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 .