TY  - JOUR
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5096
AB  - In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.
PB  - Belgrade : Serbian Chemical Society
T2  - Journal of the Serbian Chemical Society
T1  - Internet pages for asynchronous online and face-to-face learning about solutions and dissolution
VL  - 87
IS  - 4
SP  - 531
EP  - 543
DO  - 10.2298/JSC210804060R
ER  - 

@article{
author = "Ralević, Lidija and Tomašević, Biljana and Trivić, Dragica",
year = "2022",
abstract = "In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "Journal of the Serbian Chemical Society",
title = "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution",
volume = "87",
number = "4",
pages = "531-543",
doi = "10.2298/JSC210804060R"
}

Ralević, L., Tomašević, B.,& Trivić, D.. (2022). Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society
Belgrade : Serbian Chemical Society., 87(4), 531-543.
https://doi.org/10.2298/JSC210804060R

Ralević L, Tomašević B, Trivić D. Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society. 2022;87(4):531-543.
doi:10.2298/JSC210804060R .

Ralević, Lidija, Tomašević, Biljana, Trivić, Dragica, "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution" in Journal of the Serbian Chemical Society, 87, no. 4 (2022):531-543,
https://doi.org/10.2298/JSC210804060R . .

TY  - JOUR
AU  - Antunović, Vesna R.
AU  - Tripković, Tatjana
AU  - Tomašević, Biljana
AU  - Baošić, Rada
AU  - Jelić, Dijana
AU  - Lolić, Aleksandar
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4985
AB  - This paper describes the determination of Pb and Cu with a Nafion-modified glassy carbon electrode and MnCo2O4 nanoparticles as working electrode for anodic stripping voltammetry. Pb and Cu were accumulated in HCl/KCl (0.1 mol dm-3) at a potential of -1.4 V (vs. Ag/AgCl electrode) for 480 s, followed by a linear sweep anodic stripping voltammetry (ASV) scan from -1.0 to +0.5 V. Under optimum conditions, the calibration curves were linear in the range of 0.01 - 8 and 0.01 - 5 mg dm-3 for Pb and Cu, respectively. Effect of sample dilution, accumulation time and potential were optimized. A study of interfering substances was performed. A significant increase in current was obtained at the modified electrode in comparison with the bare glassy carbon electrode. The modified electrode was successfully applied for determination of Pb and Cu in wine samples after a simple preparation procedure. Pb and Cu content in wine was used for estimation of the target hazard quotient (THQ) values for minimal and maximal levels of the metals.
PB  - Japan Society for Analytical Chemistry
T2  - Analytical Sciences
T1  - Voltammetric determination of lead and copper in wine by modified glassy carbon electrode
VL  - 37
IS  - 2
SP  - 353
DO  - 10.2116/analsci.20P302
ER  - 

@article{
author = "Antunović, Vesna R. and Tripković, Tatjana and Tomašević, Biljana and Baošić, Rada and Jelić, Dijana and Lolić, Aleksandar",
year = "2021",
abstract = "This paper describes the determination of Pb and Cu with a Nafion-modified glassy carbon electrode and MnCo2O4 nanoparticles as working electrode for anodic stripping voltammetry. Pb and Cu were accumulated in HCl/KCl (0.1 mol dm-3) at a potential of -1.4 V (vs. Ag/AgCl electrode) for 480 s, followed by a linear sweep anodic stripping voltammetry (ASV) scan from -1.0 to +0.5 V. Under optimum conditions, the calibration curves were linear in the range of 0.01 - 8 and 0.01 - 5 mg dm-3 for Pb and Cu, respectively. Effect of sample dilution, accumulation time and potential were optimized. A study of interfering substances was performed. A significant increase in current was obtained at the modified electrode in comparison with the bare glassy carbon electrode. The modified electrode was successfully applied for determination of Pb and Cu in wine samples after a simple preparation procedure. Pb and Cu content in wine was used for estimation of the target hazard quotient (THQ) values for minimal and maximal levels of the metals.",
publisher = "Japan Society for Analytical Chemistry",
journal = "Analytical Sciences",
title = "Voltammetric determination of lead and copper in wine by modified glassy carbon electrode",
volume = "37",
number = "2",
pages = "353",
doi = "10.2116/analsci.20P302"
}

Antunović, V. R., Tripković, T., Tomašević, B., Baošić, R., Jelić, D.,& Lolić, A.. (2021). Voltammetric determination of lead and copper in wine by modified glassy carbon electrode. in Analytical Sciences
Japan Society for Analytical Chemistry., 37(2), 353.
https://doi.org/10.2116/analsci.20P302

Antunović VR, Tripković T, Tomašević B, Baošić R, Jelić D, Lolić A. Voltammetric determination of lead and copper in wine by modified glassy carbon electrode. in Analytical Sciences. 2021;37(2):353.
doi:10.2116/analsci.20P302 .

Antunović, Vesna R., Tripković, Tatjana, Tomašević, Biljana, Baošić, Rada, Jelić, Dijana, Lolić, Aleksandar, "Voltammetric determination of lead and copper in wine by modified glassy carbon electrode" in Analytical Sciences, 37, no. 2 (2021):353,
https://doi.org/10.2116/analsci.20P302 . .

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 . .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4943
AB  - The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci
VL  - 34
IS  - 3
SP  - 95
EP  - 109
DO  - 10.5937/inovacije2103095T
ER  - 

@article{
author = "Trivić, Dragica and Ralević, Lidija and Tomašević, Biljana",
year = "2021",
abstract = "The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci",
volume = "34",
number = "3",
pages = "95-109",
doi = "10.5937/inovacije2103095T"
}

Trivić, D., Ralević, L.,& Tomašević, B.. (2021). Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu, 34(3), 95-109.
https://doi.org/10.5937/inovacije2103095T

Trivić D, Ralević L, Tomašević B. Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu. 2021;34(3):95-109.
doi:10.5937/inovacije2103095T .

Trivić, Dragica, Ralević, Lidija, Tomašević, Biljana, "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci" in Inovacije u nastavi - časopis za savremenu nastavu, 34, no. 3 (2021):95-109,
https://doi.org/10.5937/inovacije2103095T . .

TY  - CONF
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2946
AB  - Kада започну изучавање структуре супстанци, ученици су у позицији да изграђују значење хемијских појмова који им делују апстрактно и да, сагледавајући релације између тих појмова, формирају стабилан и целовит појмовни систем. Један од начина да се поједноставе ови процеси подразумева приказивање садржаја из хемије помоћу модела и анимација. Савременој настави се пружају додатне могућности применом информационо-комуникационих технологија (ИКТ). Наставници могу да користе већ постојеће или да самостално креирају дигиталне материјале, у зависности од потреба наставног процеса. Дигитални материјали могу да се дистрибуирају ученицима за учење код куће или да се интегришу у наставне ситуације у учионици. С обзиром на то да њихово коришћење омогућава формирање јасних репрезенатција (представа) хемијских појмова, њихова улога у процесима унапређења квалитета наставе и учења хемије је од изузетне важности.
Ефикасност примене дигиталних, онлајн постављених материјала за самостално учење испитана је кроз квази-експеримент са паралелним групама у којем је учествовало 249 ученика седмог разреда из две основне школе на територији града Београда. Припремљени дигитални материјали за усвајање појмова растварање и раствори приказани су ученицима контролне групе на часовима традиционалне наставе. Ученици експерименталне групе су појмове растварање и раствори усвајали кроз самостални рад, приступајући овим материјалима на прослеђеној адреси интернет стране. 
Резултати су показали да у погледу постигнућа ученика контролне групе и ученика експерименталне групе постоји статистички значајна разлика у корист ученика који су самостално учили о растворима посредством онлајн материјала који су им били на располагању. Ови резултати указују да се применом информационо-комуникационих технологија које омогућавају дистрибуцију припремљених дигиталних материјала може допринети бољим постигнућима ученика, који имају могућност да ове материјале користе у времену и условима који им одговарају.
PB  - Београд : Српско хемијско друштво
C3  - Априлски дани о настави хемије, 30. Стручно усавршавање за настевнике хемије и 3. Конференција методике наставе хемије
T1  - Дигитални материјали за усвајање појмова растварање и раствори
SP  - 32
EP  - 32
UR  - https://hdl.handle.net/21.15107/rcub_cherry_2946
ER  - 

@conference{
author = "Ralević, Lidija and Tomašević, Biljana",
year = "2019",
abstract = "Kада започну изучавање структуре супстанци, ученици су у позицији да изграђују значење хемијских појмова који им делују апстрактно и да, сагледавајући релације између тих појмова, формирају стабилан и целовит појмовни систем. Један од начина да се поједноставе ови процеси подразумева приказивање садржаја из хемије помоћу модела и анимација. Савременој настави се пружају додатне могућности применом информационо-комуникационих технологија (ИКТ). Наставници могу да користе већ постојеће или да самостално креирају дигиталне материјале, у зависности од потреба наставног процеса. Дигитални материјали могу да се дистрибуирају ученицима за учење код куће или да се интегришу у наставне ситуације у учионици. С обзиром на то да њихово коришћење омогућава формирање јасних репрезенатција (представа) хемијских појмова, њихова улога у процесима унапређења квалитета наставе и учења хемије је од изузетне важности.
Ефикасност примене дигиталних, онлајн постављених материјала за самостално учење испитана је кроз квази-експеримент са паралелним групама у којем је учествовало 249 ученика седмог разреда из две основне школе на територији града Београда. Припремљени дигитални материјали за усвајање појмова растварање и раствори приказани су ученицима контролне групе на часовима традиционалне наставе. Ученици експерименталне групе су појмове растварање и раствори усвајали кроз самостални рад, приступајући овим материјалима на прослеђеној адреси интернет стране. 
Резултати су показали да у погледу постигнућа ученика контролне групе и ученика експерименталне групе постоји статистички значајна разлика у корист ученика који су самостално учили о растворима посредством онлајн материјала који су им били на располагању. Ови резултати указују да се применом информационо-комуникационих технологија које омогућавају дистрибуцију припремљених дигиталних материјала може допринети бољим постигнућима ученика, који имају могућност да ове материјале користе у времену и условима који им одговарају.",
publisher = "Београд : Српско хемијско друштво",
journal = "Априлски дани о настави хемије, 30. Стручно усавршавање за настевнике хемије и 3. Конференција методике наставе хемије",
title = "Дигитални материјали за усвајање појмова растварање и раствори",
pages = "32-32",
url = "https://hdl.handle.net/21.15107/rcub_cherry_2946"
}

Ralević, L.,& Tomašević, B.. (2019). Дигитални материјали за усвајање појмова растварање и раствори. in Априлски дани о настави хемије, 30. Стручно усавршавање за настевнике хемије и 3. Конференција методике наставе хемије
Београд : Српско хемијско друштво., 32-32.
https://hdl.handle.net/21.15107/rcub_cherry_2946

Ralević L, Tomašević B. Дигитални материјали за усвајање појмова растварање и раствори. in Априлски дани о настави хемије, 30. Стручно усавршавање за настевнике хемије и 3. Конференција методике наставе хемије. 2019;:32-32.
https://hdl.handle.net/21.15107/rcub_cherry_2946 .

Ralević, Lidija, Tomašević, Biljana, "Дигитални материјали за усвајање појмова растварање и раствори" in Априлски дани о настави хемије, 30. Стручно усавршавање за настевнике хемије и 3. Конференција методике наставе хемије (2019):32-32,
https://hdl.handle.net/21.15107/rcub_cherry_2946 .

TY  - CONF
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2945
AB  - Animations and videos give the opportunity for the content of chemistry concerning homogenous mixtures (solutions) to be explained on three levels: microscopic, symbolical and submicroscopic (particle) level. Dissolution is an essential concept for understanding the properties of substances. Visualisations of the particle structure and interactions between particles are necessary for explaining the notion of dissolution. In this study, we examined the influence of the possibility that students can observe the dissolution animation of substances. Animations and additional explanations were posted on the Internet address that was sent to students. Thirty students individually, as a homework assignment, accessed these contents that were supposed to improve knowledge about the concept of dissolution. Before and after this intervention, the students solved the test with the same questions that related to the concept of dissolution. It can be concluded that the application of set animations and explanations contributed to statistically significantly better results in the test (t = 2.56, p<0.05). More than half of the surveyed students answered that they have never on-line searched for the content of chemistry, but with this approach, they were more interested in contrast to traditional classroom lessons and that this way could help them in the acquisition of the chemical concepts.
PB  - Târgovişte : Valahia University Press
C3  - Chemistry a nature challenger : book of abstracts : 9th International Conference of the Chemical Societies of the South-Eastern European Countries
T1  - The on-line animations for the solubility concept acquisition
UR  - https://hdl.handle.net/21.15107/rcub_cherry_2945
ER  - 

@conference{
author = "Ralević, Lidija and Tomašević, Biljana",
year = "2019",
abstract = "Animations and videos give the opportunity for the content of chemistry concerning homogenous mixtures (solutions) to be explained on three levels: microscopic, symbolical and submicroscopic (particle) level. Dissolution is an essential concept for understanding the properties of substances. Visualisations of the particle structure and interactions between particles are necessary for explaining the notion of dissolution. In this study, we examined the influence of the possibility that students can observe the dissolution animation of substances. Animations and additional explanations were posted on the Internet address that was sent to students. Thirty students individually, as a homework assignment, accessed these contents that were supposed to improve knowledge about the concept of dissolution. Before and after this intervention, the students solved the test with the same questions that related to the concept of dissolution. It can be concluded that the application of set animations and explanations contributed to statistically significantly better results in the test (t = 2.56, p<0.05). More than half of the surveyed students answered that they have never on-line searched for the content of chemistry, but with this approach, they were more interested in contrast to traditional classroom lessons and that this way could help them in the acquisition of the chemical concepts.",
publisher = "Târgovişte : Valahia University Press",
journal = "Chemistry a nature challenger : book of abstracts : 9th International Conference of the Chemical Societies of the South-Eastern European Countries",
title = "The on-line animations for the solubility concept acquisition",
url = "https://hdl.handle.net/21.15107/rcub_cherry_2945"
}

Ralević, L.,& Tomašević, B.. (2019). The on-line animations for the solubility concept acquisition. in Chemistry a nature challenger : book of abstracts : 9th International Conference of the Chemical Societies of the South-Eastern European Countries
Târgovişte : Valahia University Press..
https://hdl.handle.net/21.15107/rcub_cherry_2945

Ralević L, Tomašević B. The on-line animations for the solubility concept acquisition. in Chemistry a nature challenger : book of abstracts : 9th International Conference of the Chemical Societies of the South-Eastern European Countries. 2019;.
https://hdl.handle.net/21.15107/rcub_cherry_2945 .

Ralević, Lidija, Tomašević, Biljana, "The on-line animations for the solubility concept acquisition" in Chemistry a nature challenger : book of abstracts : 9th International Conference of the Chemical Societies of the South-Eastern European Countries (2019),
https://hdl.handle.net/21.15107/rcub_cherry_2945 .

TY  - CONF
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3109
AB  - Za prikupljanje stavova i mišljenja ispitanika (učenika, studenata, nastavnika...) u okviru pedagoških istraživanja, najefikasniji i najekonomičniji postupak je anketiranje primenom odgovarajućeg upitnika. Upotreba IKT u nastavi je pojednostavila ovaj postupak, jer se mogu kreirati digitalni upitnici koji se distribuiraju internetom i onlajn (online) popunjavaju, korišćenjem nekog digitalnog uređaja. Prednosti su što se takav upitnik pravi bez ikakvih finansijskih investicija, a dostavljanje ispitanicima, pristupanje i popunjavanje je jednostavno. U cilju prikupljanja stavova učenika sedmog razreda o onlajn postavljenim materijalima za učenje nastavne jedinice o rastvorima i rastvaranju, kao i njihovim navikama vezanim za pristupanje internetu, za potrebe istraživanja kreiran je onlajn upitnik. Analiza odgovora učenika je pokazala da skoro svi učenici svakodenevno pristupaju internetu. Više od polovine učenika nikada nisu tražili na internetu sadržaje iz hemije. Učenici su izneli pozitivan stav o onlajn učenju sadržaja iz hemije, ali bi češća primena ovakog načina rada doprinela njihovom većem interesovanju za učenje.
AB  - A survey with an appropriate questionnaire is the most efficient and economical procedure
for collecting data on attitudes and opinions of pupils, students and teachers in educational
researches. This process is simplified by using ICT, which enable to create digital
questionnaires for online distribution and answering, from different digital devices. The
advantages of this kind of questionnaires are related to that there is no need for additional
financial investments, and they could be easy delivered to respondents for completing. In
order to collect data on attitudes of the seventh grade students associated with the online
materials for learning the teaching unit about solutions and dissolution, as well as their
habits related to Internet access, an online questionnaire was created for the research
purposes. An analysis of student responses has shown that almost all students access the
Internet daily. More than half of the students have never searched for the content of
chemistry on the Internet. Students have had a positive view of online learning chemistry
contents, but more frequently use of this method could contribute to their higher interest.
PB  - Београд : Српско хемијско друштво
C3  - 56. саветовање Српског хемијског друштва
T1  - Примена онлајн упитника у настави хемије
UR  - https://hdl.handle.net/21.15107/rcub_cherry_3109
ER  - 

@conference{
author = "Ralević, Lidija and Tomašević, Biljana",
year = "2019",
abstract = "Za prikupljanje stavova i mišljenja ispitanika (učenika, studenata, nastavnika...) u okviru pedagoških istraživanja, najefikasniji i najekonomičniji postupak je anketiranje primenom odgovarajućeg upitnika. Upotreba IKT u nastavi je pojednostavila ovaj postupak, jer se mogu kreirati digitalni upitnici koji se distribuiraju internetom i onlajn (online) popunjavaju, korišćenjem nekog digitalnog uređaja. Prednosti su što se takav upitnik pravi bez ikakvih finansijskih investicija, a dostavljanje ispitanicima, pristupanje i popunjavanje je jednostavno. U cilju prikupljanja stavova učenika sedmog razreda o onlajn postavljenim materijalima za učenje nastavne jedinice o rastvorima i rastvaranju, kao i njihovim navikama vezanim za pristupanje internetu, za potrebe istraživanja kreiran je onlajn upitnik. Analiza odgovora učenika je pokazala da skoro svi učenici svakodenevno pristupaju internetu. Više od polovine učenika nikada nisu tražili na internetu sadržaje iz hemije. Učenici su izneli pozitivan stav o onlajn učenju sadržaja iz hemije, ali bi češća primena ovakog načina rada doprinela njihovom većem interesovanju za učenje., A survey with an appropriate questionnaire is the most efficient and economical procedure
for collecting data on attitudes and opinions of pupils, students and teachers in educational
researches. This process is simplified by using ICT, which enable to create digital
questionnaires for online distribution and answering, from different digital devices. The
advantages of this kind of questionnaires are related to that there is no need for additional
financial investments, and they could be easy delivered to respondents for completing. In
order to collect data on attitudes of the seventh grade students associated with the online
materials for learning the teaching unit about solutions and dissolution, as well as their
habits related to Internet access, an online questionnaire was created for the research
purposes. An analysis of student responses has shown that almost all students access the
Internet daily. More than half of the students have never searched for the content of
chemistry on the Internet. Students have had a positive view of online learning chemistry
contents, but more frequently use of this method could contribute to their higher interest.",
publisher = "Београд : Српско хемијско друштво",
journal = "56. саветовање Српског хемијског друштва",
title = "Примена онлајн упитника у настави хемије",
url = "https://hdl.handle.net/21.15107/rcub_cherry_3109"
}

Ralević, L.,& Tomašević, B.. (2019). Примена онлајн упитника у настави хемије. in 56. саветовање Српског хемијског друштва
Београд : Српско хемијско друштво..
https://hdl.handle.net/21.15107/rcub_cherry_3109

Ralević L, Tomašević B. Примена онлајн упитника у настави хемије. in 56. саветовање Српског хемијског друштва. 2019;.
https://hdl.handle.net/21.15107/rcub_cherry_3109 .

Ralević, Lidija, Tomašević, Biljana, "Примена онлајн упитника у настави хемије" in 56. саветовање Српског хемијског друштва (2019),
https://hdl.handle.net/21.15107/rcub_cherry_3109 .

TY  - CONF
AU  - Tomašević, Biljana
AU  - Ralević, Lidija
AU  - Maksimović, Milica
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3634
AB  - The development of Information and Communication Technologies (ICT) and their use in chemistry classes could improve the quality of the teaching and learning process. The incorporation of appropriate multimedia materials into teaching and their educative role have the potential to provide instructional improvement and new learning experience.1 Computer animations and simulations have been used in a variety of teaching situations, to represent phenomena at the atomic and molecular level, as well as to simulate the laboratory procedures.2

This study investigated the effectiveness of using the Multimedia Educational Interactive System (MEDIS), applied in the laboratory class "The effect of temperature on the solubility of substances". Students' attitudes towards this type of learning were also examined.
 
This study involved 60 seventh grade students and results were statistically processed for 48 of them. These students attended the laboratory class, did two tests (pre-test and post-test) and completed the questionnaire.
 
Quantitative data were generated from the pre-test and post-test about the solubility concept and from the questionnaire. A paired sample t-test that was used showed that mean differences were not statistically significant, although the mean post-test achievement score (M = 7.52, SD = 3.64) was higher than the pre-test achievement score (M = 6.96, SD = 3.12). After analyzing the students' answers obtained by processing the data from the questionnaire, it was concluded that the students liked this way of studying and would like to use MEDIS or similar computer systems in chemistry laboratory classes in the future.
PB  - Belgrade : Serbian Chemical Society
C3  - Seventh Conference of the Young Chemists of Serbia, Book of abstracts
T1  - Effectiveness of computer-based laboratory work
SP  - 45
EP  - 45
UR  - https://hdl.handle.net/21.15107/rcub_cherry_3634
ER  - 

@conference{
author = "Tomašević, Biljana and Ralević, Lidija and Maksimović, Milica",
year = "2019",
abstract = "The development of Information and Communication Technologies (ICT) and their use in chemistry classes could improve the quality of the teaching and learning process. The incorporation of appropriate multimedia materials into teaching and their educative role have the potential to provide instructional improvement and new learning experience.1 Computer animations and simulations have been used in a variety of teaching situations, to represent phenomena at the atomic and molecular level, as well as to simulate the laboratory procedures.2

This study investigated the effectiveness of using the Multimedia Educational Interactive System (MEDIS), applied in the laboratory class "The effect of temperature on the solubility of substances". Students' attitudes towards this type of learning were also examined.
 
This study involved 60 seventh grade students and results were statistically processed for 48 of them. These students attended the laboratory class, did two tests (pre-test and post-test) and completed the questionnaire.
 
Quantitative data were generated from the pre-test and post-test about the solubility concept and from the questionnaire. A paired sample t-test that was used showed that mean differences were not statistically significant, although the mean post-test achievement score (M = 7.52, SD = 3.64) was higher than the pre-test achievement score (M = 6.96, SD = 3.12). After analyzing the students' answers obtained by processing the data from the questionnaire, it was concluded that the students liked this way of studying and would like to use MEDIS or similar computer systems in chemistry laboratory classes in the future.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "Seventh Conference of the Young Chemists of Serbia, Book of abstracts",
title = "Effectiveness of computer-based laboratory work",
pages = "45-45",
url = "https://hdl.handle.net/21.15107/rcub_cherry_3634"
}

Tomašević, B., Ralević, L.,& Maksimović, M.. (2019). Effectiveness of computer-based laboratory work. in Seventh Conference of the Young Chemists of Serbia, Book of abstracts
Belgrade : Serbian Chemical Society., 45-45.
https://hdl.handle.net/21.15107/rcub_cherry_3634

Tomašević B, Ralević L, Maksimović M. Effectiveness of computer-based laboratory work. in Seventh Conference of the Young Chemists of Serbia, Book of abstracts. 2019;:45-45.
https://hdl.handle.net/21.15107/rcub_cherry_3634 .

Tomašević, Biljana, Ralević, Lidija, Maksimović, Milica, "Effectiveness of computer-based laboratory work" in Seventh Conference of the Young Chemists of Serbia, Book of abstracts (2019):45-45,
https://hdl.handle.net/21.15107/rcub_cherry_3634 .

TY  - CONF
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3643
AB  - Due to the abstract nature of chemical terms, various teaching tools are used throughout the teaching process in order to help students to form clear representations of these terms.
Information and Communication Technologies (ICT) make the teaching and learning of chemistry easier by enabling those involved in the system of education to prepare and implement digital multimedia teaching materials that make the attainment of learning goals and better learning outcomes possible.
This paper is a research aimed at examining the efficiency of using web pages as a teaching tool to be used by students in order to self-help in understanding and remembering the terms “solutions” and “dissolution”.
The seventh-grade elementary school students from two primary schools in Belgrade participated in this study, a total of the 249 took tests of which 210 with statistically analyzed results. In addition to the tests, two questionnaires were used as research instruments.
The obtained results showed that students who had accessed information on solutions and dissolution via web pages, compared to pupils who did not use them, had better performance on the tests.
PB  - Beograd : Srpskohemijsko društvo
C3  - Sixth Conference of Young Chemists of Serbia, Belgrade, 27th October 2018, Book of Abstracts
T1  - Application of web pages for self-help in teaching subjects on solutions and dissolution
UR  - https://hdl.handle.net/21.15107/rcub_cherry_3643
ER  - 

@conference{
author = "Ralević, Lidija and Tomašević, Biljana",
year = "2018",
abstract = "Due to the abstract nature of chemical terms, various teaching tools are used throughout the teaching process in order to help students to form clear representations of these terms.
Information and Communication Technologies (ICT) make the teaching and learning of chemistry easier by enabling those involved in the system of education to prepare and implement digital multimedia teaching materials that make the attainment of learning goals and better learning outcomes possible.
This paper is a research aimed at examining the efficiency of using web pages as a teaching tool to be used by students in order to self-help in understanding and remembering the terms “solutions” and “dissolution”.
The seventh-grade elementary school students from two primary schools in Belgrade participated in this study, a total of the 249 took tests of which 210 with statistically analyzed results. In addition to the tests, two questionnaires were used as research instruments.
The obtained results showed that students who had accessed information on solutions and dissolution via web pages, compared to pupils who did not use them, had better performance on the tests.",
publisher = "Beograd : Srpskohemijsko društvo",
journal = "Sixth Conference of Young Chemists of Serbia, Belgrade, 27th October 2018, Book of Abstracts",
title = "Application of web pages for self-help in teaching subjects on solutions and dissolution",
url = "https://hdl.handle.net/21.15107/rcub_cherry_3643"
}

Ralević, L.,& Tomašević, B.. (2018). Application of web pages for self-help in teaching subjects on solutions and dissolution. in Sixth Conference of Young Chemists of Serbia, Belgrade, 27th October 2018, Book of Abstracts
Beograd : Srpskohemijsko društvo..
https://hdl.handle.net/21.15107/rcub_cherry_3643

Ralević L, Tomašević B. Application of web pages for self-help in teaching subjects on solutions and dissolution. in Sixth Conference of Young Chemists of Serbia, Belgrade, 27th October 2018, Book of Abstracts. 2018;.
https://hdl.handle.net/21.15107/rcub_cherry_3643 .

Ralević, Lidija, Tomašević, Biljana, "Application of web pages for self-help in teaching subjects on solutions and dissolution" in Sixth Conference of Young Chemists of Serbia, Belgrade, 27th October 2018, Book of Abstracts (2018),
https://hdl.handle.net/21.15107/rcub_cherry_3643 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2016
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5028
AB  - Постигнућа наших ученика на међународним
тестирањима указују на то да су неопходне промене у
свим сегментима образовног процеса. У овом раду ба-
вимо се потребним променама у начину праћења и
вредновања ученичких постигнућа. Захтеви савреме-
не наставе истичу значај комбиновања сумативне и
формативне провере знања, као и самопроцене уче-
ничких постигнућа. У раду су приказани резултати
истраживања у којем су упитником прикупљени по-
даци o пракси праћења и вредновања ученичких по-
стигнућа 50 наставника хемије. Резултати указују да
је у пракси доминантна сумативна провера знања,
док се формативно проверавање ретко планира и при-
мењује.
AB  - In this paper the practice and some results of
monitoring and evaluation of students’ achievements in
domain of chemistry on the international PISA and TIMSS
testing, as well as these activities in the regular practice in
our school are discussed. This paper presents the results of
the application of questionnaire with aim to explore the
chemistry teachers’ attitudes related to their practice of
monitoring and evaluation of students’ achievement. The
research comprised 50 chemistry teachers: 25 from primary
schools and 25 from secondary schools. The results show
that summative assessment in regular chemistry classes in
our schools is more often performed than formative
assessment, which is rarely planned and implemented.
PB  - Beograd : Srpsko hemijsko društvo
T2  - Hemijski pregled
T1  - Проверавање ученичких постигнућа у настави хемије: истраживања и наставна пракса
T1  - Assessment of students’ achievements in chemistry teaching: research and practice
VL  - 57
IS  - 4
SP  - 100
EP  - 106
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5028
ER  - 

@article{
author = "Tomašević, Biljana and Putica, Katarina and Trivić, Dragica",
year = "2016",
abstract = "Постигнућа наших ученика на међународним
тестирањима указују на то да су неопходне промене у
свим сегментима образовног процеса. У овом раду ба-
вимо се потребним променама у начину праћења и
вредновања ученичких постигнућа. Захтеви савреме-
не наставе истичу значај комбиновања сумативне и
формативне провере знања, као и самопроцене уче-
ничких постигнућа. У раду су приказани резултати
истраживања у којем су упитником прикупљени по-
даци o пракси праћења и вредновања ученичких по-
стигнућа 50 наставника хемије. Резултати указују да
је у пракси доминантна сумативна провера знања,
док се формативно проверавање ретко планира и при-
мењује., In this paper the practice and some results of
monitoring and evaluation of students’ achievements in
domain of chemistry on the international PISA and TIMSS
testing, as well as these activities in the regular practice in
our school are discussed. This paper presents the results of
the application of questionnaire with aim to explore the
chemistry teachers’ attitudes related to their practice of
monitoring and evaluation of students’ achievement. The
research comprised 50 chemistry teachers: 25 from primary
schools and 25 from secondary schools. The results show
that summative assessment in regular chemistry classes in
our schools is more often performed than formative
assessment, which is rarely planned and implemented.",
publisher = "Beograd : Srpsko hemijsko društvo",
journal = "Hemijski pregled",
title = "Проверавање ученичких постигнућа у настави хемије: истраживања и наставна пракса, Assessment of students’ achievements in chemistry teaching: research and practice",
volume = "57",
number = "4",
pages = "100-106",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5028"
}

Tomašević, B., Putica, K.,& Trivić, D.. (2016). Проверавање ученичких постигнућа у настави хемије: истраживања и наставна пракса. in Hemijski pregled
Beograd : Srpsko hemijsko društvo., 57(4), 100-106.
https://hdl.handle.net/21.15107/rcub_cherry_5028

Tomašević B, Putica K, Trivić D. Проверавање ученичких постигнућа у настави хемије: истраживања и наставна пракса. in Hemijski pregled. 2016;57(4):100-106.
https://hdl.handle.net/21.15107/rcub_cherry_5028 .

Tomašević, Biljana, Putica, Katarina, Trivić, Dragica, "Проверавање ученичких постигнућа у настави хемије: истраживања и наставна пракса" in Hemijski pregled, 57, no. 4 (2016):100-106,
https://hdl.handle.net/21.15107/rcub_cherry_5028 .

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
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"
}

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

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 .

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 . .

TY  - THES
AU  - Tomašević, Biljana
PY  - 2015
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=3146
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:11463/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=47784719
UR  - http://nardus.mpn.gov.rs/123456789/5733
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2674
AB  - У оквиру дисертације истраживан је развој гимназијског програма хемије уСрбији од 1881. до 2011. године, урађена је структурно-функционална анализакурикулума из осам образовних система (Словеније, Енглеске, Данске, Малте,Северне Каролине, Јуте, Онтарија и Сингапура), испитивано је опште знањенаставника о наставним програмима и специфично знање о програмима хемије,као ставови о подршци коју програми пружају за развој и подршку креативности.Структурно-функционална анализа обухватила је рад на документацији (21примарни документ из домаћих извора и 22 примарна докумената из странихизвора). За поступак анкетирања, као инструмент за испитивање знања и ставованаставника о наставним програмима, припремљена су два упитника чија јевалидност проверена пре истраживања.Анализа домаћих програма показала је да се број структурних компоненатаи обим информација које садрже повећавао у сваком новом програму. Првипрограми су били усмерени на садржај. Та оријентација задржана је и у актуелнимгимназијским програмима, иако су у програме додаване нове компоненте,Циљеви, Оперативни задаци, Списак демонстрационих огледа и Лабораторијскихвежби, Методска упутства за реализацију програма и Предлози за додатнунаставу и слободне активности. Анализа савремених страних курикулумапоказала је да су према структурним компонентама и одговарајућиминформацијама, оријентисани према циљевима, исходима, процесима иконтекстима.Испитивање ставова наставника показало је да програме углавном користеза годишње планирање (65,5%), затим за месечно планирање (43,5%), а најмање запланирање појединачних часова (38,7%). У планирању наставници не користе свеструктурне компоненте, релеванте за одређени ниво планирања и информацијекоје оне пружају. Као најкорисније компоненте наставници су издвојилиОперативне задатке/исходе (55,5%), Циљеве и задатке (46,2%) и Садржаје тема(33,6%). Критички осврт наставника на актуелне програме у Србији показао је даискуснији наставници у већем проценту предлажу додавање нових Циљева иисхода, док млађи наставници у већем проценту имају потребу законкретизацијом и разрадом постојећих. Савремено образовање очекује однаставника да планира и реализује ситуације које подстичу и развијајукреативност ученика. Испитивање у којој су мери наставници за такве активностиподржани програмом, показало je да они препознају тај вид подршке (55,0%), а даби им у томе највише помогле додатне информације посредоване кроз Исходекоји описују вештине (68,3%) и знања (61,1%), и Препорукe/упутства зареализацију програма (54,5%)...
AB  - Within the framework of this dissertation, we researched the development of thegrammar school chemistry curriculum in Serbia between 1881 and 2011, completed astructural-functional analysis of the curricula of eight educational systems (Slovenia,England, Denmark, Malta, North Carolina, Utah, Ontario and Singapore), investigatedthe general knowledge of teachers about teaching programmes and their specificknowledge of chemistry programmes, as well as their views of the support that teachingprogrammes provide to the development and support of creativity.The structural-functional analysis encompassed work on documentation (twentyoneprimary documents from domestic sources and twenty-two primary documentsfrom foreign sources). Two questionnaires, whose validity was checked beforehand,were prepared for the purpose of conducting a survey, as an instrument for investigatingthe knowledge and views of teachers concerning teaching programmes.The analysis of domestic programmes showed that the number of structuralcomponents and the scope of information that they contain increased with each newprogramme. The first programmes were focused on the content. That orientation hasbeen maintained in the grammar school programmes currently in use, although newcomponents have been added to them: Aims, Operative tasks, A list of demonstrationexperiments and Laboratory exercises, Methodological instructions for the realisationof the programme and Proposals for additional teaching activities and free activities.The analysis of contemporary foreign curricula showed that, according to theirstructural components and the corresponding information, they are oriented towardsgoals, outcomes, processes and contexts.A survey of the teachers’ views showed that they mostly use the programmes forannual planning (65.5% of them), then for monthly planning (43.5%), and least of allfor planning individual classes (38.7%). When it comes to planning, the teachers do notuse all the structural components relevant for a particular level of planning and theinformation that they provide. The teachers surveyed singled out Operativetasks/outcomes (55.5%), Aims and tasks (46.2%) and Topic contents (33.6%) as themost useful components. A critical review of the current programmes in Serbia on thepart of the teachers showed that more experienced teachers propose to a higher degreethat new Aims and outcomes should be added, whereas a higher percentage of youngerteachers feel the need for a concretisation and development of the currently existingones. Contemporary education requires of the teacher to plan and realise situations thatstimulate and develop the students’ creativity. Research into the extent to whichteachers are supported by the programme for such activities showed that they recognisethat form of support (55.0%), and what they would find most helpful in this respect isadditional information mediated through Outcomes that describes skills (68.3%) andknowledge (61.1%), as well as Recommendations/instructions for programmerealisation (54.5%)...
PB  - Универзитет у Београду, Хемијски факултет
T2  - Универзитет у Београду
T1  - Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције)
T1  - The development of the chemistry curriculum in grammar school-(the structural components of the curriculum and their functions)
UR  - https://hdl.handle.net/21.15107/rcub_nardus_5733
ER  - 

@phdthesis{
author = "Tomašević, Biljana",
year = "2015",
abstract = "У оквиру дисертације истраживан је развој гимназијског програма хемије уСрбији од 1881. до 2011. године, урађена је структурно-функционална анализакурикулума из осам образовних система (Словеније, Енглеске, Данске, Малте,Северне Каролине, Јуте, Онтарија и Сингапура), испитивано је опште знањенаставника о наставним програмима и специфично знање о програмима хемије,као ставови о подршци коју програми пружају за развој и подршку креативности.Структурно-функционална анализа обухватила је рад на документацији (21примарни документ из домаћих извора и 22 примарна докумената из странихизвора). За поступак анкетирања, као инструмент за испитивање знања и ставованаставника о наставним програмима, припремљена су два упитника чија јевалидност проверена пре истраживања.Анализа домаћих програма показала је да се број структурних компоненатаи обим информација које садрже повећавао у сваком новом програму. Првипрограми су били усмерени на садржај. Та оријентација задржана је и у актуелнимгимназијским програмима, иако су у програме додаване нове компоненте,Циљеви, Оперативни задаци, Списак демонстрационих огледа и Лабораторијскихвежби, Методска упутства за реализацију програма и Предлози за додатнунаставу и слободне активности. Анализа савремених страних курикулумапоказала је да су према структурним компонентама и одговарајућиминформацијама, оријентисани према циљевима, исходима, процесима иконтекстима.Испитивање ставова наставника показало је да програме углавном користеза годишње планирање (65,5%), затим за месечно планирање (43,5%), а најмање запланирање појединачних часова (38,7%). У планирању наставници не користе свеструктурне компоненте, релеванте за одређени ниво планирања и информацијекоје оне пружају. Као најкорисније компоненте наставници су издвојилиОперативне задатке/исходе (55,5%), Циљеве и задатке (46,2%) и Садржаје тема(33,6%). Критички осврт наставника на актуелне програме у Србији показао је даискуснији наставници у већем проценту предлажу додавање нових Циљева иисхода, док млађи наставници у већем проценту имају потребу законкретизацијом и разрадом постојећих. Савремено образовање очекује однаставника да планира и реализује ситуације које подстичу и развијајукреативност ученика. Испитивање у којој су мери наставници за такве активностиподржани програмом, показало je да они препознају тај вид подршке (55,0%), а даби им у томе највише помогле додатне информације посредоване кроз Исходекоји описују вештине (68,3%) и знања (61,1%), и Препорукe/упутства зареализацију програма (54,5%)..., Within the framework of this dissertation, we researched the development of thegrammar school chemistry curriculum in Serbia between 1881 and 2011, completed astructural-functional analysis of the curricula of eight educational systems (Slovenia,England, Denmark, Malta, North Carolina, Utah, Ontario and Singapore), investigatedthe general knowledge of teachers about teaching programmes and their specificknowledge of chemistry programmes, as well as their views of the support that teachingprogrammes provide to the development and support of creativity.The structural-functional analysis encompassed work on documentation (twentyoneprimary documents from domestic sources and twenty-two primary documentsfrom foreign sources). Two questionnaires, whose validity was checked beforehand,were prepared for the purpose of conducting a survey, as an instrument for investigatingthe knowledge and views of teachers concerning teaching programmes.The analysis of domestic programmes showed that the number of structuralcomponents and the scope of information that they contain increased with each newprogramme. The first programmes were focused on the content. That orientation hasbeen maintained in the grammar school programmes currently in use, although newcomponents have been added to them: Aims, Operative tasks, A list of demonstrationexperiments and Laboratory exercises, Methodological instructions for the realisationof the programme and Proposals for additional teaching activities and free activities.The analysis of contemporary foreign curricula showed that, according to theirstructural components and the corresponding information, they are oriented towardsgoals, outcomes, processes and contexts.A survey of the teachers’ views showed that they mostly use the programmes forannual planning (65.5% of them), then for monthly planning (43.5%), and least of allfor planning individual classes (38.7%). When it comes to planning, the teachers do notuse all the structural components relevant for a particular level of planning and theinformation that they provide. The teachers surveyed singled out Operativetasks/outcomes (55.5%), Aims and tasks (46.2%) and Topic contents (33.6%) as themost useful components. A critical review of the current programmes in Serbia on thepart of the teachers showed that more experienced teachers propose to a higher degreethat new Aims and outcomes should be added, whereas a higher percentage of youngerteachers feel the need for a concretisation and development of the currently existingones. Contemporary education requires of the teacher to plan and realise situations thatstimulate and develop the students’ creativity. Research into the extent to whichteachers are supported by the programme for such activities showed that they recognisethat form of support (55.0%), and what they would find most helpful in this respect isadditional information mediated through Outcomes that describes skills (68.3%) andknowledge (61.1%), as well as Recommendations/instructions for programmerealisation (54.5%)...",
publisher = "Универзитет у Београду, Хемијски факултет",
journal = "Универзитет у Београду",
title = "Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције), The development of the chemistry curriculum in grammar school-(the structural components of the curriculum and their functions)",
url = "https://hdl.handle.net/21.15107/rcub_nardus_5733"
}

Tomašević, B.. (2015). Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). in Универзитет у Београду
Универзитет у Београду, Хемијски факултет..
https://hdl.handle.net/21.15107/rcub_nardus_5733

Tomašević B. Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције). in Универзитет у Београду. 2015;.
https://hdl.handle.net/21.15107/rcub_nardus_5733 .

Tomašević, Biljana, "Развој курикулума хемије у гимназији-(структурне компоненте курикулума и њихове функције)" in Универзитет у Београду (2015),
https://hdl.handle.net/21.15107/rcub_nardus_5733 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2015
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/1694
AB  - In the course of this research, the extent of chemistry teachers' professional knowledge related to the structure, contents and application of chemistry curricula and their components was investigated. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of the teachers concerning the necessary changes in the curricula currently in effect. The teachers' answers showed that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicated that information in the curriculum components exits that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with an appropriate teachers' training programme applied information from the curriculum within the teaching process through demonstration methods and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers' capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers' activities within the framework of initial education and continuing professional development of teachers.
PB  - Serbian Chemical Soc, Belgrade
T2  - Journal of the Serbian Chemical Society
T1  - Chemistry curricular knowledge of secondary school teachers
VL  - 80
IS  - 3
SP  - 435
EP  - 452
DO  - 10.2298/JSC141002121T
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica",
year = "2015",
abstract = "In the course of this research, the extent of chemistry teachers' professional knowledge related to the structure, contents and application of chemistry curricula and their components was investigated. The research comprised 119 teachers from 69 secondary schools (25 grammar schools and 44 vocational secondary schools). The questions in the questionnaire referred to general curriculum knowledge, knowledge of chemistry curriculum and the views/assessments of the teachers concerning the necessary changes in the curricula currently in effect. The teachers' answers showed that the most important components of the curriculum for their work are the goals and operative tasks/outcomes. The results indicated that information in the curriculum components exits that remains unused although it is relevant for a certain level of planning. Among the teachers in the sample, higher percentages of those with an appropriate teachers' training programme applied information from the curriculum within the teaching process through demonstration methods and problem solving. The research that was conducted provides a basis for defining the indicators for monitoring the level of teachers' capability to apply curricular knowledge in their practice. Such indicators are important for creating teaching situations and teachers' activities within the framework of initial education and continuing professional development of teachers.",
publisher = "Serbian Chemical Soc, Belgrade",
journal = "Journal of the Serbian Chemical Society",
title = "Chemistry curricular knowledge of secondary school teachers",
volume = "80",
number = "3",
pages = "435-452",
doi = "10.2298/JSC141002121T"
}

Tomašević, B.,& Trivić, D.. (2015). Chemistry curricular knowledge of secondary school teachers. in Journal of the Serbian Chemical Society
Serbian Chemical Soc, Belgrade., 80(3), 435-452.
https://doi.org/10.2298/JSC141002121T

Tomašević B, Trivić D. Chemistry curricular knowledge of secondary school teachers. in Journal of the Serbian Chemical Society. 2015;80(3):435-452.
doi:10.2298/JSC141002121T .

Tomašević, Biljana, Trivić, Dragica, "Chemistry curricular knowledge of secondary school teachers" in Journal of the Serbian Chemical Society, 80, no. 3 (2015):435-452,
https://doi.org/10.2298/JSC141002121T . .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2014
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/1766
AB  - In this study, the views of Serbian chemistry teachers (N = 334) on the ways in which contemporary chemistry curricula stimulate the creativity of students were surveyed. The majority of the teachers have a positive attitude towards promoting creativity through teaching chemistry. Most of them also stated that their teaching practice contained activities that are conducive to stimulating creativity (85.7%). Some of the teachers stated that the potential for stimulating creativity is to be found in laboratory work (34.1%). Among the activities that they believe could be organised based on the curricula, the solution of mathematical problems by divergent approaches (78.8%) and the presentation of specific topics by students (68.2%) were particularly emphasised. To stimulate creativity among students, most teachers indicated that examples of laboratory tasks and criteria to evaluate students' work would be helpful. In order to stimulate creativity, the teachers require additional information related to the set up of laboratory work and criteria for the evaluation of students' activities and products. The contribution of the present study is that it could guide future curriculum development to make it more usable for teachers and to enable creative thinking among students.
PB  - Royal Soc Chemistry, Cambridge
T2  - Chemistry Education: Research and Practice
T1  - Creativity in teaching chemistry: how much support does the curriculum provide?
VL  - 15
IS  - 2
SP  - 239
EP  - 252
DO  - 10.1039/c3rp00116d
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica",
year = "2014",
abstract = "In this study, the views of Serbian chemistry teachers (N = 334) on the ways in which contemporary chemistry curricula stimulate the creativity of students were surveyed. The majority of the teachers have a positive attitude towards promoting creativity through teaching chemistry. Most of them also stated that their teaching practice contained activities that are conducive to stimulating creativity (85.7%). Some of the teachers stated that the potential for stimulating creativity is to be found in laboratory work (34.1%). Among the activities that they believe could be organised based on the curricula, the solution of mathematical problems by divergent approaches (78.8%) and the presentation of specific topics by students (68.2%) were particularly emphasised. To stimulate creativity among students, most teachers indicated that examples of laboratory tasks and criteria to evaluate students' work would be helpful. In order to stimulate creativity, the teachers require additional information related to the set up of laboratory work and criteria for the evaluation of students' activities and products. The contribution of the present study is that it could guide future curriculum development to make it more usable for teachers and to enable creative thinking among students.",
publisher = "Royal Soc Chemistry, Cambridge",
journal = "Chemistry Education: Research and Practice",
title = "Creativity in teaching chemistry: how much support does the curriculum provide?",
volume = "15",
number = "2",
pages = "239-252",
doi = "10.1039/c3rp00116d"
}

Tomašević, B.,& Trivić, D.. (2014). Creativity in teaching chemistry: how much support does the curriculum provide?. in Chemistry Education: Research and Practice
Royal Soc Chemistry, Cambridge., 15(2), 239-252.
https://doi.org/10.1039/c3rp00116d

Tomašević B, Trivić D. Creativity in teaching chemistry: how much support does the curriculum provide?. in Chemistry Education: Research and Practice. 2014;15(2):239-252.
doi:10.1039/c3rp00116d .

Tomašević, Biljana, Trivić, Dragica, "Creativity in teaching chemistry: how much support does the curriculum provide?" in Chemistry Education: Research and Practice, 15, no. 2 (2014):239-252,
https://doi.org/10.1039/c3rp00116d . .

TY  - JOUR
AU  - Putica, Katarina
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2013
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/200
AB  - Starting from the point that scientific - technological literacy and problem solution are considered key competencies of the young, and that they do not appear in the outcome of learning among the majority of our students, the aim of our research was to compare the efficiency of the method of learning by discovering and receptive learning in the field of natural sciences. We had two hypotheses: (1) the application of learning by discovering method leads to higher achievements and (2) higher motivation compared to receptive learning. In order to test the hypotheses we conducted the meta-analysis, a quantitative research technique in which the testing of the hypotheses is based on the results of experimental and quasi-experimental research, published research papers dealing with testing the same hypotheses. For this purpose we selected 25 scientific papers whose research results were used for calculating the appropriate mean ES values. The mean ES values that we calculated in our research confirmed both our hypotheses.
AB  - Polazeći od toga da se naučno-tehnološka pismenost i rešavanje problema smatraju ključnim kompetencijama mladih, a da se one ne javljaju kao ishod učenja kod većine naših učenika, cilj ovog rada bio je da se uporedi efikasnost metode učenja putem otkrića i receptivnog učenja u oblasti prirodnih nauka. Postavljene su dve hipoteze: (1) primena metode učenja putem otkrića dovodi do boljih postignuća učenika u oblasti prirodnih nauka i (2) do veće motivacije za učenje u odnosu na receptivno učenje. Radi provere navedenih hipoteza sprovedena je metaanaliza, kvantitativna istraživačka tehnika u kojoj se provera postavljenih hipoteza zasniva na rezultatima eksperimentalnih ili kvazieksperimentalnih istraživanja, publikovanih u naučnim radovima koji su se već bavili proveravanjem ovih hipoteza. Za izradu ove metaanalize odabrano je 25 naučnih radova, čiji su rezultati iskorišćeni za izračunavanje odgovarajućih srednjih vrednosti ES. Na osnovu srednjih vrednosti ES, do kojih smo došli u ovom radu, potvrđene su obe hipoteze.
T2  - Nastava i vaspitanje
T1  - The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research
T1  - Uticaj metode učenja putem otkrića na postignuća i motivaciju učenika u oblasti prirodnih nauka - metaanaliza istraživanja
VL  - 62
IS  - 4
SP  - 602
EP  - 615
UR  - https://hdl.handle.net/21.15107/rcub_cherry_200
ER  - 

@article{
author = "Putica, Katarina and Tomašević, Biljana and Trivić, Dragica",
year = "2013",
abstract = "Starting from the point that scientific - technological literacy and problem solution are considered key competencies of the young, and that they do not appear in the outcome of learning among the majority of our students, the aim of our research was to compare the efficiency of the method of learning by discovering and receptive learning in the field of natural sciences. We had two hypotheses: (1) the application of learning by discovering method leads to higher achievements and (2) higher motivation compared to receptive learning. In order to test the hypotheses we conducted the meta-analysis, a quantitative research technique in which the testing of the hypotheses is based on the results of experimental and quasi-experimental research, published research papers dealing with testing the same hypotheses. For this purpose we selected 25 scientific papers whose research results were used for calculating the appropriate mean ES values. The mean ES values that we calculated in our research confirmed both our hypotheses., Polazeći od toga da se naučno-tehnološka pismenost i rešavanje problema smatraju ključnim kompetencijama mladih, a da se one ne javljaju kao ishod učenja kod većine naših učenika, cilj ovog rada bio je da se uporedi efikasnost metode učenja putem otkrića i receptivnog učenja u oblasti prirodnih nauka. Postavljene su dve hipoteze: (1) primena metode učenja putem otkrića dovodi do boljih postignuća učenika u oblasti prirodnih nauka i (2) do veće motivacije za učenje u odnosu na receptivno učenje. Radi provere navedenih hipoteza sprovedena je metaanaliza, kvantitativna istraživačka tehnika u kojoj se provera postavljenih hipoteza zasniva na rezultatima eksperimentalnih ili kvazieksperimentalnih istraživanja, publikovanih u naučnim radovima koji su se već bavili proveravanjem ovih hipoteza. Za izradu ove metaanalize odabrano je 25 naučnih radova, čiji su rezultati iskorišćeni za izračunavanje odgovarajućih srednjih vrednosti ES. Na osnovu srednjih vrednosti ES, do kojih smo došli u ovom radu, potvrđene su obe hipoteze.",
journal = "Nastava i vaspitanje",
title = "The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research, Uticaj metode učenja putem otkrića na postignuća i motivaciju učenika u oblasti prirodnih nauka - metaanaliza istraživanja",
volume = "62",
number = "4",
pages = "602-615",
url = "https://hdl.handle.net/21.15107/rcub_cherry_200"
}

Putica, K., Tomašević, B.,& Trivić, D.. (2013). The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research. in Nastava i vaspitanje, 62(4), 602-615.
https://hdl.handle.net/21.15107/rcub_cherry_200

Putica K, Tomašević B, Trivić D. The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research. in Nastava i vaspitanje. 2013;62(4):602-615.
https://hdl.handle.net/21.15107/rcub_cherry_200 .

Putica, Katarina, Tomašević, Biljana, Trivić, Dragica, "The impact of the learning method by discovering on the achievements and motivation of students in the field of natural sciences: The meta-analysis of the research" in Nastava i vaspitanje, 62, no. 4 (2013):602-615,
https://hdl.handle.net/21.15107/rcub_cherry_200 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2013
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/226
AB  - In the paper, we presented results of the research of attitudes of teachers towards Chemistry curricula and the ways they use information from different segments of programmes for planning and realisation of different activities in teaching. The questionnaire was used for obtaining the results of attitudes of teachers of primary, secondary, vocational and high school in the territory of the Republic of Serbia (N=334). Results of the research showed that Chemistry teachers mostly use programmes for preparing annual plans (teaching topics, number of lessons, defining aims and outcomes and their operation), and far less for preparing some lessons, and they rely more on a course book. The activities, such as, introduction of new terms, systematisation of teaching materials and checking and following achievements, teachers most often state components 'aims/tasks and operational tasks/outcomes', and they think that components 'instruction for realisation/ways of programme realisation ', 'exercises and demonstration experiments' are necessary to be updated with new information and recommendations.
AB  - U radu su predstavljeni rezultati istraživanja stavova nastavnika prema nastavnim programima hemije, te kako nastavnici koriste informacije iz različitih komponenti programa za planiranje i realizaciju različitih aktivnosti u nastavi. Do stavova nastavnika osnovnih škola, srednjih škola i gimnazija sa teritorije Srbije (N = 334) došlo se analizom upitnika. Rezultati istraživanja pokazali su da nastavnici hemije najviše koriste programe za pripremu godišnjeg plana rada (nastavne teme, broj časova, definisanje ciljeva i ishoda, ako i njihova operacionalizacija), a znatno manje za pripremu pojedinih časova, u čemu se više oslanjaju na udžbenik. Za aktivnosti kao što su uvođenje novih pojmova, sistematizacija gradiva i praćenje i proveravanje postignuća, nastavnici najčešće navode komponente 'ciljevi/zadaci i operativni zadaci/ishodi', a smatraju da je komponente 'uputstvo za realizaciju/način ostvarivanja programa' i 'vežbe i demonstracioni ogledi', potrebno dopuniti novim informacijama i preporukama.
T2  - Pedagogija
T1  - Attitudes of teachers towards chemistry curricula
T1  - Otnošenie učitelej k učebnoj programme po himii
T1  - Stavovi nastavnika o nastavnim programima hemije
VL  - 68
IS  - 4
SP  - 605
EP  - 618
UR  - https://hdl.handle.net/21.15107/rcub_cherry_226
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica",
year = "2013",
abstract = "In the paper, we presented results of the research of attitudes of teachers towards Chemistry curricula and the ways they use information from different segments of programmes for planning and realisation of different activities in teaching. The questionnaire was used for obtaining the results of attitudes of teachers of primary, secondary, vocational and high school in the territory of the Republic of Serbia (N=334). Results of the research showed that Chemistry teachers mostly use programmes for preparing annual plans (teaching topics, number of lessons, defining aims and outcomes and their operation), and far less for preparing some lessons, and they rely more on a course book. The activities, such as, introduction of new terms, systematisation of teaching materials and checking and following achievements, teachers most often state components 'aims/tasks and operational tasks/outcomes', and they think that components 'instruction for realisation/ways of programme realisation ', 'exercises and demonstration experiments' are necessary to be updated with new information and recommendations., U radu su predstavljeni rezultati istraživanja stavova nastavnika prema nastavnim programima hemije, te kako nastavnici koriste informacije iz različitih komponenti programa za planiranje i realizaciju različitih aktivnosti u nastavi. Do stavova nastavnika osnovnih škola, srednjih škola i gimnazija sa teritorije Srbije (N = 334) došlo se analizom upitnika. Rezultati istraživanja pokazali su da nastavnici hemije najviše koriste programe za pripremu godišnjeg plana rada (nastavne teme, broj časova, definisanje ciljeva i ishoda, ako i njihova operacionalizacija), a znatno manje za pripremu pojedinih časova, u čemu se više oslanjaju na udžbenik. Za aktivnosti kao što su uvođenje novih pojmova, sistematizacija gradiva i praćenje i proveravanje postignuća, nastavnici najčešće navode komponente 'ciljevi/zadaci i operativni zadaci/ishodi', a smatraju da je komponente 'uputstvo za realizaciju/način ostvarivanja programa' i 'vežbe i demonstracioni ogledi', potrebno dopuniti novim informacijama i preporukama.",
journal = "Pedagogija",
title = "Attitudes of teachers towards chemistry curricula, Otnošenie učitelej k učebnoj programme po himii, Stavovi nastavnika o nastavnim programima hemije",
volume = "68",
number = "4",
pages = "605-618",
url = "https://hdl.handle.net/21.15107/rcub_cherry_226"
}

Tomašević, B.,& Trivić, D.. (2013). Attitudes of teachers towards chemistry curricula. in Pedagogija, 68(4), 605-618.
https://hdl.handle.net/21.15107/rcub_cherry_226

Tomašević B, Trivić D. Attitudes of teachers towards chemistry curricula. in Pedagogija. 2013;68(4):605-618.
https://hdl.handle.net/21.15107/rcub_cherry_226 .

Tomašević, Biljana, Trivić, Dragica, "Attitudes of teachers towards chemistry curricula" in Pedagogija, 68, no. 4 (2013):605-618,
https://hdl.handle.net/21.15107/rcub_cherry_226 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2012
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/118
AB  - The aim of this paper is to provide chemistry teachers with a way to estimate the quality and efficiency of their lesson plan with emphasis on the indicators of the learning process in chemistry classes. In the planning phase the teacher must plan how he/ she will monitor the activities of students, i.e. determine the indicators which show that students are really learning while performing a particular task. In this paper the approach to the lesson planning which comprises the relations among teaching/ learning goals, students' activities, indicators of chemistry learning, attainment indicators and evaluation of learning results is presented.
T2  - Journal of Science Education
T1  - Planning chemistry lesson and the indicators of learning process of chemistry [Planificación de la clase de química y los indicadores del proceso de aprendizaje]
VL  - 13
IS  - 1
SP  - 32
EP  - 34
UR  - https://hdl.handle.net/21.15107/rcub_cherry_118
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica",
year = "2012",
abstract = "The aim of this paper is to provide chemistry teachers with a way to estimate the quality and efficiency of their lesson plan with emphasis on the indicators of the learning process in chemistry classes. In the planning phase the teacher must plan how he/ she will monitor the activities of students, i.e. determine the indicators which show that students are really learning while performing a particular task. In this paper the approach to the lesson planning which comprises the relations among teaching/ learning goals, students' activities, indicators of chemistry learning, attainment indicators and evaluation of learning results is presented.",
journal = "Journal of Science Education",
title = "Planning chemistry lesson and the indicators of learning process of chemistry [Planificación de la clase de química y los indicadores del proceso de aprendizaje]",
volume = "13",
number = "1",
pages = "32-34",
url = "https://hdl.handle.net/21.15107/rcub_cherry_118"
}

Tomašević, B.,& Trivić, D.. (2012). Planning chemistry lesson and the indicators of learning process of chemistry [Planificación de la clase de química y los indicadores del proceso de aprendizaje]. in Journal of Science Education, 13(1), 32-34.
https://hdl.handle.net/21.15107/rcub_cherry_118

Tomašević B, Trivić D. Planning chemistry lesson and the indicators of learning process of chemistry [Planificación de la clase de química y los indicadores del proceso de aprendizaje]. in Journal of Science Education. 2012;13(1):32-34.
https://hdl.handle.net/21.15107/rcub_cherry_118 .

Tomašević, Biljana, Trivić, Dragica, "Planning chemistry lesson and the indicators of learning process of chemistry [Planificación de la clase de química y los indicadores del proceso de aprendizaje]" in Journal of Science Education, 13, no. 1 (2012):32-34,
https://hdl.handle.net/21.15107/rcub_cherry_118 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Tomašević, Biljana
AU  - Vuković, Ivana
PY  - 2012
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5098
AB  - In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods,
according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is
presented. The pedagogic experiment with parallel groups was carried out within six sessions during the
2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School
in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the
demonstration methods and the stoichiometry calculations. The other group (group B) were divided into
several groups and each of them had a few tasks: (i) to conduct experiments and according to results to
create stoichiometry problems, and (ii) to read the text and according to the information from text to
develop stoichiometry problems.
At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results
show that an opportunity to create stoichiometry tasks associated with the experimental work or with the
texts can contribute to the development of students divergent thinking.
T2  - Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy
T1  - Students creativity in chemistry classes
VL  - 34
IS  - 3
SP  - 393
EP  - 398
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5098
ER  - 

@article{
author = "Trivić, Dragica and Tomašević, Biljana and Vuković, Ivana",
year = "2012",
abstract = "In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods,
according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is
presented. The pedagogic experiment with parallel groups was carried out within six sessions during the
2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School
in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the
demonstration methods and the stoichiometry calculations. The other group (group B) were divided into
several groups and each of them had a few tasks: (i) to conduct experiments and according to results to
create stoichiometry problems, and (ii) to read the text and according to the information from text to
develop stoichiometry problems.
At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results
show that an opportunity to create stoichiometry tasks associated with the experimental work or with the
texts can contribute to the development of students divergent thinking.",
journal = "Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy",
title = "Students creativity in chemistry classes",
volume = "34",
number = "3",
pages = "393-398",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5098"
}

Trivić, D., Tomašević, B.,& Vuković, I.. (2012). Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34(3), 393-398.
https://hdl.handle.net/21.15107/rcub_cherry_5098

Trivić D, Tomašević B, Vuković I. Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy. 2012;34(3):393-398.
https://hdl.handle.net/21.15107/rcub_cherry_5098 .

Trivić, Dragica, Tomašević, Biljana, Vuković, Ivana, "Students creativity in chemistry classes" in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34, no. 3 (2012):393-398,
https://hdl.handle.net/21.15107/rcub_cherry_5098 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Bojović, Snežana D.
PY  - 2009
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/172
AB  - One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge) to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province) are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analysed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organisation and performing instruction, monitoring and evaluating students' achievements.
AB  - Jedan od glavnih razloga niskog postignuća naših učenika na međunarodnim testiranjima je odsustvo funkcionalnog, primenljivog znanja. Formiranje takvog znanja zahteva promenu uobičajenog načina realizacije nastave (prenošenje gotovih znanja) u učenje kroz izvođenje jednostavnih istraživanja i praktični rad. S obzirom na to da se nastava, kao organizovan proces, odvija u unapred utvrđenim okvirima, koji se na nacionalnom nivou uređuju i regulišu nastavnim programima, podrazumeva se da ovakav pristup mora proisteći upravo iz nastavnih programa, što u našoj obrazovnoj praksi nije slučaj. Cilj rada bio je da se utvrdi na koji način se ovakav pristup u nastavi i učenju hemije može podržati nastavnim programom, kako bi postao deo redovne nastavne prakse na nacionalnom nivou. U radu je prikazano kako se različitim strukturnim komponentama kurikuluma iz osam različitih obrazovnih sistema (četiri evropske države, jedne azijske države, dve američke savezne države i jedne kanadske pokrajine) promoviše i podržava važnost istraživačkog rada u nastavi i učenju hemije. Kurikulumi Slovenije, Engleske, Danske, Malte, Singapura, Severne Karoline, Jute i Ontarija, analizirani su da bi se utvrdilo koje informacije pružaju u okviru strukturnih komponenti i prema tome, kako svaka komponenta promoviše istraživački pristup učenju hemije, kako vodi nastavnika u planiranju takvih aktivnosti u učionici, organizovanju i izvođenju nastave, praćenju i procenjivanju postignuća učenika.
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Curriculum as a support to investigative approach in learning chemistry
T1  - Kurikulum kao podrška istraživačkom pristupu u učenju hemije
VL  - 41
IS  - 2
SP  - 477
EP  - 495
DO  - 10.2298/ZIPI0902477T
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica and Bojović, Snežana D.",
year = "2009",
abstract = "One of the main reasons for low achievement of our students in international tests is the lack of functional, applicable knowledge. Formation of such knowledge demands changing the usual way of implementation of instruction (transfer of ready-made knowledge) to learning through performing simple research and practical work. Considering the fact that instruction, as an organised process, takes place in frameworks determined in advance, which are arranged and regulated on the national level by curricula, it is assumed that this kind of approach must originate precisely from curricula, which is not the case in our educational practice. The goal of this paper was to determine the way in which this kind of approach in instruction and learning of chemistry can be supported by the curriculum, in order for it to become a part of regular teaching practice on the national level. The paper presents how different structural components of curricula from eight different educational systems (four European countries, one Asian country, two American federal states and one Canadian province) are used to promote and support the importance of research work in instruction and learning of chemistry. The curricula from Slovenia, England, Denmark, Malta, Singapore, North Carolina, Utah and Ontario were analysed in order to determine the kind of information they offer within structural components and accordingly, the way in which each component promotes research approach to learning chemistry, how it guides the teacher in planning such activities in the classroom, organisation and performing instruction, monitoring and evaluating students' achievements., Jedan od glavnih razloga niskog postignuća naših učenika na međunarodnim testiranjima je odsustvo funkcionalnog, primenljivog znanja. Formiranje takvog znanja zahteva promenu uobičajenog načina realizacije nastave (prenošenje gotovih znanja) u učenje kroz izvođenje jednostavnih istraživanja i praktični rad. S obzirom na to da se nastava, kao organizovan proces, odvija u unapred utvrđenim okvirima, koji se na nacionalnom nivou uređuju i regulišu nastavnim programima, podrazumeva se da ovakav pristup mora proisteći upravo iz nastavnih programa, što u našoj obrazovnoj praksi nije slučaj. Cilj rada bio je da se utvrdi na koji način se ovakav pristup u nastavi i učenju hemije može podržati nastavnim programom, kako bi postao deo redovne nastavne prakse na nacionalnom nivou. U radu je prikazano kako se različitim strukturnim komponentama kurikuluma iz osam različitih obrazovnih sistema (četiri evropske države, jedne azijske države, dve američke savezne države i jedne kanadske pokrajine) promoviše i podržava važnost istraživačkog rada u nastavi i učenju hemije. Kurikulumi Slovenije, Engleske, Danske, Malte, Singapura, Severne Karoline, Jute i Ontarija, analizirani su da bi se utvrdilo koje informacije pružaju u okviru strukturnih komponenti i prema tome, kako svaka komponenta promoviše istraživački pristup učenju hemije, kako vodi nastavnika u planiranju takvih aktivnosti u učionici, organizovanju i izvođenju nastave, praćenju i procenjivanju postignuća učenika.",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Curriculum as a support to investigative approach in learning chemistry, Kurikulum kao podrška istraživačkom pristupu u učenju hemije",
volume = "41",
number = "2",
pages = "477-495",
doi = "10.2298/ZIPI0902477T"
}

Tomašević, B., Trivić, D.,& Bojović, S. D.. (2009). Curriculum as a support to investigative approach in learning chemistry. in Zbornik Instituta za pedagoška istraživanja, 41(2), 477-495.
https://doi.org/10.2298/ZIPI0902477T

Tomašević B, Trivić D, Bojović SD. Curriculum as a support to investigative approach in learning chemistry. in Zbornik Instituta za pedagoška istraživanja. 2009;41(2):477-495.
doi:10.2298/ZIPI0902477T .

Tomašević, Biljana, Trivić, Dragica, Bojović, Snežana D., "Curriculum as a support to investigative approach in learning chemistry" in Zbornik Instituta za pedagoška istraživanja, 41, no. 2 (2009):477-495,
https://doi.org/10.2298/ZIPI0902477T . .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Bojović, Snežana D.
PY  - 2008
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/224
AB  - This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abilities and skills.
AB  - U radu su prikazani i analizirani ciljevi nastave hemije i očekivani ishodi dati u nastavnim programima različitih zemlja: Slovenije, Engleske, Danske, Malte, Severne Karoline, Jute, Ontarija i Singapura. Postojanje precizno definisanih ciljeva i detaljno razrađenih i realno postavljenih ishoda, preduslov su kvalitetnog i uspešnog formiranja znanja u okviru nastavnog procesa. Ovim sagledani su suština, značenje, sadržaj i način definisanja ciljeva nastave hemije u različitim programima, shodno tome i njihova dalja razrada i operacionalizacija sve do ishoda i standarda. Takođe, praćena je i struktura nastavnih programa u kojima su oni izloženi. Rezultati analize ciljeva nastave hemije u različitim zemljama pokazuju ujednačene, zajedničke postavke na kojima treba graditi nastavu hemije. One se odnose na značaj eksperimentalnog rada u sticanju znanja, kao i neophodnost ovladavanja konkretnim sposobnostima i veštinama.
T2  - Pedagogija
T1  - Aims of education in the field of natural sciences and chemistry in the secondary school: The second part
T1  - Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo
VL  - 63
IS  - 2
SP  - 261
EP  - 273
UR  - https://hdl.handle.net/21.15107/rcub_cherry_224
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica and Bojović, Snežana D.",
year = "2008",
abstract = "This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abilities and skills., U radu su prikazani i analizirani ciljevi nastave hemije i očekivani ishodi dati u nastavnim programima različitih zemlja: Slovenije, Engleske, Danske, Malte, Severne Karoline, Jute, Ontarija i Singapura. Postojanje precizno definisanih ciljeva i detaljno razrađenih i realno postavljenih ishoda, preduslov su kvalitetnog i uspešnog formiranja znanja u okviru nastavnog procesa. Ovim sagledani su suština, značenje, sadržaj i način definisanja ciljeva nastave hemije u različitim programima, shodno tome i njihova dalja razrada i operacionalizacija sve do ishoda i standarda. Takođe, praćena je i struktura nastavnih programa u kojima su oni izloženi. Rezultati analize ciljeva nastave hemije u različitim zemljama pokazuju ujednačene, zajedničke postavke na kojima treba graditi nastavu hemije. One se odnose na značaj eksperimentalnog rada u sticanju znanja, kao i neophodnost ovladavanja konkretnim sposobnostima i veštinama.",
journal = "Pedagogija",
title = "Aims of education in the field of natural sciences and chemistry in the secondary school: The second part, Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo",
volume = "63",
number = "2",
pages = "261-273",
url = "https://hdl.handle.net/21.15107/rcub_cherry_224"
}

Tomašević, B., Trivić, D.,& Bojović, S. D.. (2008). Aims of education in the field of natural sciences and chemistry in the secondary school: The second part. in Pedagogija, 63(2), 261-273.
https://hdl.handle.net/21.15107/rcub_cherry_224

Tomašević B, Trivić D, Bojović SD. Aims of education in the field of natural sciences and chemistry in the secondary school: The second part. in Pedagogija. 2008;63(2):261-273.
https://hdl.handle.net/21.15107/rcub_cherry_224 .

Tomašević, Biljana, Trivić, Dragica, Bojović, Snežana D., "Aims of education in the field of natural sciences and chemistry in the secondary school: The second part" in Pedagogija, 63, no. 2 (2008):261-273,
https://hdl.handle.net/21.15107/rcub_cherry_224 .

TY  - JOUR
AU  - Bojović, Snežana D.
AU  - Trivić, Dragica
AU  - Tomašević, Biljana
PY  - 2008
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/197
AB  - As a separate school subject Chemistry has been taught in Serbia since 1874 In the then valid Instructions to Schools it was stressed that chemistry should be taught by the use of experiments. The curricular aims from 1927 also stress experimental approach. The accompanying methodological instructions insisted on students' active involvement, and stressed the need for students to develop their perceptive and manual skills and analytical thinking, and acquire knowledge through active, independent work and thinking. The programmes from 1945 and 1947 state that, by performing experiments, students gain deeper, long-lasting knowledge and skills, and that experimenting and logical reasoning, as basic inductive methods, should predominantly be applied in teaching. Also, students were expected to acquire certain 'handling skills'. In the period of work-directed education the curricula defined (besides the aim that...extending the knowledge of chemistry should enhance the formation of dialectically materialistic worldview among students) also the tasks, operational tasks, demonstrational experiments, practical exercises, additional classes and free time activities (contests, additional lectures, special interest circles, quizzes discussions..). During the last seventeen years of the twentieth century grammar school Chemistry curricula were not further developed and they differed much both in structure and contents from currently used curricula for the same type of secondary school in the world.
AB  - Hemija se kao samostalan predmet predaje od 1874. godine. U tadašnjim uputstvima školama naglašeno je da se hemija predaje s eksperimentima. U cilju učenja hemije u programu iz 1927. godine istaknut je eksperimentalni pristup. Metodička uputstva koja su usledila isticala su princip samoradnje učenika, potrebe da učenici aktivnim i samostalnim radom i razmišljanjem stiču dalja znanja, razvijaju perceptivne i manuelne sposobnosti, logičko mišljenje. Programi iz 1945. i 1947. navode da se zahvaljujući izvođenju eksperimenata stiču dublja, trajnija i kvalitetnija znanja i umenja i da posmatranje, eksperimentisanje i logičko rasuđivanje, kao osnovne induktivne metode, treba najviše da budu zastupljene u nastavi. Takođe, da učenici treba da steknu i izvesnu ručnu veštinu. Programi usmerenog obrazovanja definisali su osim cilja (...proširivanje znanja iz hemije treba da doprinese formiranju dijalektičko-materijalističkog pogleda na svet) i zadatke, operativne zadatke, demonstracione oglede, praktične vežbe, dodatnu nastavu i slobodne aktivnosti (takmičenja, dodatna predavanja, kružoci, kvizovi, diskusije..). Poslednjih 17 godina nastavni programi hemije za gimnaziju nisu unapređivani i veoma se razlikuju no strukturi i sadržaju od savremenih programa hemije za ovaj tip srednje škole u svetu.
T2  - Nastava i vaspitanje
T1  - The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries
T1  - Razvoj gimnazijskih programa hemije u Srbiji u 19. i 20. veku
VL  - 57
IS  - 4
SP  - 552
EP  - 566
UR  - https://hdl.handle.net/21.15107/rcub_cherry_197
ER  - 

@article{
author = "Bojović, Snežana D. and Trivić, Dragica and Tomašević, Biljana",
year = "2008",
abstract = "As a separate school subject Chemistry has been taught in Serbia since 1874 In the then valid Instructions to Schools it was stressed that chemistry should be taught by the use of experiments. The curricular aims from 1927 also stress experimental approach. The accompanying methodological instructions insisted on students' active involvement, and stressed the need for students to develop their perceptive and manual skills and analytical thinking, and acquire knowledge through active, independent work and thinking. The programmes from 1945 and 1947 state that, by performing experiments, students gain deeper, long-lasting knowledge and skills, and that experimenting and logical reasoning, as basic inductive methods, should predominantly be applied in teaching. Also, students were expected to acquire certain 'handling skills'. In the period of work-directed education the curricula defined (besides the aim that...extending the knowledge of chemistry should enhance the formation of dialectically materialistic worldview among students) also the tasks, operational tasks, demonstrational experiments, practical exercises, additional classes and free time activities (contests, additional lectures, special interest circles, quizzes discussions..). During the last seventeen years of the twentieth century grammar school Chemistry curricula were not further developed and they differed much both in structure and contents from currently used curricula for the same type of secondary school in the world., Hemija se kao samostalan predmet predaje od 1874. godine. U tadašnjim uputstvima školama naglašeno je da se hemija predaje s eksperimentima. U cilju učenja hemije u programu iz 1927. godine istaknut je eksperimentalni pristup. Metodička uputstva koja su usledila isticala su princip samoradnje učenika, potrebe da učenici aktivnim i samostalnim radom i razmišljanjem stiču dalja znanja, razvijaju perceptivne i manuelne sposobnosti, logičko mišljenje. Programi iz 1945. i 1947. navode da se zahvaljujući izvođenju eksperimenata stiču dublja, trajnija i kvalitetnija znanja i umenja i da posmatranje, eksperimentisanje i logičko rasuđivanje, kao osnovne induktivne metode, treba najviše da budu zastupljene u nastavi. Takođe, da učenici treba da steknu i izvesnu ručnu veštinu. Programi usmerenog obrazovanja definisali su osim cilja (...proširivanje znanja iz hemije treba da doprinese formiranju dijalektičko-materijalističkog pogleda na svet) i zadatke, operativne zadatke, demonstracione oglede, praktične vežbe, dodatnu nastavu i slobodne aktivnosti (takmičenja, dodatna predavanja, kružoci, kvizovi, diskusije..). Poslednjih 17 godina nastavni programi hemije za gimnaziju nisu unapređivani i veoma se razlikuju no strukturi i sadržaju od savremenih programa hemije za ovaj tip srednje škole u svetu.",
journal = "Nastava i vaspitanje",
title = "The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries, Razvoj gimnazijskih programa hemije u Srbiji u 19. i 20. veku",
volume = "57",
number = "4",
pages = "552-566",
url = "https://hdl.handle.net/21.15107/rcub_cherry_197"
}

Bojović, S. D., Trivić, D.,& Tomašević, B.. (2008). The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries. in Nastava i vaspitanje, 57(4), 552-566.
https://hdl.handle.net/21.15107/rcub_cherry_197

Bojović SD, Trivić D, Tomašević B. The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries. in Nastava i vaspitanje. 2008;57(4):552-566.
https://hdl.handle.net/21.15107/rcub_cherry_197 .

Bojović, Snežana D., Trivić, Dragica, Tomašević, Biljana, "The development of grammar school chemistry curricula in Serbia in the nineteenth and twentieth centuries" in Nastava i vaspitanje, 57, no. 4 (2008):552-566,
https://hdl.handle.net/21.15107/rcub_cherry_197 .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Bojović, Snežana D.
PY  - 2007
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/223
AB  - Aims of education at any level (primary or secondary) should meet the needs of society for suitable educational members and the needs of individuals for education which enable realization at the personal and professional level. There are general educational aim and the ones referring to the field of natural sciences and chemistry in different countries analyzed in this paper. These countries are Slovenia, England, Denmark, Malta, North Carolina (USA), Yuta (USA), Ontario (Canada) and Singapore. The aim was to study education within natural sciences and chemistry as an integral part of education on the high school level. Results of the analyses of the aims of education in discussed systems show which values are promoted in them, as well as general educational aims are in relation and aim of education in the field of natural sciences and chemistry.
AB  - U ciljevima obrazovanja na svakom nivou (osnovnoškolskom ili srednjoškolskom) trebalo bi da se susretnu potrebe društva za odgovarajuće obrazovanim članovima i potrebe pojedinca za obrazovanjem koje omogućava realizaciju na ličnom i profesionalnom planu. U radu su prikazani i analizirani opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije u različitim zemljama: Sloveniji Engleskoj, Danskoj, Malti, Severnoj Karolini (SAD), Juti (SAD) Ontariju (Kanada) i Singapuru. Namera je bila da se sagleda obrazovanje u oblasti prirodnih nauka i hemije u okviru ukupnog obrazovanja na srednjoškolskom nivou. Rezultati analize ciljeva obrazovanja u razmatranim sistemima pokazuju koje se vrednosti njima promovišu, kao i u kom su odnosu opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije.
T2  - Pedagogija
T1  - Aims of education in the field of natural sciences and chemistry in a high school: The first part
T1  - Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - I deo
VL  - 62
IS  - 4
SP  - 644
EP  - 656
UR  - https://hdl.handle.net/21.15107/rcub_cherry_223
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica and Bojović, Snežana D.",
year = "2007",
abstract = "Aims of education at any level (primary or secondary) should meet the needs of society for suitable educational members and the needs of individuals for education which enable realization at the personal and professional level. There are general educational aim and the ones referring to the field of natural sciences and chemistry in different countries analyzed in this paper. These countries are Slovenia, England, Denmark, Malta, North Carolina (USA), Yuta (USA), Ontario (Canada) and Singapore. The aim was to study education within natural sciences and chemistry as an integral part of education on the high school level. Results of the analyses of the aims of education in discussed systems show which values are promoted in them, as well as general educational aims are in relation and aim of education in the field of natural sciences and chemistry., U ciljevima obrazovanja na svakom nivou (osnovnoškolskom ili srednjoškolskom) trebalo bi da se susretnu potrebe društva za odgovarajuće obrazovanim članovima i potrebe pojedinca za obrazovanjem koje omogućava realizaciju na ličnom i profesionalnom planu. U radu su prikazani i analizirani opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije u različitim zemljama: Sloveniji Engleskoj, Danskoj, Malti, Severnoj Karolini (SAD), Juti (SAD) Ontariju (Kanada) i Singapuru. Namera je bila da se sagleda obrazovanje u oblasti prirodnih nauka i hemije u okviru ukupnog obrazovanja na srednjoškolskom nivou. Rezultati analize ciljeva obrazovanja u razmatranim sistemima pokazuju koje se vrednosti njima promovišu, kao i u kom su odnosu opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije.",
journal = "Pedagogija",
title = "Aims of education in the field of natural sciences and chemistry in a high school: The first part, Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - I deo",
volume = "62",
number = "4",
pages = "644-656",
url = "https://hdl.handle.net/21.15107/rcub_cherry_223"
}

Tomašević, B., Trivić, D.,& Bojović, S. D.. (2007). Aims of education in the field of natural sciences and chemistry in a high school: The first part. in Pedagogija, 62(4), 644-656.
https://hdl.handle.net/21.15107/rcub_cherry_223

Tomašević B, Trivić D, Bojović SD. Aims of education in the field of natural sciences and chemistry in a high school: The first part. in Pedagogija. 2007;62(4):644-656.
https://hdl.handle.net/21.15107/rcub_cherry_223 .

Tomašević, Biljana, Trivić, Dragica, Bojović, Snežana D., "Aims of education in the field of natural sciences and chemistry in a high school: The first part" in Pedagogija, 62, no. 4 (2007):644-656,
https://hdl.handle.net/21.15107/rcub_cherry_223 .

TY  - JOUR
AU  - Korolija, Jasminka M.
AU  - Stojanović, Snežana
AU  - Tomašević, Biljana
AU  - Mandić, Ljuba M.
PY  - 2003
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/190
AB  - In the VII grade of primary school the concept of substance is studied from the standpoints of macro- and micro- worlds and symbolism used in chemistry. Such an approach requires the identification, differentiation and generalization of a large number of concepts. The paper describes the use of a didactic game aimed at the internalization of chemical concepts. The game consists of two parts. In the first part students identify the concepts from a list, group them according to the levels (macro-world, micro-world chemical symbolism), and then insert them into the corresponding maps. Recognition of a concept within a concept map frame and the relationships between the concepts, the selection of a concept that connects all concepts in a map, and the identification of the most important concept for chemistry as science by the students are the elements of the second part of the game. The second part enables students to systematize general and specific concepts studied within various chemistry teaching contents for the VII grade. Since the application of such a didactic game is feasible near the end of the academic year, it might serve as a credible indicator of the level of the development of the students' conceptual system relevant for further studies of chemistry.
AB  - U VII razredu osnovne škole pojam supstanca razmatra se sa nivoa makrosveta, mikrosveta i hemijske simbolike. Ovakav pristup pojmu supstanca zahteva identifikaciju, diferenciranje i generalizaciju velikog broja pojmova. U radu je prikazana primena vođene didaktičke igre u usvajanju pojmova, koja se sastoji iz dva dela. U prvom delu igre učenici identifikuju pojmove sa zajedničke liste pojmova, diferenciraju ih prema nivou (makrosvet, mikrosvet i hemijska simbolika) i potom ih upisuju u mape pojmova u okviru svakog nivoa. Sagledavanje pojmova u okviru svake mape pojmova, njihovih uzajamnih odnosa, izbor pojma koji povezuje pojmove iste mape, kao i sve tri mape pojmova i učeničko viđenje najvažnijeg pojma za hemijsku nauku su elementi drugog dela igre. Drugi deo igre omogućava sistematizaciju opštih i posebnih pojmova koji su izučavani u različitim nastavnim temama iz hemije u VII razredu. Budući da je realizacija ovakve didaktičke igre moguća na kraju školske godine, ona bi bila dobar pokazatelj izgrađenosti sistema pojmova kod učenika potrebnih za dalje izučavanje hemije.
T2  - Nastava i vaspitanje
T1  - Chemical concept maps in didactic games
T1  - Primena mane hemijskih pojmova kroz didaktičku igru
VL  - 52
IS  - 5
SP  - 536
EP  - 548
UR  - https://hdl.handle.net/21.15107/rcub_cherry_190
ER  - 

@article{
author = "Korolija, Jasminka M. and Stojanović, Snežana and Tomašević, Biljana and Mandić, Ljuba M.",
year = "2003",
abstract = "In the VII grade of primary school the concept of substance is studied from the standpoints of macro- and micro- worlds and symbolism used in chemistry. Such an approach requires the identification, differentiation and generalization of a large number of concepts. The paper describes the use of a didactic game aimed at the internalization of chemical concepts. The game consists of two parts. In the first part students identify the concepts from a list, group them according to the levels (macro-world, micro-world chemical symbolism), and then insert them into the corresponding maps. Recognition of a concept within a concept map frame and the relationships between the concepts, the selection of a concept that connects all concepts in a map, and the identification of the most important concept for chemistry as science by the students are the elements of the second part of the game. The second part enables students to systematize general and specific concepts studied within various chemistry teaching contents for the VII grade. Since the application of such a didactic game is feasible near the end of the academic year, it might serve as a credible indicator of the level of the development of the students' conceptual system relevant for further studies of chemistry., U VII razredu osnovne škole pojam supstanca razmatra se sa nivoa makrosveta, mikrosveta i hemijske simbolike. Ovakav pristup pojmu supstanca zahteva identifikaciju, diferenciranje i generalizaciju velikog broja pojmova. U radu je prikazana primena vođene didaktičke igre u usvajanju pojmova, koja se sastoji iz dva dela. U prvom delu igre učenici identifikuju pojmove sa zajedničke liste pojmova, diferenciraju ih prema nivou (makrosvet, mikrosvet i hemijska simbolika) i potom ih upisuju u mape pojmova u okviru svakog nivoa. Sagledavanje pojmova u okviru svake mape pojmova, njihovih uzajamnih odnosa, izbor pojma koji povezuje pojmove iste mape, kao i sve tri mape pojmova i učeničko viđenje najvažnijeg pojma za hemijsku nauku su elementi drugog dela igre. Drugi deo igre omogućava sistematizaciju opštih i posebnih pojmova koji su izučavani u različitim nastavnim temama iz hemije u VII razredu. Budući da je realizacija ovakve didaktičke igre moguća na kraju školske godine, ona bi bila dobar pokazatelj izgrađenosti sistema pojmova kod učenika potrebnih za dalje izučavanje hemije.",
journal = "Nastava i vaspitanje",
title = "Chemical concept maps in didactic games, Primena mane hemijskih pojmova kroz didaktičku igru",
volume = "52",
number = "5",
pages = "536-548",
url = "https://hdl.handle.net/21.15107/rcub_cherry_190"
}

Korolija, J. M., Stojanović, S., Tomašević, B.,& Mandić, L. M.. (2003). Chemical concept maps in didactic games. in Nastava i vaspitanje, 52(5), 536-548.
https://hdl.handle.net/21.15107/rcub_cherry_190

Korolija JM, Stojanović S, Tomašević B, Mandić LM. Chemical concept maps in didactic games. in Nastava i vaspitanje. 2003;52(5):536-548.
https://hdl.handle.net/21.15107/rcub_cherry_190 .

Korolija, Jasminka M., Stojanović, Snežana, Tomašević, Biljana, Mandić, Ljuba M., "Chemical concept maps in didactic games" in Nastava i vaspitanje, 52, no. 5 (2003):536-548,
https://hdl.handle.net/21.15107/rcub_cherry_190 .

TY  - JOUR
AU  - Mandić, Ljuba M.
AU  - Korolija, Jasminka M.
AU  - Tomašević, Biljana
PY  - 2000
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/185
AB  - In this work we analyzed the results obtained from alternative and multiple choice task solving by applying software in testing knowledge (achievement) in chemistry. On the basis of these results methods are suggested for making and marking the multiple choice tasks. Suggested also is a variety of alternative choice task (with an addition - explanation) high appropriate in testing knowledge by the use of the computer. Application of software made it possible to determine the optimal time required to work out a multiple or alternative choice task.
AB  - U ovom radu analizirani su rezultati dobijeni za zadatke višestrukog i alternativnog izbora primenom softvera za proveru znanja iz hemije. Na osnovu dobijenih rezultata predloženi su načini za postavljanje i bodovanje zadataka višestrukog izbora. Takođe je predložena varijanta zadatka alternativnog izbora (sa dodatkom-obrazloženjem) izuzetno pogodna za proveru znanja kompjuterom. Primena softvera je omogućila određivanje optimalnog vremena potrebnog za izradu zadataka višestrukog i alternativnog izbora.
T2  - Nastava i vaspitanje
T1  - What must be considered when creating alternative or multiple choice tasks to test achievement in chemistry
T1  - O čemu treba voditi računa pri sastavljanju zadataka alternativnog i višestrukog izbora za proveru znanja iz hemije
VL  - 49
IS  - 4
SP  - 597
EP  - 605
UR  - https://hdl.handle.net/21.15107/rcub_cherry_185
ER  - 

@article{
author = "Mandić, Ljuba M. and Korolija, Jasminka M. and Tomašević, Biljana",
year = "2000",
abstract = "In this work we analyzed the results obtained from alternative and multiple choice task solving by applying software in testing knowledge (achievement) in chemistry. On the basis of these results methods are suggested for making and marking the multiple choice tasks. Suggested also is a variety of alternative choice task (with an addition - explanation) high appropriate in testing knowledge by the use of the computer. Application of software made it possible to determine the optimal time required to work out a multiple or alternative choice task., U ovom radu analizirani su rezultati dobijeni za zadatke višestrukog i alternativnog izbora primenom softvera za proveru znanja iz hemije. Na osnovu dobijenih rezultata predloženi su načini za postavljanje i bodovanje zadataka višestrukog izbora. Takođe je predložena varijanta zadatka alternativnog izbora (sa dodatkom-obrazloženjem) izuzetno pogodna za proveru znanja kompjuterom. Primena softvera je omogućila određivanje optimalnog vremena potrebnog za izradu zadataka višestrukog i alternativnog izbora.",
journal = "Nastava i vaspitanje",
title = "What must be considered when creating alternative or multiple choice tasks to test achievement in chemistry, O čemu treba voditi računa pri sastavljanju zadataka alternativnog i višestrukog izbora za proveru znanja iz hemije",
volume = "49",
number = "4",
pages = "597-605",
url = "https://hdl.handle.net/21.15107/rcub_cherry_185"
}

Mandić, L. M., Korolija, J. M.,& Tomašević, B.. (2000). What must be considered when creating alternative or multiple choice tasks to test achievement in chemistry. in Nastava i vaspitanje, 49(4), 597-605.
https://hdl.handle.net/21.15107/rcub_cherry_185

Mandić LM, Korolija JM, Tomašević B. What must be considered when creating alternative or multiple choice tasks to test achievement in chemistry. in Nastava i vaspitanje. 2000;49(4):597-605.
https://hdl.handle.net/21.15107/rcub_cherry_185 .

Mandić, Ljuba M., Korolija, Jasminka M., Tomašević, Biljana, "What must be considered when creating alternative or multiple choice tasks to test achievement in chemistry" in Nastava i vaspitanje, 49, no. 4 (2000):597-605,
https://hdl.handle.net/21.15107/rcub_cherry_185 .

TY  - JOUR
AU  - Korolija, Jasminka M.
AU  - Tomašević, Biljana
AU  - Kovačević, Ružica
PY  - 1997
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/205
AB  - Testing in chemistry teaching, as a means of estimating students achievement, is viewed through an analysis of results achieved in the tests with alternative or multiple choice. The aim of the work is to find a more appropriate form of such tasks and increase their reliability in testing certain topics at various levels. The research included 687 students of I, II and III forms of grammar school, mathematical and science direction. The percentage of correct answers to the tasks without an explanation (A variety in which the student is required to choose among a number of distracters; B variety in which the student is required to explain his answer) was greater compared to the tasks that needed explanation. Comparison of the results obtained in the alternative choice tasks showed that there is a statistically significant difference (alpha=0,01) between the percentages of correct answers in tasks with and without explanation for the A and B varieties only in the tasks at the level of understanding. For the multiple choice tasks the required explanation of the chosen answer also leads to a statistically significant difference (alpha=0,01) between the percentages of correct answers to tasks with and without explanation, for all levels of knowledge. From the results presented it is clear that both the alternative and multiple choice tasks in chemistry testing may be a valid parameter of achievement in chemistry only if the answer chosen is proved by an explanation.
AB  - U ovom radu se testiranje u nastavi hemije, kao način za proveru znanja, posmatra kroz analizu rezultata postignutih u zadacima tipa alternativnog i višestrukog izbora. Cilj rada je pronalaženje što podesnije forme postavljanja ovih zadataka i povećanja njihove pouzdanosti pri proveravanju određenih natavnih sadržaja na različitih nivoima znanja. Uzorkom je bilo obuhvaćeno 687 učenika I, II i III razreda gimnazije prirodnog smera. Procenat tačnih odgovora za zadatke bez obrazloženja je za oba tipa zadataka (varijanta A - u kojoj je potrebno kao odgovor izabrati neki od ponuđenih distraktora; varijanta B - u kojoj je izabrani odgovor trebalo obrazložiti) bio veći u odnosu na zadatke sa obrazloženjem. Poređenje rezultata dobijenih u zadacima alternativnog izbora pokazalo je da postoji za varijante A i B samo u zadacima na nivou razumevanja. Za zadatke višestrukog izbora traženo obrazloženje izabranog odgovora takođe dovodi do statistički značajne razlike (alfa-0,01) između procenata tačnih odgovora u zadacima sa i bez objašnjenja, za sve nivoe znanja. Iz rezultata iznetih u radu se vidi dda zadaci alternativnog i višestrukog izbora, u testiranju iz hemije mogu biti validan parametar usvojenosti znanja iz hemije samo ako je izabrani odgovor potvrđen obrazloženjem.
T2  - Nastava i vaspitanje
T1  - Types of tasks analysis in testing chemistry
T1  - Analiza tipova zadataka za proveru znanja iz hemije
VL  - 46
IS  - 2-3
SP  - 313
EP  - 325
UR  - https://hdl.handle.net/21.15107/rcub_cherry_205
ER  - 

@article{
author = "Korolija, Jasminka M. and Tomašević, Biljana and Kovačević, Ružica",
year = "1997",
abstract = "Testing in chemistry teaching, as a means of estimating students achievement, is viewed through an analysis of results achieved in the tests with alternative or multiple choice. The aim of the work is to find a more appropriate form of such tasks and increase their reliability in testing certain topics at various levels. The research included 687 students of I, II and III forms of grammar school, mathematical and science direction. The percentage of correct answers to the tasks without an explanation (A variety in which the student is required to choose among a number of distracters; B variety in which the student is required to explain his answer) was greater compared to the tasks that needed explanation. Comparison of the results obtained in the alternative choice tasks showed that there is a statistically significant difference (alpha=0,01) between the percentages of correct answers in tasks with and without explanation for the A and B varieties only in the tasks at the level of understanding. For the multiple choice tasks the required explanation of the chosen answer also leads to a statistically significant difference (alpha=0,01) between the percentages of correct answers to tasks with and without explanation, for all levels of knowledge. From the results presented it is clear that both the alternative and multiple choice tasks in chemistry testing may be a valid parameter of achievement in chemistry only if the answer chosen is proved by an explanation., U ovom radu se testiranje u nastavi hemije, kao način za proveru znanja, posmatra kroz analizu rezultata postignutih u zadacima tipa alternativnog i višestrukog izbora. Cilj rada je pronalaženje što podesnije forme postavljanja ovih zadataka i povećanja njihove pouzdanosti pri proveravanju određenih natavnih sadržaja na različitih nivoima znanja. Uzorkom je bilo obuhvaćeno 687 učenika I, II i III razreda gimnazije prirodnog smera. Procenat tačnih odgovora za zadatke bez obrazloženja je za oba tipa zadataka (varijanta A - u kojoj je potrebno kao odgovor izabrati neki od ponuđenih distraktora; varijanta B - u kojoj je izabrani odgovor trebalo obrazložiti) bio veći u odnosu na zadatke sa obrazloženjem. Poređenje rezultata dobijenih u zadacima alternativnog izbora pokazalo je da postoji za varijante A i B samo u zadacima na nivou razumevanja. Za zadatke višestrukog izbora traženo obrazloženje izabranog odgovora takođe dovodi do statistički značajne razlike (alfa-0,01) između procenata tačnih odgovora u zadacima sa i bez objašnjenja, za sve nivoe znanja. Iz rezultata iznetih u radu se vidi dda zadaci alternativnog i višestrukog izbora, u testiranju iz hemije mogu biti validan parametar usvojenosti znanja iz hemije samo ako je izabrani odgovor potvrđen obrazloženjem.",
journal = "Nastava i vaspitanje",
title = "Types of tasks analysis in testing chemistry, Analiza tipova zadataka za proveru znanja iz hemije",
volume = "46",
number = "2-3",
pages = "313-325",
url = "https://hdl.handle.net/21.15107/rcub_cherry_205"
}

Korolija, J. M., Tomašević, B.,& Kovačević, R.. (1997). Types of tasks analysis in testing chemistry. in Nastava i vaspitanje, 46(2-3), 313-325.
https://hdl.handle.net/21.15107/rcub_cherry_205

Korolija JM, Tomašević B, Kovačević R. Types of tasks analysis in testing chemistry. in Nastava i vaspitanje. 1997;46(2-3):313-325.
https://hdl.handle.net/21.15107/rcub_cherry_205 .

Korolija, Jasminka M., Tomašević, Biljana, Kovačević, Ružica, "Types of tasks analysis in testing chemistry" in Nastava i vaspitanje, 46, no. 2-3 (1997):313-325,
https://hdl.handle.net/21.15107/rcub_cherry_205 .