pages = "81-81",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5107"
}
Trivić, D.,& Milanović, V. D.. (2018). Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems. in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018, 81-81.
https://hdl.handle.net/21.15107/rcub_cherry_5107
Trivić D, Milanović VD. Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems. in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018. 2018;:81-81.
https://hdl.handle.net/21.15107/rcub_cherry_5107 .
Trivić, Dragica, Milanović, Vesna D., "Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems" in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018 (2018):81-81,
https://hdl.handle.net/21.15107/rcub_cherry_5107 .

Peer-assessment as a form of formative assessment in chemistry classroom

Trivić, Dragica

(Croatian Chemical Society, 2018)

TY  - CONF
AU  - Trivić, Dragica
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5106
AB  - Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.
PB  - Croatian Chemical Society
C3  - 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia
T1  - Peer-assessment as a form of formative assessment in chemistry classroom
SP  - 13
EP  - 14
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5106
ER  - 
@conference{
author = "Trivić, Dragica",
year = "2018",
abstract = "Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.",
publisher = "Croatian Chemical Society",
journal = "4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia",
title = "Peer-assessment as a form of formative assessment in chemistry classroom",
pages = "13-14",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5106"
}
Trivić, D.. (2018). Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia
Croatian Chemical Society., 13-14.
https://hdl.handle.net/21.15107/rcub_cherry_5106
Trivić D. Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia. 2018;:13-14.
https://hdl.handle.net/21.15107/rcub_cherry_5106 .
Trivić, Dragica, "Peer-assessment as a form of formative assessment in chemistry classroom" in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia (2018):13-14,
https://hdl.handle.net/21.15107/rcub_cherry_5106 .

Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from the Trefoil Education Paradigm

Trivić, Dragica; Milanović, Vesna D.; Sefer, Jasmina

(Inst Pedagoska Istrazivanja, Belgrade, 2018)

TY  - JOUR
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
AU  - Sefer, Jasmina
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2162
AB  - The aim of this study is to explore the possible use of the indicators of creative thinking, taken from the Trefoil concept, in the field of chemistry when assessing students' performance, determining the potential for creative development and providing directions for further work. In this way, chemistry instruction might contribute to encouraging the creative abilities of students necessary in the modern, fast-paced world. There is the question of whether the indicators of creative thinking can be useful in evaluating students' achievements in the situation of solving open-ended tasks in the field of chemistry and the kinds of results achieved by students. The research sample included 97 eight-grade students from two primary schools in Belgrade. The research was conducted at the end of the eighth grade in the school year 2016/17, after the entire chemistry curriculum for primary school had been covered. An appropriate achievement test was constructed and then implemented. The obtained results indicate that a large number (30%) of students are capable of formulating several acceptable answers to the given open-ended task, which is a characteristic of divergent thinking in sciences. This finding is even more relevant if we bear in mind that the students from this sample did not have any similar type of demands or experiences in previous classes. This points to the fact that there is a significant potential for developing creative thinking, which might be realised if students solved open-ended tasks more frequently.
PB  - Inst Pedagoska Istrazivanja, Belgrade
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm
VL  - 50
IS  - 1
SP  - 50
EP  - 71
DO  - 10.2298/ZIPI1801050T
UR  - Kon_3493
ER  - 
@article{
author = "Trivić, Dragica and Milanović, Vesna D. and Sefer, Jasmina",
year = "2018",
abstract = "The aim of this study is to explore the possible use of the indicators of creative thinking, taken from the Trefoil concept, in the field of chemistry when assessing students' performance, determining the potential for creative development and providing directions for further work. In this way, chemistry instruction might contribute to encouraging the creative abilities of students necessary in the modern, fast-paced world. There is the question of whether the indicators of creative thinking can be useful in evaluating students' achievements in the situation of solving open-ended tasks in the field of chemistry and the kinds of results achieved by students. The research sample included 97 eight-grade students from two primary schools in Belgrade. The research was conducted at the end of the eighth grade in the school year 2016/17, after the entire chemistry curriculum for primary school had been covered. An appropriate achievement test was constructed and then implemented. The obtained results indicate that a large number (30%) of students are capable of formulating several acceptable answers to the given open-ended task, which is a characteristic of divergent thinking in sciences. This finding is even more relevant if we bear in mind that the students from this sample did not have any similar type of demands or experiences in previous classes. This points to the fact that there is a significant potential for developing creative thinking, which might be realised if students solved open-ended tasks more frequently.",
publisher = "Inst Pedagoska Istrazivanja, Belgrade",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm",
volume = "50",
number = "1",
pages = "50-71",
doi = "10.2298/ZIPI1801050T",
url = "Kon_3493"
}
Trivić, D., Milanović, V. D.,& Sefer, J.. (2018). Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm. in Zbornik Instituta za pedagoška istraživanja
Inst Pedagoska Istrazivanja, Belgrade., 50(1), 50-71.
https://doi.org/10.2298/ZIPI1801050T
Kon_3493
Trivić D, Milanović VD, Sefer J. Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm. in Zbornik Instituta za pedagoška istraživanja. 2018;50(1):50-71.
doi:10.2298/ZIPI1801050T
Kon_3493 .
Trivić, Dragica, Milanović, Vesna D., Sefer, Jasmina, "Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm" in Zbornik Instituta za pedagoška istraživanja, 50, no. 1 (2018):50-71,
https://doi.org/10.2298/ZIPI1801050T .,
Kon_3493 .

The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds

Trivić, Dragica; Milanović, Vesna D.

(Serbian Chemical Soc, Belgrade, 2018)

TY  - JOUR
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2238
AB  - The aim of this research was to investigate whether pupils aged 13, at the end of their first year of studying chemistry, are capable of perceiving the macroscopic and the submicroscopic level of the previously learned contents on chemical reactions, and whether they relate them to the chemical equations (the symbolic representation). Another aim was to establish how much demonstration experiments contribute to a better linking of the mentioned levels. The research featured 69 pupils of the seventh grade from three primary schools. The pre-test was conducted, following which experiments were demonstrated, and the post-testing was carried out in the end. After the intervention, a total of 12 pupils were interviewed about which aspects of chemical reactions they thought of based on the chemical equations. A statistically significant difference in two out of five requirements of the post-test, compared to the pre-test, indicate that the demonstration experiments may contribute to a better linking of three levels of representing chemical reactions. However, when one compares the pupils' answers in the test and in the interview, it can be observed that the correct answers in the test are not always based on understanding the concepts in connection with the chemical reaction.
PB  - Serbian Chemical Soc, Belgrade
T2  - Journal of the Serbian Chemical Society
T1  - The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds
VL  - 83
IS  - 10
SP  - 1177
EP  - 1192
DO  - 10.2298/JSC171220055T
UR  - Kon_3569
ER  - 
@article{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2018",
abstract = "The aim of this research was to investigate whether pupils aged 13, at the end of their first year of studying chemistry, are capable of perceiving the macroscopic and the submicroscopic level of the previously learned contents on chemical reactions, and whether they relate them to the chemical equations (the symbolic representation). Another aim was to establish how much demonstration experiments contribute to a better linking of the mentioned levels. The research featured 69 pupils of the seventh grade from three primary schools. The pre-test was conducted, following which experiments were demonstrated, and the post-testing was carried out in the end. After the intervention, a total of 12 pupils were interviewed about which aspects of chemical reactions they thought of based on the chemical equations. A statistically significant difference in two out of five requirements of the post-test, compared to the pre-test, indicate that the demonstration experiments may contribute to a better linking of three levels of representing chemical reactions. However, when one compares the pupils' answers in the test and in the interview, it can be observed that the correct answers in the test are not always based on understanding the concepts in connection with the chemical reaction.",
publisher = "Serbian Chemical Soc, Belgrade",
journal = "Journal of the Serbian Chemical Society",
title = "The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds",
volume = "83",
number = "10",
pages = "1177-1192",
doi = "10.2298/JSC171220055T",
url = "Kon_3569"
}
Trivić, D.,& Milanović, V. D.. (2018). The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds. in Journal of the Serbian Chemical Society
Serbian Chemical Soc, Belgrade., 83(10), 1177-1192.
https://doi.org/10.2298/JSC171220055T
Kon_3569
Trivić D, Milanović VD. The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds. in Journal of the Serbian Chemical Society. 2018;83(10):1177-1192.
doi:10.2298/JSC171220055T
Kon_3569 .
Trivić, Dragica, Milanović, Vesna D., "The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds" in Journal of the Serbian Chemical Society, 83, no. 10 (2018):1177-1192,
https://doi.org/10.2298/JSC171220055T .,
Kon_3569 .
7
2
5

The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school

Putica, Katarina; Anđelković, Slađana D.; Trivić, Dragica

(2018)

TY  - JOUR
AU  - Putica, Katarina
AU  - Anđelković, Slađana D.
AU  - Trivić, Dragica
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/201
AB  - Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics.
AB  - Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.
T2  - Nastava i vaspitanje
T1  - The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school
T1  - Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii)
T1  - Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije
VL  - 67
IS  - 1
SP  - 75
EP  - 93
DO  - 10.5937/nasvas1801075P
UR  - Kon_116
ER  - 
@article{
author = "Putica, Katarina and Anđelković, Slađana D. and Trivić, Dragica",
year = "2018",
abstract = "Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics., Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.",
journal = "Nastava i vaspitanje",
title = "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school, Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii), Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije",
volume = "67",
number = "1",
pages = "75-93",
doi = "10.5937/nasvas1801075P",
url = "Kon_116"
}
Putica, K., Anđelković, S. D.,& Trivić, D.. (2018). The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje, 67(1), 75-93.
https://doi.org/10.5937/nasvas1801075P
Kon_116
Putica K, Anđelković SD, Trivić D. The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje. 2018;67(1):75-93.
doi:10.5937/nasvas1801075P
Kon_116 .
Putica, Katarina, Anđelković, Slađana D., Trivić, Dragica, "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school" in Nastava i vaspitanje, 67, no. 1 (2018):75-93,
https://doi.org/10.5937/nasvas1801075P .,
Kon_116 .

Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching

Putica, Katarina; Trivić, Dragica

(Serbian Chemical Society, 2017)

TY  - CONF
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5157
AB  - Research has shown that students across the world consider the organic chemistry
curriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer and
Childs, 2014). Context-based teaching approach represents an effective tool for
promoting conceptual understanding and functionalization of organic chemistry
knowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it is
important to develop pre-service chemistry teachers’ competencies for its
implementation in organic chemistry teaching. In accordance with this aim, four preservice
teachers at the Faculty of Chemistry, the University of Belgrade, developed
their context-based organic chemistry teaching competencies by means of
experimental research. Each pre-service teacher conducted an experiment that
compared the effectiveness of the context-based and the traditional teaching
approach when it comes to promoting conceptual understanding and
functionalization of the selected organic chemistry content. Three of these
experiments were conducted in grammar schools, two within the elaboration of the
teaching topic Carboxylic acids and their derivatives, and the third one within the
elaboration of the teaching topic Alcohols. The fourth experiment was conducted in
an elementary school, within the elaboration of the teaching unit Alkanes.Within
each of these experiments, the pre-service teachers developed context-based
teaching materials for the students in the experimental group, the pre-test and the
post-test. Unlike the pre-test which consisted of items that resembled regular
textbook items, the post-test, which was used as an instrument for comparing the
effectiveness of the two teaching approaches, consisted of items that required deep
understanding and the application of the newly acquired organic chemistry
knowledge in solving real-life problems. The results of all four experiments confirmed
that the context-based teaching approach was more effective than the traditional
approach in promoting students’ conceptual understanding and functionalization of their knowledge. These findings also confirm that the research-based approach
represents an effective tool for developing the pre-service chemistry teachers’
competencies for the implementation of the context-based approach in organic
chemistry teaching.

References:

Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeria
secondary schools, Ilorin Journal of Education, 24, 71–78.

O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest and
Attitudes, Journal of Chemical Education, 91, 987–993.

Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing the
understanding and functionalization of organic chemistry knowledge, Chemistry Education
Research and Practice, 17, 172–196.

Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of Chemical
Education, 88, 744–750.
PB  - Serbian Chemical Society
C3  - 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
T1  - Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching
SP  - 111
EP  - 112
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5157
ER  - 
@conference{
author = "Putica, Katarina and Trivić, Dragica",
year = "2017",
abstract = "Research has shown that students across the world consider the organic chemistry
curriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer and
Childs, 2014). Context-based teaching approach represents an effective tool for
promoting conceptual understanding and functionalization of organic chemistry
knowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it is
important to develop pre-service chemistry teachers’ competencies for its
implementation in organic chemistry teaching. In accordance with this aim, four preservice
teachers at the Faculty of Chemistry, the University of Belgrade, developed
their context-based organic chemistry teaching competencies by means of
experimental research. Each pre-service teacher conducted an experiment that
compared the effectiveness of the context-based and the traditional teaching
approach when it comes to promoting conceptual understanding and
functionalization of the selected organic chemistry content. Three of these
experiments were conducted in grammar schools, two within the elaboration of the
teaching topic Carboxylic acids and their derivatives, and the third one within the
elaboration of the teaching topic Alcohols. The fourth experiment was conducted in
an elementary school, within the elaboration of the teaching unit Alkanes.Within
each of these experiments, the pre-service teachers developed context-based
teaching materials for the students in the experimental group, the pre-test and the
post-test. Unlike the pre-test which consisted of items that resembled regular
textbook items, the post-test, which was used as an instrument for comparing the
effectiveness of the two teaching approaches, consisted of items that required deep
understanding and the application of the newly acquired organic chemistry
knowledge in solving real-life problems. The results of all four experiments confirmed
that the context-based teaching approach was more effective than the traditional
approach in promoting students’ conceptual understanding and functionalization of their knowledge. These findings also confirm that the research-based approach
represents an effective tool for developing the pre-service chemistry teachers’
competencies for the implementation of the context-based approach in organic
chemistry teaching.

References:

Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeria
secondary schools, Ilorin Journal of Education, 24, 71–78.

O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest and
Attitudes, Journal of Chemical Education, 91, 987–993.

Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing the
understanding and functionalization of organic chemistry knowledge, Chemistry Education
Research and Practice, 17, 172–196.

Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of Chemical
Education, 88, 744–750.",
publisher = "Serbian Chemical Society",
journal = "7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society",
title = "Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching",
pages = "111-112",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5157"
}
Putica, K.,& Trivić, D.. (2017). Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
Serbian Chemical Society., 111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5157
Putica K, Trivić D. Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society. 2017;:111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5157 .
Putica, Katarina, Trivić, Dragica, "Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching" in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society (2017):111-112,
https://hdl.handle.net/21.15107/rcub_cherry_5157 .

Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching

Putica, Katarina; Trivić, Dragica

(Belgrade : Serbian Chemical Society, 2017)

TY  - CONF
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5105
AB  - Research has shown that students across the world consider the organic chemistry
curriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer and
Childs, 2014). Context-based teaching approach represents an effective tool for
promoting conceptual understanding and functionalization of organic chemistry
knowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it is
important to develop pre-service chemistry teachers’ competencies for its
implementation in organic chemistry teaching. In accordance with this aim, four preservice
teachers at the Faculty of Chemistry, the University of Belgrade, developed
their context-based organic chemistry teaching competencies by means of
experimental research. Each pre-service teacher conducted an experiment that
compared the effectiveness of the context-based and the traditional teaching
approach when it comes to promoting conceptual understanding and
functionalization of the selected organic chemistry content. Three of these
experiments were conducted in grammar schools, two within the elaboration of the
teaching topic Carboxylic acids and their derivatives, and the third one within the
elaboration of the teaching topic Alcohols. The fourth experiment was conducted in
an elementary school, within the elaboration of the teaching unit Alkanes. Within
each of these experiments, the pre-service teachers developed context-based
teaching materials for the students in the experimental group, the pre-test and the
post-test. Unlike the pre-test which consisted of items that resembled regular
textbook items, the post-test, which was used as an instrument for comparing the
effectiveness of the two teaching approaches, consisted of items that required deep
understanding and the application of the newly acquired organic chemistry
knowledge in solving real-life problems. The results of all four experiments confirmed
that the context-based teaching approach was more effective than the traditional
approach in promoting students’ conceptual understanding and functionalization of
their knowledge. These findings also confirm that the research-based approach
represents an effective tool for developing the pre-service chemistry teachers’
competencies for the implementation of the context-based approach in organic
chemistry teaching.
References:
Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeria
secondary schools, Ilorin Journal of Education, 24, 71–78.
O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest and
Attitudes, Journal of Chemical Education, 91, 987–993.
Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing the
understanding and functionalization of organic chemistry knowledge, Chemistry Education
Research and Practice, 17, 172–196.
Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of Chemical
Education, 88, 744–750.
PB  - Belgrade : Serbian Chemical Society
C3  - University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
T1  - Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching
SP  - 111
EP  - 112
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5105
ER  - 
@conference{
author = "Putica, Katarina and Trivić, Dragica",
year = "2017",
abstract = "Research has shown that students across the world consider the organic chemistry
curriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer and
Childs, 2014). Context-based teaching approach represents an effective tool for
promoting conceptual understanding and functionalization of organic chemistry
knowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it is
important to develop pre-service chemistry teachers’ competencies for its
implementation in organic chemistry teaching. In accordance with this aim, four preservice
teachers at the Faculty of Chemistry, the University of Belgrade, developed
their context-based organic chemistry teaching competencies by means of
experimental research. Each pre-service teacher conducted an experiment that
compared the effectiveness of the context-based and the traditional teaching
approach when it comes to promoting conceptual understanding and
functionalization of the selected organic chemistry content. Three of these
experiments were conducted in grammar schools, two within the elaboration of the
teaching topic Carboxylic acids and their derivatives, and the third one within the
elaboration of the teaching topic Alcohols. The fourth experiment was conducted in
an elementary school, within the elaboration of the teaching unit Alkanes. Within
each of these experiments, the pre-service teachers developed context-based
teaching materials for the students in the experimental group, the pre-test and the
post-test. Unlike the pre-test which consisted of items that resembled regular
textbook items, the post-test, which was used as an instrument for comparing the
effectiveness of the two teaching approaches, consisted of items that required deep
understanding and the application of the newly acquired organic chemistry
knowledge in solving real-life problems. The results of all four experiments confirmed
that the context-based teaching approach was more effective than the traditional
approach in promoting students’ conceptual understanding and functionalization of
their knowledge. These findings also confirm that the research-based approach
represents an effective tool for developing the pre-service chemistry teachers’
competencies for the implementation of the context-based approach in organic
chemistry teaching.
References:
Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeria
secondary schools, Ilorin Journal of Education, 24, 71–78.
O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest and
Attitudes, Journal of Chemical Education, 91, 987–993.
Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing the
understanding and functionalization of organic chemistry knowledge, Chemistry Education
Research and Practice, 17, 172–196.
Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of Chemical
Education, 88, 744–750.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017",
title = "Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching",
pages = "111-112",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5105"
}
Putica, K.,& Trivić, D.. (2017). Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
Belgrade : Serbian Chemical Society., 111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5105
Putica K, Trivić D. Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017. 2017;:111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5105 .
Putica, Katarina, Trivić, Dragica, "Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching" in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017 (2017):111-112,
https://hdl.handle.net/21.15107/rcub_cherry_5105 .

Chemistry knowledge structure - views of chemistry teachers

Đorđević, Aleksandar; Trivić, Dragica; Milanović, Vesna D.

(Belgrade : Serbian Chemical Society, 2017)

TY  - CONF
AU  - Đorđević, Aleksandar
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5104
AB  - Modern society is characterized by rapid development in all spheres of human life.
The development of education system should contribute to the development of
societies and respond to all innovations placed by the industry. School has to adapt to
the changeable demands of society and work on the development of positive
students' attitudes towards science. In addition, schools should help students to
develop effective strategies for science and chemistry learning.
The chemistry teachers are expected to find the easiest and the most effective way in
which students could acquire new knowledge and skills. It is important that students
have an opportunity to develop understanding of chemistry instead of using the rote
learning. In addition, it is necessary that students understand the practical application
of the studied content and in this way functional knowledge can be acquired.
Thinking about connections between concepts in chemistry and other disciplines
could improve students' knowledge and lead to increasing their motivation and finally
to the formation of the functional knowledge.
The aim of this presentation is to show the structure of knowledge that chemistry
teachers in Serbia expect their students to have when they finish primary or
secondary school. In the questionnaire, a total of 120 teachers from primary and
secondary schools in Serbia were asked to: 1) display the conceptual maps; 2) identify
the most important chemical concepts; 3) point to the links between chemical
concepts which they expect their students to learn. The results showed that teachers
in primary and secondary schools use a very similar combination of concepts and
identify them as key concepts for students' education in chemistry.
PB  - Belgrade : Serbian Chemical Society
C3  - University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
T1  - Chemistry knowledge structure - views of chemistry teachers
SP  - 115
EP  - 115
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5104
ER  - 
@conference{
author = "Đorđević, Aleksandar and Trivić, Dragica and Milanović, Vesna D.",
year = "2017",
abstract = "Modern society is characterized by rapid development in all spheres of human life.
The development of education system should contribute to the development of
societies and respond to all innovations placed by the industry. School has to adapt to
the changeable demands of society and work on the development of positive
students' attitudes towards science. In addition, schools should help students to
develop effective strategies for science and chemistry learning.
The chemistry teachers are expected to find the easiest and the most effective way in
which students could acquire new knowledge and skills. It is important that students
have an opportunity to develop understanding of chemistry instead of using the rote
learning. In addition, it is necessary that students understand the practical application
of the studied content and in this way functional knowledge can be acquired.
Thinking about connections between concepts in chemistry and other disciplines
could improve students' knowledge and lead to increasing their motivation and finally
to the formation of the functional knowledge.
The aim of this presentation is to show the structure of knowledge that chemistry
teachers in Serbia expect their students to have when they finish primary or
secondary school. In the questionnaire, a total of 120 teachers from primary and
secondary schools in Serbia were asked to: 1) display the conceptual maps; 2) identify
the most important chemical concepts; 3) point to the links between chemical
concepts which they expect their students to learn. The results showed that teachers
in primary and secondary schools use a very similar combination of concepts and
identify them as key concepts for students' education in chemistry.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017",
title = "Chemistry knowledge structure - views of chemistry teachers",
pages = "115-115",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5104"
}
Đorđević, A., Trivić, D.,& Milanović, V. D.. (2017). Chemistry knowledge structure - views of chemistry teachers. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
Belgrade : Serbian Chemical Society., 115-115.
https://hdl.handle.net/21.15107/rcub_cherry_5104
Đorđević A, Trivić D, Milanović VD. Chemistry knowledge structure - views of chemistry teachers. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017. 2017;:115-115.
https://hdl.handle.net/21.15107/rcub_cherry_5104 .
Đorđević, Aleksandar, Trivić, Dragica, Milanović, Vesna D., "Chemistry knowledge structure - views of chemistry teachers" in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017 (2017):115-115,
https://hdl.handle.net/21.15107/rcub_cherry_5104 .

Formative and summative assessment in the programme for professional development of chemistry teachers

Trivić, Dragica; Tomasević, Biljana; Milanović, Vesna D.

(Belgrade : Serbian Chemical Society, 2017)

TY  - CONF
AU  - Trivić, Dragica
AU  - Tomasević, Biljana
AU  - Milanović, Vesna D.
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5103
AB  - Assessment as the important part of process of teaching and learning was the central
theme of the two-day programme for professional development of chemistry
teachers that was realized by the Serbian Chemical Society and the Faculty of
Chemistry University of Belgrade. In 2016 the programme encompassed 30 chemistry
teachers from primary and secondary schools. At the beginning we collected the data
from the participants about their attitudes towards assessment and their usual
practice by the questionnaire and group interviews (focus group interviews).
During the two days four workshops were organized. The structure of each workshop
was the same and they included the introduction, group work and discussion of
results of the work in groups. The first workshop was dedicated to the assessment as
a support for chemistry learning. The second workshop was dedicated to the issue of
how to harmonize the teaching and learning activities, formative and summative
assessment, feedback from formative assessment and the criteria by which students
are evaluated in the summative assessment. In the framework of the third workshop
participants in groups estimated the validity of certain tasks for formative and
summative assessment according to the curricula aims and the educational
standards. In the fourth workshop the participants developed the tasks for
monitoring students’ progress towards certain educational standards.
The results of questionnaire and group interviews and the products of chemistry
teachers’ work in groups will be presented at the Conference.
PB  - Belgrade : Serbian Chemical Society
C3  - University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
T1  - Formative and summative assessment in the programme for professional development of chemistry teachers
SP  - 110
EP  - 110
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5103
ER  - 
@conference{
author = "Trivić, Dragica and Tomasević, Biljana and Milanović, Vesna D.",
year = "2017",
abstract = "Assessment as the important part of process of teaching and learning was the central
theme of the two-day programme for professional development of chemistry
teachers that was realized by the Serbian Chemical Society and the Faculty of
Chemistry University of Belgrade. In 2016 the programme encompassed 30 chemistry
teachers from primary and secondary schools. At the beginning we collected the data
from the participants about their attitudes towards assessment and their usual
practice by the questionnaire and group interviews (focus group interviews).
During the two days four workshops were organized. The structure of each workshop
was the same and they included the introduction, group work and discussion of
results of the work in groups. The first workshop was dedicated to the assessment as
a support for chemistry learning. The second workshop was dedicated to the issue of
how to harmonize the teaching and learning activities, formative and summative
assessment, feedback from formative assessment and the criteria by which students
are evaluated in the summative assessment. In the framework of the third workshop
participants in groups estimated the validity of certain tasks for formative and
summative assessment according to the curricula aims and the educational
standards. In the fourth workshop the participants developed the tasks for
monitoring students’ progress towards certain educational standards.
The results of questionnaire and group interviews and the products of chemistry
teachers’ work in groups will be presented at the Conference.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017",
title = "Formative and summative assessment in the programme for professional development of chemistry teachers",
pages = "110-110",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5103"
}
Trivić, D., Tomasević, B.,& Milanović, V. D.. (2017). Formative and summative assessment in the programme for professional development of chemistry teachers. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
Belgrade : Serbian Chemical Society., 110-110.
https://hdl.handle.net/21.15107/rcub_cherry_5103
Trivić D, Tomasević B, Milanović VD. Formative and summative assessment in the programme for professional development of chemistry teachers. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017. 2017;:110-110.
https://hdl.handle.net/21.15107/rcub_cherry_5103 .
Trivić, Dragica, Tomasević, Biljana, Milanović, Vesna D., "Formative and summative assessment in the programme for professional development of chemistry teachers" in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017 (2017):110-110,
https://hdl.handle.net/21.15107/rcub_cherry_5103 .

Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics

Trivić, Dragica; Milanović, Vesna D.; Džinović, Milanka

(Belgarde : Serbian Chemical Society, 2017)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
AU  - Džinović, Milanka
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5102
AB  - During the previous two decades we established the practice to invite the experts
from different fields as guests of the Chemistry Didactics classes at the Faculty of
Chemistry University of Belgrade. We believed that this practice would help students
to develop their communication and collaborative skills with experts from other
disciplines. Moreover, it helps them to think from different perspectives about topics
that could be relevant for youth education, their future professional orientation, and
society, and enables them to better prepare for the planning and realization of
interdisciplinary approach in their future classrooms.
In this presentation we will describe a workshop which was realized in cooperation
with geographers. This workshop encompassed the students, future chemistry
teachers, at their final years of study. The workshop had several parts. An important
part related to the production of questions which could be answered through the
cooperation of chemists and geographers. After that the importance of these
questions was discussed within the framework of individual, societal and vocational
relevance (Eilks and Hofstein, 2015) related to the youth education and their future
decision-making in everyday life, better integration into society and professional
orientation. The final part was associated with the formulation of topic that could be
realized by interdisciplinary approach.
This workshop can serve as a model of work for the future chemistry teachers, of how
they can involve different specialists in their chemistry classes in order to make their
lessons more relevant to youth.
References:
Eilks, I. and Hofstein, A. (2015). From some historical reflections on the issue of relevance of chemistry education towards a model and an advance organizer – a prologue In Eilks I. and Hofstein A. (Eds.), Relevant Chemistry Education From Theory to Practice (2−10). Roterdam: Sense Publishers.
PB  - Belgarde : Serbian Chemical Society
C3  - University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
T1  - Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics
SP  - 108
EP  - 109
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5102
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D. and Džinović, Milanka",
year = "2017",
abstract = "During the previous two decades we established the practice to invite the experts
from different fields as guests of the Chemistry Didactics classes at the Faculty of
Chemistry University of Belgrade. We believed that this practice would help students
to develop their communication and collaborative skills with experts from other
disciplines. Moreover, it helps them to think from different perspectives about topics
that could be relevant for youth education, their future professional orientation, and
society, and enables them to better prepare for the planning and realization of
interdisciplinary approach in their future classrooms.
In this presentation we will describe a workshop which was realized in cooperation
with geographers. This workshop encompassed the students, future chemistry
teachers, at their final years of study. The workshop had several parts. An important
part related to the production of questions which could be answered through the
cooperation of chemists and geographers. After that the importance of these
questions was discussed within the framework of individual, societal and vocational
relevance (Eilks and Hofstein, 2015) related to the youth education and their future
decision-making in everyday life, better integration into society and professional
orientation. The final part was associated with the formulation of topic that could be
realized by interdisciplinary approach.
This workshop can serve as a model of work for the future chemistry teachers, of how
they can involve different specialists in their chemistry classes in order to make their
lessons more relevant to youth.
References:
Eilks, I. and Hofstein, A. (2015). From some historical reflections on the issue of relevance of chemistry education towards a model and an advance organizer – a prologue In Eilks I. and Hofstein A. (Eds.), Relevant Chemistry Education From Theory to Practice (2−10). Roterdam: Sense Publishers.",
publisher = "Belgarde : Serbian Chemical Society",
journal = "University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017",
title = "Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics",
pages = "108-109",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5102"
}
Trivić, D., Milanović, V. D.,& Džinović, M.. (2017). Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
Belgarde : Serbian Chemical Society., 108-109.
https://hdl.handle.net/21.15107/rcub_cherry_5102
Trivić D, Milanović VD, Džinović M. Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017. 2017;:108-109.
https://hdl.handle.net/21.15107/rcub_cherry_5102 .
Trivić, Dragica, Milanović, Vesna D., Džinović, Milanka, "Guests of the chemistry didactics classes - a step towards planning interdisciplinary topics" in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017 (2017):108-109,
https://hdl.handle.net/21.15107/rcub_cherry_5102 .

Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century

Milanović, Vesna D.; Trivić, Dragica

(Trondheim: NTNU – Norwegian University of Science and Technology, Department of Teacher Education, 2017)

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5101
AB  - The first secondary-school chemistry textbooks in Serbia dating from the second half of the 19th century. With aim to gain insight into chemistry knowledge that was presented to secondary school students in Serbia in the second half of the 19th century, and didactic organization of the textbooks from that period, we analysed secondary-school chemistry textbook written by Mita Petrović. The first edition of this textbook was printed in 1883. 
Mita Petrović (1848–1891) worked at the Serbian Teacher training School in Sombor, where he taught mathematics and natural sciences. His textbook Chemistry for Secondary Schools, based on Prokop Prohaszka and Others, was used more than 20 years and shaped the way of thinking in chemistry among the generations of students. 
In order to achieve the set goal, we needed to develop a methodology for analysing and evaluating the quality of this textbook within the context of the period when it was created.
The contents of Mita Petrović’s textbook are organised into two sections: inorganic chemistry and organic chemistry. The material related to inorganic chemistry is interspersed with segments of material in which general chemical principles and laws are reviewed. The organic compounds are systematised in accordance with homologous series. 
Numerous structural and organizational components are identified in the textbook. Also, the indicators of didactic organisation of a textbook, such as explanations of scientific terms, a functional use of illustrative means of expression and variety of the examples used are present in the analysed textbook.
PB  - Trondheim: NTNU – Norwegian University of Science and Technology, Department of Teacher Education
C3  - 11th International Conference on the History of Chemistry, Trondheim 2017: Book of Abstracts
T1  - Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century
SP  - 41
EP  - 41
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5101
ER  - 
@conference{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2017",
abstract = "The first secondary-school chemistry textbooks in Serbia dating from the second half of the 19th century. With aim to gain insight into chemistry knowledge that was presented to secondary school students in Serbia in the second half of the 19th century, and didactic organization of the textbooks from that period, we analysed secondary-school chemistry textbook written by Mita Petrović. The first edition of this textbook was printed in 1883. 
Mita Petrović (1848–1891) worked at the Serbian Teacher training School in Sombor, where he taught mathematics and natural sciences. His textbook Chemistry for Secondary Schools, based on Prokop Prohaszka and Others, was used more than 20 years and shaped the way of thinking in chemistry among the generations of students. 
In order to achieve the set goal, we needed to develop a methodology for analysing and evaluating the quality of this textbook within the context of the period when it was created.
The contents of Mita Petrović’s textbook are organised into two sections: inorganic chemistry and organic chemistry. The material related to inorganic chemistry is interspersed with segments of material in which general chemical principles and laws are reviewed. The organic compounds are systematised in accordance with homologous series. 
Numerous structural and organizational components are identified in the textbook. Also, the indicators of didactic organisation of a textbook, such as explanations of scientific terms, a functional use of illustrative means of expression and variety of the examples used are present in the analysed textbook.",
publisher = "Trondheim: NTNU – Norwegian University of Science and Technology, Department of Teacher Education",
journal = "11th International Conference on the History of Chemistry, Trondheim 2017: Book of Abstracts",
title = "Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century",
pages = "41-41",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5101"
}
Milanović, V. D.,& Trivić, D.. (2017). Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century. in 11th International Conference on the History of Chemistry, Trondheim 2017: Book of Abstracts
Trondheim: NTNU – Norwegian University of Science and Technology, Department of Teacher Education., 41-41.
https://hdl.handle.net/21.15107/rcub_cherry_5101
Milanović VD, Trivić D. Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century. in 11th International Conference on the History of Chemistry, Trondheim 2017: Book of Abstracts. 2017;:41-41.
https://hdl.handle.net/21.15107/rcub_cherry_5101 .
Milanović, Vesna D., Trivić, Dragica, "Mita Petrović’s chemistry textbook as a framework for learning chemistry in secondary schools in Serbia in the 19th century" in 11th International Conference on the History of Chemistry, Trondheim 2017: Book of Abstracts (2017):41-41,
https://hdl.handle.net/21.15107/rcub_cherry_5101 .