Milanović, Vesna D.

Link to this page

Authority KeyName Variants
orcid::0000-0002-6765-5031
  • Milanović, Vesna D. (24)
Projects

Author's Bibliography

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 . .

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 . .
1
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
1

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 .

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

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 .

On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes

Marjanović-Trajković, Jasna; Milanović, Vesna D.; Ferjančić, Zorana; Saičić, Radomir

(Wiley-V C H Verlag Gmbh, Weinheim, 2017)

TY  - JOUR
AU  - Marjanović-Trajković, Jasna
AU  - Milanović, Vesna D.
AU  - Ferjančić, Zorana
AU  - Saičić, Radomir
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2410
AB  - Reagent stereocontrol in the proline-catalyzed aldol reaction of 2,2-dimethyl-1,3-dioxane-5-one 1 with chiral aldehydes has been investigated. Synthetically useful levels of diastereoselectivity could be achieved in reactions with acyclic chiral alpha-oxy and alpha-amino aldehydes in both matched and mismatched cases. By using this reaction as a key step, two medicinally relevant azasugars, 1-deoxy-galactonojirimycin (9) and 2,5-dideoxy-2,5-imino-d-altritol (10), were efficiently synthesized.
PB  - Wiley-V C H Verlag Gmbh, Weinheim
T2  - European Journal of Organic Chemistry
T1  - On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes
IS  - 41
SP  - 6146
EP  - 6153
DO  - 10.1002/ejoc.201701073
UR  - Kon_3226
ER  - 
@article{
author = "Marjanović-Trajković, Jasna and Milanović, Vesna D. and Ferjančić, Zorana and Saičić, Radomir",
year = "2017",
abstract = "Reagent stereocontrol in the proline-catalyzed aldol reaction of 2,2-dimethyl-1,3-dioxane-5-one 1 with chiral aldehydes has been investigated. Synthetically useful levels of diastereoselectivity could be achieved in reactions with acyclic chiral alpha-oxy and alpha-amino aldehydes in both matched and mismatched cases. By using this reaction as a key step, two medicinally relevant azasugars, 1-deoxy-galactonojirimycin (9) and 2,5-dideoxy-2,5-imino-d-altritol (10), were efficiently synthesized.",
publisher = "Wiley-V C H Verlag Gmbh, Weinheim",
journal = "European Journal of Organic Chemistry",
title = "On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes",
number = "41",
pages = "6146-6153",
doi = "10.1002/ejoc.201701073",
url = "Kon_3226"
}
Marjanović-Trajković, J., Milanović, V. D., Ferjančić, Z.,& Saičić, R.. (2017). On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes. in European Journal of Organic Chemistry
Wiley-V C H Verlag Gmbh, Weinheim.(41), 6146-6153.
https://doi.org/10.1002/ejoc.201701073
Kon_3226
Marjanović-Trajković J, Milanović VD, Ferjančić Z, Saičić R. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes. in European Journal of Organic Chemistry. 2017;(41):6146-6153.
doi:10.1002/ejoc.201701073
Kon_3226 .
Marjanović-Trajković, Jasna, Milanović, Vesna D., Ferjančić, Zorana, Saičić, Radomir, "On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-dioxane-5-one to Acyclic Chiral alpha-Branched Aldehydes" in European Journal of Organic Chemistry, no. 41 (2017):6146-6153,
https://doi.org/10.1002/ejoc.201701073 .,
Kon_3226 .
1
7
5
8

The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?

Milanović, Vesna D.; Trivić, Dragica

(Royal Soc Chemistry, Cambridge, 2017)

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2533
AB  - The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.
PB  - Royal Soc Chemistry, Cambridge
T2  - Chemistry Education: Research and Practice
T1  - The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?
VL  - 18
IS  - 4
SP  - 549
EP  - 558
DO  - 10.1039/c7rp00027h
UR  - Kon_3349
ER  - 
@article{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2017",
abstract = "The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.",
publisher = "Royal Soc Chemistry, Cambridge",
journal = "Chemistry Education: Research and Practice",
title = "The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?",
volume = "18",
number = "4",
pages = "549-558",
doi = "10.1039/c7rp00027h",
url = "Kon_3349"
}
Milanović, V. D.,& Trivić, D.. (2017). The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?. in Chemistry Education: Research and Practice
Royal Soc Chemistry, Cambridge., 18(4), 549-558.
https://doi.org/10.1039/c7rp00027h
Kon_3349
Milanović VD, Trivić D. The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?. in Chemistry Education: Research and Practice. 2017;18(4):549-558.
doi:10.1039/c7rp00027h
Kon_3349 .
Milanović, Vesna D., Trivić, Dragica, "The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?" in Chemistry Education: Research and Practice, 18, no. 4 (2017):549-558,
https://doi.org/10.1039/c7rp00027h .,
Kon_3349 .
2
4
3
4

History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass

Milanović, Vesna D.; Trivić, Dragica

(Sci Methodical Ctr-Sci Educologica, Siauliai, 2017)

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2547
AB  - The aim of this research was to explore students' ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists' work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13-14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students' difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product.
PB  - Sci Methodical Ctr-Sci Educologica, Siauliai
T2  - Journal of Baltic Science Education
T1  - History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass
VL  - 16
IS  - 5
SP  - 780
EP  - 796
UR  - https://hdl.handle.net/21.15107/rcub_cherry_2547
UR  - Kon_3363
ER  - 
@article{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2017",
abstract = "The aim of this research was to explore students' ideas about chemical reactions and difficulties in understanding the law of conservation of mass in such reactions by using an approach that started from presentations of scientists' work associated with the law. The developed test items relied on: 1) the historical contents that illustrate the experimental work of three scientists (Lavoisier, Landolt and Lomonosov); 2) the description of school experiments and 3) real life situation. In this way, students would have an opportunity to show understanding of the law of conservation of mass in two contexts, one based on the stories from the history of chemistry and the other contemporary, based on school laboratory experiments and real life situation. Students of different ages were selected for the research: the seventh and the eighth grade of primary school (age 13-14), and the second year of grammar school (age 16). The research involved a total of 301 students. The results indicated that students' difficulties were mostly associated with the predictions and explanations of mass changes in open reaction systems in which a gas was a reactant than with the reactions in which a gas was a product.",
publisher = "Sci Methodical Ctr-Sci Educologica, Siauliai",
journal = "Journal of Baltic Science Education",
title = "History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass",
volume = "16",
number = "5",
pages = "780-796",
url = "https://hdl.handle.net/21.15107/rcub_cherry_2547, Kon_3363"
}
Milanović, V. D.,& Trivić, D.. (2017). History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass. in Journal of Baltic Science Education
Sci Methodical Ctr-Sci Educologica, Siauliai., 16(5), 780-796.
https://hdl.handle.net/21.15107/rcub_cherry_2547
Milanović VD, Trivić D. History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass. in Journal of Baltic Science Education. 2017;16(5):780-796.
https://hdl.handle.net/21.15107/rcub_cherry_2547 .
Milanović, Vesna D., Trivić, Dragica, "History of Chemistry as a Part of Assessment of Students' Understanding of the Law of Conservation of Mass" in Journal of Baltic Science Education, 16, no. 5 (2017):780-796,
https://hdl.handle.net/21.15107/rcub_cherry_2547 .
1
2

History of chemistry in the pre-service chemistry teachers education

Trivić, Dragica; Milanović, Vesna D.

(Belgrade : Serbian Chemical Society, 2017)

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2818
AB  - History of chemistry could be an important part of the curriculum for pre-service
chemistry teachers’ education. This allows them the deeper understanding of nature
of science and scientific work, as well as to build a base for future planning the
contextual approaches through which their school students could learn about nature
of science. History of Chemistry is taught in the fourth year within the integrated
academic studies curriculum (300 ECTS) for chemistry teachers’ education at the
Faculty of Chemistry University of Belgrade.
During the last three school years at the very beginning of the course of History of
Chemistry the estimation of the knowledge of some historical facts, such as the
scientific contribution of Robert Boyle, Henry Cavendish, Joseph Priestley, Antoine
Lavoisier, John Dalton, Jöns Jacob Berzelius, Alessandro Volta, Michael Faraday was
conducted. These scientists were chosen according to the previous analysis of the
syllabuses of different secondary school and university chemistry and physics
subjects. In this way, we were able to examine whether students pay attention to the
work of scientists when they study various subjects from chemistry and physics
domain. In addition, we asked the students whether they read texts from the history
of science, what was the most important scientific discovery from their point of view,
who was the most significant scientist in their opinion, whether they had a role model
among scientists. Also, we asked students to describe an experiment that they knew
from the history of science.
The obtained results showed that students, future chemistry teachers, have
developed certain attitudes about chemistry as a science, but they possess little
knowledge about the scientific work of scientists. These findings are later useful for
the lessons and workshops planning within the course of history of 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  - History of chemistry in the pre-service chemistry teachers education
SP  - 132
EP  - 133
UR  - https://hdl.handle.net/21.15107/rcub_cherry_2818
ER  - 
@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2017",
abstract = "History of chemistry could be an important part of the curriculum for pre-service
chemistry teachers’ education. This allows them the deeper understanding of nature
of science and scientific work, as well as to build a base for future planning the
contextual approaches through which their school students could learn about nature
of science. History of Chemistry is taught in the fourth year within the integrated
academic studies curriculum (300 ECTS) for chemistry teachers’ education at the
Faculty of Chemistry University of Belgrade.
During the last three school years at the very beginning of the course of History of
Chemistry the estimation of the knowledge of some historical facts, such as the
scientific contribution of Robert Boyle, Henry Cavendish, Joseph Priestley, Antoine
Lavoisier, John Dalton, Jöns Jacob Berzelius, Alessandro Volta, Michael Faraday was
conducted. These scientists were chosen according to the previous analysis of the
syllabuses of different secondary school and university chemistry and physics
subjects. In this way, we were able to examine whether students pay attention to the
work of scientists when they study various subjects from chemistry and physics
domain. In addition, we asked the students whether they read texts from the history
of science, what was the most important scientific discovery from their point of view,
who was the most significant scientist in their opinion, whether they had a role model
among scientists. Also, we asked students to describe an experiment that they knew
from the history of science.
The obtained results showed that students, future chemistry teachers, have
developed certain attitudes about chemistry as a science, but they possess little
knowledge about the scientific work of scientists. These findings are later useful for
the lessons and workshops planning within the course of history of 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 = "History of chemistry in the pre-service chemistry teachers education",
pages = "132-133",
url = "https://hdl.handle.net/21.15107/rcub_cherry_2818"
}
Trivić, D.,& Milanović, V. D.. (2017). History of chemistry in the pre-service chemistry teachers education. 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., 132-133.
https://hdl.handle.net/21.15107/rcub_cherry_2818
Trivić D, Milanović VD. History of chemistry in the pre-service chemistry teachers education. 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;:132-133.
https://hdl.handle.net/21.15107/rcub_cherry_2818 .
Trivić, Dragica, Milanović, Vesna D., "History of chemistry in the pre-service chemistry teachers education" 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):132-133,
https://hdl.handle.net/21.15107/rcub_cherry_2818 .

The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?

Milanović, Vesna D.; Trivić, Dragica

(Royal Soc Chemistry, Cambridge, 2017)

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2957
AB  - The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.
PB  - Royal Soc Chemistry, Cambridge
T2  - Chemistry Education: Research and Practice
T1  - The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?
VL  - 18
IS  - 4
SP  - 549
EP  - 558
DO  - 10.1039/c7rp00027h
ER  - 
@article{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2017",
abstract = "The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.",
publisher = "Royal Soc Chemistry, Cambridge",
journal = "Chemistry Education: Research and Practice",
title = "The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?",
volume = "18",
number = "4",
pages = "549-558",
doi = "10.1039/c7rp00027h"
}
Milanović, V. D.,& Trivić, D.. (2017). The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?. in Chemistry Education: Research and Practice
Royal Soc Chemistry, Cambridge., 18(4), 549-558.
https://doi.org/10.1039/c7rp00027h
Milanović VD, Trivić D. The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?. in Chemistry Education: Research and Practice. 2017;18(4):549-558.
doi:10.1039/c7rp00027h .
Milanović, Vesna D., Trivić, Dragica, "The historical or the contemporary context: which of the two ensures a deeper understanding of gas properties?" in Chemistry Education: Research and Practice, 18, no. 4 (2017):549-558,
https://doi.org/10.1039/c7rp00027h . .
2
4
3
4

Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073

Marjanović-Trajković, Jasna; Milanović, Vesna D.; Ferjančić, Zorana; Saičić, Radomir

(Wiley-V C H Verlag Gmbh, Weinheim, 2017)

TY  - DATA
AU  - Marjanović-Trajković, Jasna
AU  - Milanović, Vesna D.
AU  - Ferjančić, Zorana
AU  - Saičić, Radomir
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3229
PB  - Wiley-V C H Verlag Gmbh, Weinheim
T2  - European Journal of Organic Chemistry
T1  - Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073
UR  - https://hdl.handle.net/21.15107/rcub_cherry_3229
ER  - 
@misc{
author = "Marjanović-Trajković, Jasna and Milanović, Vesna D. and Ferjančić, Zorana and Saičić, Radomir",
year = "2017",
publisher = "Wiley-V C H Verlag Gmbh, Weinheim",
journal = "European Journal of Organic Chemistry",
title = "Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073",
url = "https://hdl.handle.net/21.15107/rcub_cherry_3229"
}
Marjanović-Trajković, J., Milanović, V. D., Ferjančić, Z.,& Saičić, R.. (2017). Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073. in European Journal of Organic Chemistry
Wiley-V C H Verlag Gmbh, Weinheim..
https://hdl.handle.net/21.15107/rcub_cherry_3229
Marjanović-Trajković J, Milanović VD, Ferjančić Z, Saičić R. Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073. in European Journal of Organic Chemistry. 2017;.
https://hdl.handle.net/21.15107/rcub_cherry_3229 .
Marjanović-Trajković, Jasna, Milanović, Vesna D., Ferjančić, Zorana, Saičić, Radomir, "Supplementary data for the article: Marjanovic Trajkovic, J.; Milanovic, V.; Ferjancic, Z.; Saicic, R. N. On the Asymmetric Induction in Proline-Catalyzed Aldol Reactions: Reagent-Controlled Addition Reactions of 2,2-Dimethyl-1,3-Dioxane-5-One to Acyclic Chiral α-Branched Aldehydes. European Journal of Organic Chemistry 2017, 2017 (41), 6146–6153. https://doi.org/10.1002/ejoc.201701073" in European Journal of Organic Chemistry (2017),
https://hdl.handle.net/21.15107/rcub_cherry_3229 .

Sima Lozanic as the writer of textbook: Chemistry for secondary schools

Milanović, Vesna D.; Trivić, Dragica

(Aveiro : UA Editora, 2015)

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2015
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5100
AB  - The teaching of chemistry, as an independent subject in secondary schools in Serbia,
dates from 1874. Prior to that, chemistry was studied within the framework of physics
and mineralogy. The rules on writing secondary-school textbooks in Serbia were
passed in 1895. Within one year, Sima Lozanic wrote a textbook and submitted it for
publication. Sima Lozanic (1847-1935) was a chemist, scientist, Professor, Chairman
of the Academy of Sciences, the first Rector of Belgrade University, Ambassador to
London, Minister of the Economy and Minister of Foreign Affairs, a diplomat. In the
mid-1880’s, at the time of a reform and modernisation of grammar school, Lozanic
worked on compiling a modern chemistry curriculum and introducing teaching through
experiments in secondary schools.1 Apart from chemistry, Sima Lozanic also studied
pedagogy (1868-1870) at the well-known school of pedagogy in Küsnacht near Zurich.
At Zurich University, Lozanic studied chemistry under Johannes Wislicenus, and
subsequently spent one year at August Wilhelm von Hofmann’s laboratory for organic
chemistry.2 Scientific textbooks are at the crossroad between disciplines such
as history of science, history of education and history of books and reading.3 We
analysed Sima Lozanic’s textbook Chemistry for Secondary Schools, dating from 1896
to gain insight into what amount of chemistry knowledge was presented to young
people in Serbia in the end of the 19th century, and what principles textbook written.
We needed to develop the methodology for analysing and evaluating the quality of this
textbook within the context of the period when it were created. Sima Lozanic’s textbook
is characterised by the high level of systematicness when it comes to the manner
of presenting its contents and consistency of approach throughout the book. It may
be assumed that the mentioned approach was developed during the course of Sima
Lozanic’s studies under Wislicenus and Hofmann.
PB  - Aveiro : UA Editora
C3  - 10th International Conference on the History of Chemistry 9-12 September 2015 University of Aveiro, Portugal “Chemical Biography in the 21st Century”
T1  - Sima Lozanic as the writer of textbook: Chemistry for secondary schools
SP  - 72
EP  - 72
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5100
ER  - 
@conference{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2015",
abstract = "The teaching of chemistry, as an independent subject in secondary schools in Serbia,
dates from 1874. Prior to that, chemistry was studied within the framework of physics
and mineralogy. The rules on writing secondary-school textbooks in Serbia were
passed in 1895. Within one year, Sima Lozanic wrote a textbook and submitted it for
publication. Sima Lozanic (1847-1935) was a chemist, scientist, Professor, Chairman
of the Academy of Sciences, the first Rector of Belgrade University, Ambassador to
London, Minister of the Economy and Minister of Foreign Affairs, a diplomat. In the
mid-1880’s, at the time of a reform and modernisation of grammar school, Lozanic
worked on compiling a modern chemistry curriculum and introducing teaching through
experiments in secondary schools.1 Apart from chemistry, Sima Lozanic also studied
pedagogy (1868-1870) at the well-known school of pedagogy in Küsnacht near Zurich.
At Zurich University, Lozanic studied chemistry under Johannes Wislicenus, and
subsequently spent one year at August Wilhelm von Hofmann’s laboratory for organic
chemistry.2 Scientific textbooks are at the crossroad between disciplines such
as history of science, history of education and history of books and reading.3 We
analysed Sima Lozanic’s textbook Chemistry for Secondary Schools, dating from 1896
to gain insight into what amount of chemistry knowledge was presented to young
people in Serbia in the end of the 19th century, and what principles textbook written.
We needed to develop the methodology for analysing and evaluating the quality of this
textbook within the context of the period when it were created. Sima Lozanic’s textbook
is characterised by the high level of systematicness when it comes to the manner
of presenting its contents and consistency of approach throughout the book. It may
be assumed that the mentioned approach was developed during the course of Sima
Lozanic’s studies under Wislicenus and Hofmann.",
publisher = "Aveiro : UA Editora",
journal = "10th International Conference on the History of Chemistry 9-12 September 2015 University of Aveiro, Portugal “Chemical Biography in the 21st Century”",
title = "Sima Lozanic as the writer of textbook: Chemistry for secondary schools",
pages = "72-72",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5100"
}
Milanović, V. D.,& Trivić, D.. (2015). Sima Lozanic as the writer of textbook: Chemistry for secondary schools. in 10th International Conference on the History of Chemistry 9-12 September 2015 University of Aveiro, Portugal “Chemical Biography in the 21st Century”
Aveiro : UA Editora., 72-72.
https://hdl.handle.net/21.15107/rcub_cherry_5100
Milanović VD, Trivić D. Sima Lozanic as the writer of textbook: Chemistry for secondary schools. in 10th International Conference on the History of Chemistry 9-12 September 2015 University of Aveiro, Portugal “Chemical Biography in the 21st Century”. 2015;:72-72.
https://hdl.handle.net/21.15107/rcub_cherry_5100 .
Milanović, Vesna D., Trivić, Dragica, "Sima Lozanic as the writer of textbook: Chemistry for secondary schools" in 10th International Conference on the History of Chemistry 9-12 September 2015 University of Aveiro, Portugal “Chemical Biography in the 21st Century” (2015):72-72,
https://hdl.handle.net/21.15107/rcub_cherry_5100 .

Secondary-school chemistry textbooks in the 19th century

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

(Serbian Chemical Soc, Belgrade, 2015)

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
AU  - Tomašević, Biljana
PY  - 2015
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/1994
AB  - The teaching of chemistry in Serbia as a separate subject dates from 1874. The first secondary-school chemistry textbooks appeared in the second half of the 19th century. The aim of this study was to gain insight, by analysing two secondary-school chemistry textbooks, written by Sima Lozanic (1895) and Mita Petrovic (1892), into the amount of scientific knowledge from the sphere of chemistry was presented to secondary school students in Serbia in the second half of the 19th century, and the principles textbooks written at the time were based on. Within the framework of the conducted research, we defined the criteria for assessing the quality of secondary-school chemistry textbooks were defined in the context of the time they were written. The most important difference found between the two textbooks under analysis pertained to the way in which their contents were organised. Sima Lozanic's textbook is characterised by a greater degree of systematicness when it comes to the manner of presenting its contents and consistency of approach throughout the book. In both textbooks, the authors' attempts to link chemistry-related subjects to everyday life, and to indicate the practical significance of various substances and their toxicity can be perceived.
PB  - Serbian Chemical Soc, Belgrade
T2  - Journal of the Serbian Chemical Society
T1  - Secondary-school chemistry textbooks in the 19th century
VL  - 80
IS  - 10
SP  - 1321
DO  - 10.2298/JSC140926052M
UR  - Kon_2949
ER  - 
@article{
author = "Milanović, Vesna D. and Trivić, Dragica and Tomašević, Biljana",
year = "2015",
abstract = "The teaching of chemistry in Serbia as a separate subject dates from 1874. The first secondary-school chemistry textbooks appeared in the second half of the 19th century. The aim of this study was to gain insight, by analysing two secondary-school chemistry textbooks, written by Sima Lozanic (1895) and Mita Petrovic (1892), into the amount of scientific knowledge from the sphere of chemistry was presented to secondary school students in Serbia in the second half of the 19th century, and the principles textbooks written at the time were based on. Within the framework of the conducted research, we defined the criteria for assessing the quality of secondary-school chemistry textbooks were defined in the context of the time they were written. The most important difference found between the two textbooks under analysis pertained to the way in which their contents were organised. Sima Lozanic's textbook is characterised by a greater degree of systematicness when it comes to the manner of presenting its contents and consistency of approach throughout the book. In both textbooks, the authors' attempts to link chemistry-related subjects to everyday life, and to indicate the practical significance of various substances and their toxicity can be perceived.",
publisher = "Serbian Chemical Soc, Belgrade",
journal = "Journal of the Serbian Chemical Society",
title = "Secondary-school chemistry textbooks in the 19th century",
volume = "80",
number = "10",
pages = "1321",
doi = "10.2298/JSC140926052M",
url = "Kon_2949"
}
Milanović, V. D., Trivić, D.,& Tomašević, B.. (2015). Secondary-school chemistry textbooks in the 19th century. in Journal of the Serbian Chemical Society
Serbian Chemical Soc, Belgrade., 80(10), 1321.
https://doi.org/10.2298/JSC140926052M
Kon_2949
Milanović VD, Trivić D, Tomašević B. Secondary-school chemistry textbooks in the 19th century. in Journal of the Serbian Chemical Society. 2015;80(10):1321.
doi:10.2298/JSC140926052M
Kon_2949 .
Milanović, Vesna D., Trivić, Dragica, Tomašević, Biljana, "Secondary-school chemistry textbooks in the 19th century" in Journal of the Serbian Chemical Society, 80, no. 10 (2015):1321,
https://doi.org/10.2298/JSC140926052M .,
Kon_2949 .
1
2
1
1