TY  - JOUR
AU  - Putica, Katarina
PY  - 2023
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5624
AB  - Previous studies noted the scantiness of diagnostic instruments for the assessment of students’ understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students’ conceptual understanding of amino acids, proteins and enzymes has been developed. Items in the test consist of the answer tier, the reason tier and a confidence rating for each of these tiers. Following the three-phase development process, the final version of the test, comprising eight items, was administered to 123 students in the main study. The internal consistency of both cognitive scores and confidence ratings proved to be adequate (Cronbach’s alpha values were 0.76 and 0.87, respectively) and the test-retest reliability was also satisfactory (Pearson’s r value was 0.74 for the cognitive scores and 0.88 for the confidence ratings). If the correct responses to both the answer and the reason tier of items are considered, the mean score on the test was 3 out of 8 (38%). The students were more confident when producing the correct compared to the wrong answers but, overall, their confidence was not high (3.65 out of 6). Furthermore, the confidence in the incorrect answers that were provided (3.52 out of 6) indicates the presence of alternative conceptions. Such results show that the content regarding amino acids, proteins and enzymes is conceptually challenging for the students. Therefore, the test can help secondary school teachers to uncover the students’ conceptual difficulties related to this content and develop effective strategies for their remediation and prevention.
PB  - Springer
T2  - Research in Science Education
T1  - Development and validation of a four‑tier test for the assessment of secondary school students’  conceptual understanding of amino acids, proteins, and enzymes
VL  - 53
SP  - 651
EP  - 668
DO  - 10.1007/s11165-022-10075-5
ER  - 

@article{
author = "Putica, Katarina",
year = "2023",
abstract = "Previous studies noted the scantiness of diagnostic instruments for the assessment of students’ understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students’ conceptual understanding of amino acids, proteins and enzymes has been developed. Items in the test consist of the answer tier, the reason tier and a confidence rating for each of these tiers. Following the three-phase development process, the final version of the test, comprising eight items, was administered to 123 students in the main study. The internal consistency of both cognitive scores and confidence ratings proved to be adequate (Cronbach’s alpha values were 0.76 and 0.87, respectively) and the test-retest reliability was also satisfactory (Pearson’s r value was 0.74 for the cognitive scores and 0.88 for the confidence ratings). If the correct responses to both the answer and the reason tier of items are considered, the mean score on the test was 3 out of 8 (38%). The students were more confident when producing the correct compared to the wrong answers but, overall, their confidence was not high (3.65 out of 6). Furthermore, the confidence in the incorrect answers that were provided (3.52 out of 6) indicates the presence of alternative conceptions. Such results show that the content regarding amino acids, proteins and enzymes is conceptually challenging for the students. Therefore, the test can help secondary school teachers to uncover the students’ conceptual difficulties related to this content and develop effective strategies for their remediation and prevention.",
publisher = "Springer",
journal = "Research in Science Education",
title = "Development and validation of a four‑tier test for the assessment of secondary school students’  conceptual understanding of amino acids, proteins, and enzymes",
volume = "53",
pages = "651-668",
doi = "10.1007/s11165-022-10075-5"
}

Putica, K.. (2023). Development and validation of a four‑tier test for the assessment of secondary school students’  conceptual understanding of amino acids, proteins, and enzymes. in Research in Science Education
Springer., 53, 651-668.
https://doi.org/10.1007/s11165-022-10075-5

Putica K. Development and validation of a four‑tier test for the assessment of secondary school students’  conceptual understanding of amino acids, proteins, and enzymes. in Research in Science Education. 2023;53:651-668.
doi:10.1007/s11165-022-10075-5 .

Putica, Katarina, "Development and validation of a four‑tier test for the assessment of secondary school students’  conceptual understanding of amino acids, proteins, and enzymes" in Research in Science Education, 53 (2023):651-668,
https://doi.org/10.1007/s11165-022-10075-5 . .

TY  - JOUR
AU  - Putica, Katarina
AU  - Kozić, Miloš
PY  - 2023
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5955
AB  - This cross-age study aimed to provide an insight into the development of stu- dents’ understanding of the concept of matter, at the macroscopic and sub-microscopic level of chemistry knowledge. The research sample encompassed 121 students aged 14 years, 108 stu- dents aged 16 years and 112 students aged 19 years. All students completed the test comprised of five pictures and five schemata which depicted a monatomic/diatomic element, a compound and a homogeneous/heterogeneous mixture, at both of the levels. In this way, it was examined whether the selected age groups exhibit significant differences in understanding of elements, compounds and mixtures at the above-mentioned levels and whether the depth of understanding of these concepts at the macroscopic and sub-microscopic level significantly changes with the age of students. Research results indicate that all three age groups have a significantly better understanding of diatomic elements, compounds and heterogeneous mixtures at the macro- scopic, in comparison to the sub-microscopic level and a significantly better understanding of monatomic elements and homogeneous mixtures at the sub-microscopic, in comparison to the macroscopic level. Overall, a significant improvement of understanding of the concept of matter, at each of the levels, was only observed between the ages of 14 and 16.
PB  - University of Kragujevac, Faculty of Education in Jagodina
T2  - Uzdanica
T1  - A cross-age study of the development of understanding of the concept of matter at the macroscopic and sub-microscopic level
VL  - 20
IS  - 1
SP  - 171
EP  - 182
DO  - 10.46793/Uzdanica20.1.171P
ER  - 

@article{
author = "Putica, Katarina and Kozić, Miloš",
year = "2023",
abstract = "This cross-age study aimed to provide an insight into the development of stu- dents’ understanding of the concept of matter, at the macroscopic and sub-microscopic level of chemistry knowledge. The research sample encompassed 121 students aged 14 years, 108 stu- dents aged 16 years and 112 students aged 19 years. All students completed the test comprised of five pictures and five schemata which depicted a monatomic/diatomic element, a compound and a homogeneous/heterogeneous mixture, at both of the levels. In this way, it was examined whether the selected age groups exhibit significant differences in understanding of elements, compounds and mixtures at the above-mentioned levels and whether the depth of understanding of these concepts at the macroscopic and sub-microscopic level significantly changes with the age of students. Research results indicate that all three age groups have a significantly better understanding of diatomic elements, compounds and heterogeneous mixtures at the macro- scopic, in comparison to the sub-microscopic level and a significantly better understanding of monatomic elements and homogeneous mixtures at the sub-microscopic, in comparison to the macroscopic level. Overall, a significant improvement of understanding of the concept of matter, at each of the levels, was only observed between the ages of 14 and 16.",
publisher = "University of Kragujevac, Faculty of Education in Jagodina",
journal = "Uzdanica",
title = "A cross-age study of the development of understanding of the concept of matter at the macroscopic and sub-microscopic level",
volume = "20",
number = "1",
pages = "171-182",
doi = "10.46793/Uzdanica20.1.171P"
}

Putica, K.,& Kozić, M.. (2023). A cross-age study of the development of understanding of the concept of matter at the macroscopic and sub-microscopic level. in Uzdanica
University of Kragujevac, Faculty of Education in Jagodina., 20(1), 171-182.
https://doi.org/10.46793/Uzdanica20.1.171P

Putica K, Kozić M. A cross-age study of the development of understanding of the concept of matter at the macroscopic and sub-microscopic level. in Uzdanica. 2023;20(1):171-182.
doi:10.46793/Uzdanica20.1.171P .

Putica, Katarina, Kozić, Miloš, "A cross-age study of the development of understanding of the concept of matter at the macroscopic and sub-microscopic level" in Uzdanica, 20, no. 1 (2023):171-182,
https://doi.org/10.46793/Uzdanica20.1.171P . .

TY  - CONF
AU  - Putica, Katarina
PY  - 2023
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5956
AB  - During the COVID-19 pandemic, when direct contact with pupils was
time-limited, one of the biggest challenges of chemistry teachers referred to the
choice of the most effective way to assess pupils’ understanding of the complex
content they encountered for the first time, such as organic chemistry content
in the eighth grade of primary school. In this study, to assess the understanding
of hydrocarbons among the pupils of the mentioned age, teachers used a threetier test. The first and second tier of items in these tests are multiple-choice
questions where the answer to the second tier explains the choice of answer to
the first tier, while the third tier indicates pupils’ confidence in their responses.
Good understanding presupposes that the first two tiers are answered correctly and pupils are confident in their answers, incorrect answers in which pupils
are confident imply the presence of misconceptions, while all answer combinations in which pupils are not confident indicate a lack of knowledge. The test
made of ten items was completed by 114 pupils, after which on seven items well
understanding was shown by 51.7% to 63.1% of the pupils, on three items it
was found in less than 40% of the pupils, while the presence of the six misconceptions was also detected. Thus, teachers gained a detailed insight into their
pupils’ greatest problems with the understanding of hydrocarbons.
AB  - Током пандемије COVID-19, када је директан контакт са ученицима био временски ограничен, један од највећих изазова наставника хемије односио се на одабир најефективнијег начина за проверу разумевања комплексних садржаја са којима се ученици сусрећу по први пут,
попут оних из органске хемије у осмом разреду основне школе. У овом
истраживању, ради провере разумевања садржаја о угљоводоницима код
ученика наведеног узраста, наставници су користили трослојни тест.
Први и други слој задатака у трослојним тестовима чине питања вишеструког избора, при чему се одговором на други слој образлаже одабир
одговора на питање из првог слоја, док у оквиру трећег слоја ученици наводе да ли су сигурни у своје одговоре. Добро разумевање градива подразумева да су питања из прва два слоја одговорена тачно и да су ученици у њих сигурни, нетачни одговори у које су ученици сигурни указују на
присуство мисконцепција, док све комбинације одговора у које ученици
нису сигурни индикују недостатак знања. Тест сачињен од десет задатака попунило је 114 ученика, при чему је код седам задатака добро разумевање градива показало између 51,7% и 63,1% ученика, на три задатка добро разумевање је установљено код мање од 40% ученика, а детектовано
је и присуство шест мисконцепција. На овај начин, наставници су стекли
детаљан увид у најзначајније проблеме својих ученика са разумевањем
садржаја о угљоводоницима.
PB  - Belgrade : University of Belgrade, Teacher Education Faculty
C3  - International Scientific Conference Education during Covid-19 pandemic: Experience and lessons learned, Book of abstracts, Belgrade, June 1-3, 2023
T1  - Three-tier tests as an effective tool for the assessment of understanding the chemistry content during the Covid-19 pandemic
T1  - Трослојни тестови као ефективно средство за проверу разумевања садржаја хемије током пандемије Covid-19
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5956
ER  - 

@conference{
author = "Putica, Katarina",
year = "2023",
abstract = "During the COVID-19 pandemic, when direct contact with pupils was
time-limited, one of the biggest challenges of chemistry teachers referred to the
choice of the most effective way to assess pupils’ understanding of the complex
content they encountered for the first time, such as organic chemistry content
in the eighth grade of primary school. In this study, to assess the understanding
of hydrocarbons among the pupils of the mentioned age, teachers used a threetier test. The first and second tier of items in these tests are multiple-choice
questions where the answer to the second tier explains the choice of answer to
the first tier, while the third tier indicates pupils’ confidence in their responses.
Good understanding presupposes that the first two tiers are answered correctly and pupils are confident in their answers, incorrect answers in which pupils
are confident imply the presence of misconceptions, while all answer combinations in which pupils are not confident indicate a lack of knowledge. The test
made of ten items was completed by 114 pupils, after which on seven items well
understanding was shown by 51.7% to 63.1% of the pupils, on three items it
was found in less than 40% of the pupils, while the presence of the six misconceptions was also detected. Thus, teachers gained a detailed insight into their
pupils’ greatest problems with the understanding of hydrocarbons., Током пандемије COVID-19, када је директан контакт са ученицима био временски ограничен, један од највећих изазова наставника хемије односио се на одабир најефективнијег начина за проверу разумевања комплексних садржаја са којима се ученици сусрећу по први пут,
попут оних из органске хемије у осмом разреду основне школе. У овом
истраживању, ради провере разумевања садржаја о угљоводоницима код
ученика наведеног узраста, наставници су користили трослојни тест.
Први и други слој задатака у трослојним тестовима чине питања вишеструког избора, при чему се одговором на други слој образлаже одабир
одговора на питање из првог слоја, док у оквиру трећег слоја ученици наводе да ли су сигурни у своје одговоре. Добро разумевање градива подразумева да су питања из прва два слоја одговорена тачно и да су ученици у њих сигурни, нетачни одговори у које су ученици сигурни указују на
присуство мисконцепција, док све комбинације одговора у које ученици
нису сигурни индикују недостатак знања. Тест сачињен од десет задатака попунило је 114 ученика, при чему је код седам задатака добро разумевање градива показало између 51,7% и 63,1% ученика, на три задатка добро разумевање је установљено код мање од 40% ученика, а детектовано
је и присуство шест мисконцепција. На овај начин, наставници су стекли
детаљан увид у најзначајније проблеме својих ученика са разумевањем
садржаја о угљоводоницима.",
publisher = "Belgrade : University of Belgrade, Teacher Education Faculty",
journal = "International Scientific Conference Education during Covid-19 pandemic: Experience and lessons learned, Book of abstracts, Belgrade, June 1-3, 2023",
title = "Three-tier tests as an effective tool for the assessment of understanding the chemistry content during the Covid-19 pandemic, Трослојни тестови као ефективно средство за проверу разумевања садржаја хемије током пандемије Covid-19",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5956"
}

Putica, K.. (2023). Three-tier tests as an effective tool for the assessment of understanding the chemistry content during the Covid-19 pandemic. in International Scientific Conference Education during Covid-19 pandemic: Experience and lessons learned, Book of abstracts, Belgrade, June 1-3, 2023
Belgrade : University of Belgrade, Teacher Education Faculty..
https://hdl.handle.net/21.15107/rcub_cherry_5956

Putica K. Three-tier tests as an effective tool for the assessment of understanding the chemistry content during the Covid-19 pandemic. in International Scientific Conference Education during Covid-19 pandemic: Experience and lessons learned, Book of abstracts, Belgrade, June 1-3, 2023. 2023;.
https://hdl.handle.net/21.15107/rcub_cherry_5956 .

Putica, Katarina, "Three-tier tests as an effective tool for the assessment of understanding the chemistry content during the Covid-19 pandemic" in International Scientific Conference Education during Covid-19 pandemic: Experience and lessons learned, Book of abstracts, Belgrade, June 1-3, 2023 (2023),
https://hdl.handle.net/21.15107/rcub_cherry_5956 .

TY  - DATA
AU  - Putica, Katarina
PY  - 2023
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5625
AB  - Previous studies noted the scantiness of diagnostic instruments for the assessment of students’ understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students’ conceptual understanding of amino acids, proteins and enzymes has been developed. Items in the test consist of the answer tier, the reason tier and a confidence rating for each of these tiers. Following the three-phase development process, the final version of the test, comprising eight items, was administered to 123 students in the main study. The internal consistency of both cognitive scores and confidence ratings proved to be adequate (Cronbach’s alpha values were 0.76 and 0.87, respectively) and the test-retest reliability was also satisfactory (Pearson’s r value was 0.74 for the cognitive scores and 0.88 for the confidence ratings). If the correct responses to both the answer and the reason tier of items are considered, the mean score on the test was 3 out of 8 (38%). The students were more confident when producing the correct compared to the wrong answers but, overall, their confidence was not high (3.65 out of 6). Furthermore, the confidence in the incorrect answers that were provided (3.52 out of 6) indicates the presence of alternative conceptions. Such results show that the content regarding amino acids, proteins and enzymes is conceptually challenging for the students. Therefore, the test can help secondary school teachers to uncover the students’ conceptual difficulties related to this content and develop effective strategies for their remediation and prevention.
PB  - Springer
T2  - Research in Science Education
T1  - Supplementary material for: Putica, K. Development and Validation of a Four‑tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education 2023, 53. https://doi.org/10.1007/s11165-022-10075-5.
VL  - 53
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5625
ER  - 

@misc{
author = "Putica, Katarina",
year = "2023",
abstract = "Previous studies noted the scantiness of diagnostic instruments for the assessment of students’ understanding of fundamental biochemistry concepts. Consequently, within this study, a four-tier test for the examination of secondary school students’ conceptual understanding of amino acids, proteins and enzymes has been developed. Items in the test consist of the answer tier, the reason tier and a confidence rating for each of these tiers. Following the three-phase development process, the final version of the test, comprising eight items, was administered to 123 students in the main study. The internal consistency of both cognitive scores and confidence ratings proved to be adequate (Cronbach’s alpha values were 0.76 and 0.87, respectively) and the test-retest reliability was also satisfactory (Pearson’s r value was 0.74 for the cognitive scores and 0.88 for the confidence ratings). If the correct responses to both the answer and the reason tier of items are considered, the mean score on the test was 3 out of 8 (38%). The students were more confident when producing the correct compared to the wrong answers but, overall, their confidence was not high (3.65 out of 6). Furthermore, the confidence in the incorrect answers that were provided (3.52 out of 6) indicates the presence of alternative conceptions. Such results show that the content regarding amino acids, proteins and enzymes is conceptually challenging for the students. Therefore, the test can help secondary school teachers to uncover the students’ conceptual difficulties related to this content and develop effective strategies for their remediation and prevention.",
publisher = "Springer",
journal = "Research in Science Education",
title = "Supplementary material for: Putica, K. Development and Validation of a Four‑tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education 2023, 53. https://doi.org/10.1007/s11165-022-10075-5.",
volume = "53",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5625"
}

Putica, K.. (2023). Supplementary material for: Putica, K. Development and Validation of a Four‑tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education 2023, 53. https://doi.org/10.1007/s11165-022-10075-5.. in Research in Science Education
Springer., 53.
https://hdl.handle.net/21.15107/rcub_cherry_5625

Putica K. Supplementary material for: Putica, K. Development and Validation of a Four‑tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education 2023, 53. https://doi.org/10.1007/s11165-022-10075-5.. in Research in Science Education. 2023;53.
https://hdl.handle.net/21.15107/rcub_cherry_5625 .

Putica, Katarina, "Supplementary material for: Putica, K. Development and Validation of a Four‑tier Test for the Assessment of Secondary School Students’ Conceptual Understanding of Amino Acids, Proteins, and Enzymes. Research in Science Education 2023, 53. https://doi.org/10.1007/s11165-022-10075-5." in Research in Science Education, 53 (2023),
https://hdl.handle.net/21.15107/rcub_cherry_5625 .

TY  - JOUR
AU  - Putica, Katarina
AU  - Ralević, Lidija 
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5022
AB  - Органска хемија представља есенцијални део свакодневног живота, али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави има потенцијал да унапреди научну писменост, ради поређења ефективности поменута два наставна приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице
Алкани и у њему је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Кроз обраду градива о алканима ученици развијају хемијску писменост, која је у вези са структуром и номенклатуром ових једињења, њиховим физичким и хемијским својствима, те нафтом и нафтним дериватима као изворима енергије, али и загађивачима животне средине. Након обраде поменуте наставне јединице експериментална група је остварила статистички значајно већи укупан проценат тачних одговора на тесту, којим је проверена развијеност ученичке хемијске писмености о алканима на сва три њена нивоа (знање, примена и резоновање), што указује да би контекстуални приступ настави могао значајно да унапреди хемијску писменост ученика основних школа у области органске хемије.
AB  - Organic chemistry represents an essential part of everyday life, but previous research indicates
that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils’ chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils’ chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils’ chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils’ chemical literacy, in the field of organic chemistry.
PB  - Учитељски факултет Универзитета у Београду
T2  - Inovacije u nastavi
T1  - Унапређивање хемијске писмености ученика основних школа кроз контекстуални приступ обради наставне јединице Алкани
VL  - 35
IS  - 1
SP  - 91
EP  - 100
DO  - 10.5937/inovacije2201091P
ER  - 

@article{
author = "Putica, Katarina and Ralević, Lidija ",
year = "2022",
abstract = "Органска хемија представља есенцијални део свакодневног живота, али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави има потенцијал да унапреди научну писменост, ради поређења ефективности поменута два наставна приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице
Алкани и у њему је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Кроз обраду градива о алканима ученици развијају хемијску писменост, која је у вези са структуром и номенклатуром ових једињења, њиховим физичким и хемијским својствима, те нафтом и нафтним дериватима као изворима енергије, али и загађивачима животне средине. Након обраде поменуте наставне јединице експериментална група је остварила статистички значајно већи укупан проценат тачних одговора на тесту, којим је проверена развијеност ученичке хемијске писмености о алканима на сва три њена нивоа (знање, примена и резоновање), што указује да би контекстуални приступ настави могао значајно да унапреди хемијску писменост ученика основних школа у области органске хемије., Organic chemistry represents an essential part of everyday life, but previous research indicates
that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils’ chemical literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils’ chemical literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Through the elaboration of the content about alkanes, pupils develop chemical literacy in regard to the structure and nomenclature of these compounds, their physical and chemical properties and oil and its derivatives as energy sources, as well as environmental pollutants. Upon the elaboration of the abovementioned teaching unit, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked the development of pupils’ chemical literacy in regard to alkanes on all three levels (knowledge, application and reasoning), which implies that context-based teaching approach could significantly enhance elementary school pupils’ chemical literacy, in the field of organic chemistry.",
publisher = "Учитељски факултет Универзитета у Београду",
journal = "Inovacije u nastavi",
title = "Унапређивање хемијске писмености ученика основних школа кроз контекстуални приступ обради наставне јединице Алкани",
volume = "35",
number = "1",
pages = "91-100",
doi = "10.5937/inovacije2201091P"
}

Putica, K.,& Ralević, L.. (2022). Унапређивање хемијске писмености ученика основних школа кроз контекстуални приступ обради наставне јединице Алкани. in Inovacije u nastavi
Учитељски факултет Универзитета у Београду., 35(1), 91-100.
https://doi.org/10.5937/inovacije2201091P

Putica K, Ralević L. Унапређивање хемијске писмености ученика основних школа кроз контекстуални приступ обради наставне јединице Алкани. in Inovacije u nastavi. 2022;35(1):91-100.
doi:10.5937/inovacije2201091P .

Putica, Katarina, Ralević, Lidija , "Унапређивање хемијске писмености ученика основних школа кроз контекстуални приступ обради наставне јединице Алкани" in Inovacije u nastavi, 35, no. 1 (2022):91-100,
https://doi.org/10.5937/inovacije2201091P . .

TY  - JOUR
AU  - Putica, Katarina
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5184
AB  - In order to explain the development of understanding of chemical concepts at the
macroscopic, submicroscopic and symbolic level over time, models of the expanding
triangle and rising iceberg are proposed. In order to validate the two models, this
study examined whether the depth of understanding of the concepts physical and
chemical changes at each of the levels significantly changes with the age of students,
whether selected age groups exhibit significant differences in understanding at the
three levels, and whether findings for these age groups differ. Therefore, 121 14-yearold, 108 16-year-old and 112 19-year-old students completed the test that checked
their understanding of the aforementioned concepts, at all three levels. The 16-
and 19-year-old students significantly outperformed the 14-year-old students at
each of the levels, while all age groups showed significantly better understanding
of physical and chemical changes at the macroscopic and symbolic, in comparison
to the submicroscopic level. It was concluded that, while the proposed models are
generally valid, the applied teaching approaches and the composition of the chemistry
curriculum have a profound impact on the development of students’ conceptual
understanding, at all three levels of chemistry knowledge.
PB  - The Faculty of Teacher Education of the University of Zagreb, Croatia
T2  - Croatian journal of education
T1  - Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study
VL  - 24
IS  - 1
SP  - 161
EP  - 188
DO  - 10.15516/cje.v24i1.4115
ER  - 

@article{
author = "Putica, Katarina",
year = "2022",
abstract = "In order to explain the development of understanding of chemical concepts at the
macroscopic, submicroscopic and symbolic level over time, models of the expanding
triangle and rising iceberg are proposed. In order to validate the two models, this
study examined whether the depth of understanding of the concepts physical and
chemical changes at each of the levels significantly changes with the age of students,
whether selected age groups exhibit significant differences in understanding at the
three levels, and whether findings for these age groups differ. Therefore, 121 14-yearold, 108 16-year-old and 112 19-year-old students completed the test that checked
their understanding of the aforementioned concepts, at all three levels. The 16-
and 19-year-old students significantly outperformed the 14-year-old students at
each of the levels, while all age groups showed significantly better understanding
of physical and chemical changes at the macroscopic and symbolic, in comparison
to the submicroscopic level. It was concluded that, while the proposed models are
generally valid, the applied teaching approaches and the composition of the chemistry
curriculum have a profound impact on the development of students’ conceptual
understanding, at all three levels of chemistry knowledge.",
publisher = "The Faculty of Teacher Education of the University of Zagreb, Croatia",
journal = "Croatian journal of education",
title = "Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study",
volume = "24",
number = "1",
pages = "161-188",
doi = "10.15516/cje.v24i1.4115"
}

Putica, K.. (2022). Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study. in Croatian journal of education
The Faculty of Teacher Education of the University of Zagreb, Croatia., 24(1), 161-188.
https://doi.org/10.15516/cje.v24i1.4115

Putica K. Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study. in Croatian journal of education. 2022;24(1):161-188.
doi:10.15516/cje.v24i1.4115 .

Putica, Katarina, "Development of conceptual understanding of physical and chemical changes at the macroscopic, submicroscopic and symbolic level: a cross-age study" in Croatian journal of education, 24, no. 1 (2022):161-188,
https://doi.org/10.15516/cje.v24i1.4115 . .

TY  - CONF
AU  - Putica, Katarina
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5623
AB  - Једна од честих дилема наставника хемије односи се на одабир
најефикаснијег начина за проверу ученичког концептуалног разумевања
обрађеног градива и детекцију мисконцепција, као озбиљних препрека за
даље учење. Циљ овог истраживања био је да се провери могућност детекције
мисконцепција о протеинима код ученика осмог разреда основне школе,
помоћу четворослојног теста. Четворослојни тестови представљају
најсавременије дијагностичке тестове, развијене са циљем да превазиђу
ограничења свих претходно коришћених инструмената за проверу
концептуалног разумевања. Први слој задатака у овим тестовима представља
концептуално питање вишеструког избора, а други још једно питање овог
типа, у коме се образлаже одабир одговора на питање из првог слоја. За оба
питања ученици на шестостепеној Ликертовој скали исказују колико су
сигурни у тачност својих одговора, што чини трећи и четврти слој теста. Тест
је развијен у три фазе, а његову финалну верзију решавало je 142 ученика
поменутог узраста. Установљено је да сва четири слоја теста имају високу
поузданост и моћ дискриминације. На питања из прва два слоја тачно је
одговорило 38% ученика, просечна сигурност у тачност датих одговора била
је 60,2%, а укупно је детектовано 12 мисконцепција. На овај начин, тест
пружа могућност наставницима да стекну детаљан увид у концептуално
разумевање градива о протеинима, код ученика осмог разреда основне
школе
AB  - A frequent dilemma of chemistry teachers refers to the selection of the most
efficient way to assess students’ conceptual understanding of the elaborated
content and detect misconceptions, as serious obstacles to further learning. The
aim of this study was to asess the ability of a four-tier test to detect
misconceptions about proteins, among eight-grade elementary school pupils.
Four-tier tests are the most modern diagnostic tests, developed to overcome the
limitations of all prior instruments for the assessment of conceptual
understanding. First tier of items in these tests is a multiple-choice conceptual
question, while the second tier is another question of this type, that provides a
reason for the choice of answer to the first tier. For both tiers the pupils express
the certainty in the correctness of their answers on a six-point Likert scale, forming
the third and fourth tier of the test. The test was developed in three phases, and
its final version was solved by 142 pupils. It was found that all four tiers have high
reliability and discrimination power. First two tiers were correctly answered by
38% of pupils, average certainty in the correctness of the given responses was
60.2% and a total of 12 misconceptions were detected. Thus, the test provides
the teachers with a detailed insight into eight-grade elementary school pupils’
conceptual understanding of proteins.
PB  - University of Belgrade, Teacher Education Faculty
C3  - Book of abstracts of international scientific conference New horizons in education, University of Belgrade, Teacher Education Faculty, 28. May 2022
T1  - Four-tier tests a means for the assessment of conceptual understanding of chemistry content
T1  - Четворослојни тестови као начин проверe концептуалног разумевањa садржаја хемије
SP  - 32
EP  - 33
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5623
ER  - 

@conference{
author = "Putica, Katarina",
year = "2022",
abstract = "Једна од честих дилема наставника хемије односи се на одабир
најефикаснијег начина за проверу ученичког концептуалног разумевања
обрађеног градива и детекцију мисконцепција, као озбиљних препрека за
даље учење. Циљ овог истраживања био је да се провери могућност детекције
мисконцепција о протеинима код ученика осмог разреда основне школе,
помоћу четворослојног теста. Четворослојни тестови представљају
најсавременије дијагностичке тестове, развијене са циљем да превазиђу
ограничења свих претходно коришћених инструмената за проверу
концептуалног разумевања. Први слој задатака у овим тестовима представља
концептуално питање вишеструког избора, а други још једно питање овог
типа, у коме се образлаже одабир одговора на питање из првог слоја. За оба
питања ученици на шестостепеној Ликертовој скали исказују колико су
сигурни у тачност својих одговора, што чини трећи и четврти слој теста. Тест
је развијен у три фазе, а његову финалну верзију решавало je 142 ученика
поменутог узраста. Установљено је да сва четири слоја теста имају високу
поузданост и моћ дискриминације. На питања из прва два слоја тачно је
одговорило 38% ученика, просечна сигурност у тачност датих одговора била
је 60,2%, а укупно је детектовано 12 мисконцепција. На овај начин, тест
пружа могућност наставницима да стекну детаљан увид у концептуално
разумевање градива о протеинима, код ученика осмог разреда основне
школе, A frequent dilemma of chemistry teachers refers to the selection of the most
efficient way to assess students’ conceptual understanding of the elaborated
content and detect misconceptions, as serious obstacles to further learning. The
aim of this study was to asess the ability of a four-tier test to detect
misconceptions about proteins, among eight-grade elementary school pupils.
Four-tier tests are the most modern diagnostic tests, developed to overcome the
limitations of all prior instruments for the assessment of conceptual
understanding. First tier of items in these tests is a multiple-choice conceptual
question, while the second tier is another question of this type, that provides a
reason for the choice of answer to the first tier. For both tiers the pupils express
the certainty in the correctness of their answers on a six-point Likert scale, forming
the third and fourth tier of the test. The test was developed in three phases, and
its final version was solved by 142 pupils. It was found that all four tiers have high
reliability and discrimination power. First two tiers were correctly answered by
38% of pupils, average certainty in the correctness of the given responses was
60.2% and a total of 12 misconceptions were detected. Thus, the test provides
the teachers with a detailed insight into eight-grade elementary school pupils’
conceptual understanding of proteins.",
publisher = "University of Belgrade, Teacher Education Faculty",
journal = "Book of abstracts of international scientific conference New horizons in education, University of Belgrade, Teacher Education Faculty, 28. May 2022",
title = "Four-tier tests a means for the assessment of conceptual understanding of chemistry content, Четворослојни тестови као начин проверe концептуалног разумевањa садржаја хемије",
pages = "32-33",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5623"
}

Putica, K.. (2022). Four-tier tests a means for the assessment of conceptual understanding of chemistry content. in Book of abstracts of international scientific conference New horizons in education, University of Belgrade, Teacher Education Faculty, 28. May 2022
University of Belgrade, Teacher Education Faculty., 32-33.
https://hdl.handle.net/21.15107/rcub_cherry_5623

Putica K. Four-tier tests a means for the assessment of conceptual understanding of chemistry content. in Book of abstracts of international scientific conference New horizons in education, University of Belgrade, Teacher Education Faculty, 28. May 2022. 2022;:32-33.
https://hdl.handle.net/21.15107/rcub_cherry_5623 .

Putica, Katarina, "Four-tier tests a means for the assessment of conceptual understanding of chemistry content" in Book of abstracts of international scientific conference New horizons in education, University of Belgrade, Teacher Education Faculty, 28. May 2022 (2022):32-33,
https://hdl.handle.net/21.15107/rcub_cherry_5623 .

TY  - GEN
AU  - Putica, Katarina
AU  - Ralević, Lidija
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4903
AB  - Organic chemistry represents an essential part of everyday life, but previous
research indicates that traditional organic chemistry teaching, which focuses on
the transmission of academic content, insufficiently promotes the development of
pupils’ chemistry literacy in this field. Since context-based teaching approach has
the potential to improve scientific literacy, in order to compare the effectiveness of
the aforementioned teaching approaches in terms of developing elementary school
pupils’ chemistry literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within
the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade
elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Since this is the first teaching unit within the organic chemistry curriculum, neither group had a previous chance to acquire any knowledge from this
field of chemistry. However, after the elaboration of the teaching unit Alkanes, the
experimental group achieved a significantly higher overall percentage of correct
answers on the test that checked pupils’ chemical literacy related to this class of
organic compounds, which implies that context-based teaching approach could
significantly enhance the elementary school pupils’ literacy in the field of organic
chemistry
AB  - Органска хемија представља есенцијални део свакодневног живота,
али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче
развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави поседује потенцијал да унапреди научну писменост,
ради поређења ефективности поменутих наставних приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице Алкани и у њему
је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Пошто је реч о првој наставној јединици у оквиру обраде градива органске хемије, ниједна од група
претходно није била у прилици да стекне било каква предзнања из ове области хемије. Међутим, након обраде наставне јединице Алкани, експериментална група је остварила статистички значајно већи укупан проценат тачних
одговора на тесту којим је проверена ученичка хемијска писменост везана
за ову класу органских једињења, што указује да би контекстуални приступ
настави могао значајно да унапреди хемијску писменост ученика основних
школа у области органске хемије.
PB  - University of Belgrade - Teacher Education Faculty
T2  - International Scientific Conference 2021 : Innovative didactic systems in education
T1  - Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry
UR  - https://hdl.handle.net/21.15107/rcub_cherry_4903
ER  - 

@misc{
author = "Putica, Katarina and Ralević, Lidija",
year = "2021",
abstract = "Organic chemistry represents an essential part of everyday life, but previous
research indicates that traditional organic chemistry teaching, which focuses on
the transmission of academic content, insufficiently promotes the development of
pupils’ chemistry literacy in this field. Since context-based teaching approach has
the potential to improve scientific literacy, in order to compare the effectiveness of
the aforementioned teaching approaches in terms of developing elementary school
pupils’ chemistry literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within
the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade
elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Since this is the first teaching unit within the organic chemistry curriculum, neither group had a previous chance to acquire any knowledge from this
field of chemistry. However, after the elaboration of the teaching unit Alkanes, the
experimental group achieved a significantly higher overall percentage of correct
answers on the test that checked pupils’ chemical literacy related to this class of
organic compounds, which implies that context-based teaching approach could
significantly enhance the elementary school pupils’ literacy in the field of organic
chemistry, Органска хемија представља есенцијални део свакодневног живота,
али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче
развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави поседује потенцијал да унапреди научну писменост,
ради поређења ефективности поменутих наставних приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице Алкани и у њему
је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Пошто је реч о првој наставној јединици у оквиру обраде градива органске хемије, ниједна од група
претходно није била у прилици да стекне било каква предзнања из ове области хемије. Међутим, након обраде наставне јединице Алкани, експериментална група је остварила статистички значајно већи укупан проценат тачних
одговора на тесту којим је проверена ученичка хемијска писменост везана
за ову класу органских једињења, што указује да би контекстуални приступ
настави могао значајно да унапреди хемијску писменост ученика основних
школа у области органске хемије.",
publisher = "University of Belgrade - Teacher Education Faculty",
journal = "International Scientific Conference 2021 : Innovative didactic systems in education",
title = "Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry",
url = "https://hdl.handle.net/21.15107/rcub_cherry_4903"
}

Putica, K.,& Ralević, L.. (2021). Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry. in International Scientific Conference 2021 : Innovative didactic systems in education
University of Belgrade - Teacher Education Faculty..
https://hdl.handle.net/21.15107/rcub_cherry_4903

Putica K, Ralević L. Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry. in International Scientific Conference 2021 : Innovative didactic systems in education. 2021;.
https://hdl.handle.net/21.15107/rcub_cherry_4903 .

Putica, Katarina, Ralević, Lidija, "Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry" in International Scientific Conference 2021 : Innovative didactic systems in education (2021),
https://hdl.handle.net/21.15107/rcub_cherry_4903 .

TY  - CONF
AU  - Putica, Katarina
AU  - Ralević, Lidija
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4904
AB  - Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils’ chemistry literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils’ chemistry literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Since this is the first teaching unit within the organic chemistry curriculum, neither group had a previous chance to acquire any knowledge from this field of chemistry. However, after the elaboration of the teaching unit Alkanes, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked pupils’ chemical literacy related to this class of organic compounds, which implies that context-based teaching approach could significantly enhance the elementary school pupils’ literacy in the field of organic chemistry
AB  - Органска хемија представља есенцијални део свакодневног живота,
али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче
развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави поседује потенцијал да унапреди научну писменост,
ради поређења ефективности поменутих наставних приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице Алкани и у њему
је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Пошто је реч о првој наставној јединици у оквиру обраде градива органске хемије, ниједна од група
претходно није била у прилици да стекне било каква предзнања из ове области хемије. Међутим, након обраде наставне јединице Алкани, експериментална група је остварила статистички значајно већи укупан проценат тачних
одговора на тесту којим је проверена ученичка хемијска писменост везана
за ову класу органских једињења, што указује да би контекстуални приступ
настави могао значајно да унапреди хемијску писменост ученика основних
школа у области органске хемије.
PB  - University of Belgrade –Teacher Education Faculty
C3  - International Scientific Conference 2021 : Innovative didactic systems in education
T1  - Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry
UR  - https://hdl.handle.net/21.15107/rcub_cherry_4904
ER  - 

@conference{
author = "Putica, Katarina and Ralević, Lidija",
year = "2021",
abstract = "Organic chemistry represents an essential part of everyday life, but previous research indicates that traditional organic chemistry teaching, which focuses on the transmission of academic content, insufficiently promotes the development of pupils’ chemistry literacy in this field. Since context-based teaching approach has the potential to improve scientific literacy, in order to compare the effectiveness of the aforementioned teaching approaches in terms of developing elementary school pupils’ chemistry literacy in the field of organic chemistry, a pedagogical experiment with parallel groups was conducted. The experiment was organized within the elaboration of the teaching unit Alkanes and it encompassed 148 eighth-grade elementary school pupils (76 pupils in the experimental and 72 pupils in the control group). Since this is the first teaching unit within the organic chemistry curriculum, neither group had a previous chance to acquire any knowledge from this field of chemistry. However, after the elaboration of the teaching unit Alkanes, the experimental group achieved a significantly higher overall percentage of correct answers on the test that checked pupils’ chemical literacy related to this class of organic compounds, which implies that context-based teaching approach could significantly enhance the elementary school pupils’ literacy in the field of organic chemistry, Органска хемија представља есенцијални део свакодневног живота,
али претходна истраживања указују да традиционална настава органске хемије, фокусирана на трансмисију академских знања, недовољно подстиче
развој ученичке хемијске писмености у овој области. Будући да контекстуални приступ настави поседује потенцијал да унапреди научну писменост,
ради поређења ефективности поменутих наставних приступа у погледу развоја хемијске писмености ученика основних школа у области органске хемије, спроведен је педагошки експеримент са паралелним групама. Експеримент је организован у оквиру обраде наставне јединице Алкани и у њему
је учествовало 148 ученика осмог разреда основне школе (76 ученика у експерименталној и 72 ученика у контролној групи). Пошто је реч о првој наставној јединици у оквиру обраде градива органске хемије, ниједна од група
претходно није била у прилици да стекне било каква предзнања из ове области хемије. Међутим, након обраде наставне јединице Алкани, експериментална група је остварила статистички значајно већи укупан проценат тачних
одговора на тесту којим је проверена ученичка хемијска писменост везана
за ову класу органских једињења, што указује да би контекстуални приступ
настави могао значајно да унапреди хемијску писменост ученика основних
школа у области органске хемије.",
publisher = "University of Belgrade –Teacher Education Faculty",
journal = "International Scientific Conference 2021 : Innovative didactic systems in education",
title = "Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry",
url = "https://hdl.handle.net/21.15107/rcub_cherry_4904"
}

Putica, K.,& Ralević, L.. (2021). Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry. in International Scientific Conference 2021 : Innovative didactic systems in education
University of Belgrade –Teacher Education Faculty..
https://hdl.handle.net/21.15107/rcub_cherry_4904

Putica K, Ralević L. Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry. in International Scientific Conference 2021 : Innovative didactic systems in education. 2021;.
https://hdl.handle.net/21.15107/rcub_cherry_4904 .

Putica, Katarina, Ralević, Lidija, "Context-based teaching approach as a vehicle for promoting elementary school pupils’ chemistry literacy in the field of organic chemistry" in International Scientific Conference 2021 : Innovative didactic systems in education (2021),
https://hdl.handle.net/21.15107/rcub_cherry_4904 .

TY  - CHAP
AU  - Putica, Katarina
PY  - 2020
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5024
UR  - https://pefja.kg.ac.rs/wp-content/uploads/2020/07/professional-competences-20.pdf
AB  - Modern society makes it a requirement of the educational systems to
prepare pupils for successful adaptation to the changeable conditions of life and professional market, which also presupposes the preparedness to apply the knowledge of
natural sciences, in order to overcome the numerous challenges caused by the fast scientific and technological development. Given that problem-based chemistry teaching
can provide a significant contribution to this cause, five students of the study program
Chemical Education at the Faculty of Chemistry University of Belgrade conducted a
survey in which 93 pupils of the seventh grade and 74 pupils of the eight grade of
elementary school took part, in order to learn about the pupils’ attitudes and experiences with this way of teaching. Students, also, comprised age appropriate tests, which
checked the pupils’ preparedness to apply the knowledge of chemistry, in order to
solve problems from everyday life. In this way, it was ascertained that the pupils from
both grades had previous experiences with the problem-based chemistry teaching, and
that they do not have negative attitude toward it. They find such a way of learning
to be more difficult, but also more interesting, possible learning difficulties could be
more easily overcome with more help form the teacher, or by learning within a group
of pupils, and in order to prevent them, the teacher must check whether the pupils possess enough previously acquired knowledge in order to solve the given problems. The
results of the tests show that the eighth grade pupils, having more experience with the
problem-based teaching, as well as the wider span of the previously acquired knowledge, were significantly more successful, in comparison to the seventh grade pupils. In
this way, pre-service chemistry teachers gained insight into the greatest challenges of
the problem-based teaching and the ways in which they could be overcome, thus improving their competencies for the implementation of this way of teaching.
PB  - Faculty of Education in Jagodina, University of Kragujevac, Serbia
T2  - Professional competences for teaching in the 21st century, Proceedings of the International Conference Organised by the Faculty of Education in Jagodina on May 23−25, 2019
T1  - Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching
SP  - 159
EP  - 172
DO  - 10.46793/pctja.19.159P
ER  - 

@inbook{
author = "Putica, Katarina",
year = "2020",
abstract = "Modern society makes it a requirement of the educational systems to
prepare pupils for successful adaptation to the changeable conditions of life and professional market, which also presupposes the preparedness to apply the knowledge of
natural sciences, in order to overcome the numerous challenges caused by the fast scientific and technological development. Given that problem-based chemistry teaching
can provide a significant contribution to this cause, five students of the study program
Chemical Education at the Faculty of Chemistry University of Belgrade conducted a
survey in which 93 pupils of the seventh grade and 74 pupils of the eight grade of
elementary school took part, in order to learn about the pupils’ attitudes and experiences with this way of teaching. Students, also, comprised age appropriate tests, which
checked the pupils’ preparedness to apply the knowledge of chemistry, in order to
solve problems from everyday life. In this way, it was ascertained that the pupils from
both grades had previous experiences with the problem-based chemistry teaching, and
that they do not have negative attitude toward it. They find such a way of learning
to be more difficult, but also more interesting, possible learning difficulties could be
more easily overcome with more help form the teacher, or by learning within a group
of pupils, and in order to prevent them, the teacher must check whether the pupils possess enough previously acquired knowledge in order to solve the given problems. The
results of the tests show that the eighth grade pupils, having more experience with the
problem-based teaching, as well as the wider span of the previously acquired knowledge, were significantly more successful, in comparison to the seventh grade pupils. In
this way, pre-service chemistry teachers gained insight into the greatest challenges of
the problem-based teaching and the ways in which they could be overcome, thus improving their competencies for the implementation of this way of teaching.",
publisher = "Faculty of Education in Jagodina, University of Kragujevac, Serbia",
journal = "Professional competences for teaching in the 21st century, Proceedings of the International Conference Organised by the Faculty of Education in Jagodina on May 23−25, 2019",
booktitle = "Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching",
pages = "159-172",
doi = "10.46793/pctja.19.159P"
}

Putica, K.. (2020). Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching. in Professional competences for teaching in the 21st century, Proceedings of the International Conference Organised by the Faculty of Education in Jagodina on May 23−25, 2019
Faculty of Education in Jagodina, University of Kragujevac, Serbia., 159-172.
https://doi.org/10.46793/pctja.19.159P

Putica K. Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching. in Professional competences for teaching in the 21st century, Proceedings of the International Conference Organised by the Faculty of Education in Jagodina on May 23−25, 2019. 2020;:159-172.
doi:10.46793/pctja.19.159P .

Putica, Katarina, "Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching" in Professional competences for teaching in the 21st century, Proceedings of the International Conference Organised by the Faculty of Education in Jagodina on May 23−25, 2019 (2020):159-172,
https://doi.org/10.46793/pctja.19.159P . .

TY  - JOUR
AU  - Putica, Katarina
PY  - 2020
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4944
AB  - Along with being an essential part of everyday life, organic chemistry has tremendous economic significance. Given that grammar school represents a stepping stone toward
university education and professional carriers in this field, improving organic chemistry teaching
at grammar school level is of great importance. Consequently, this research aimed to determine
the way in which organic chemistry is typically taught in grammar school, grammar school students’ perceptions toward organic chemistry and their perceptions concerning the potential of
context-based teaching approach to facilitate organic chemistry learning. Data were obtained by
means of the two questionnaires, completed by 163 third year grammar school students. It was
concluded that organic chemistry teaching in grammar school primarily consists of the teacher’s
presentation of academic content, which is only occasionally linked to everyday life and previously acquired chemistry knowledge. At the same time, students perceive organic chemistry as
abstract, difficult to understand and more difficult to learn than general and inorganic chemistry, while around 40% of students perceive the quality of their organic chemistry knowledge
to be poor. Conversely, students perceive context-based organic chemistry lessons to be more
interesting than their typical organic chemistry lessons and point out that such an approach to
teaching could enhance their motivation to learn organic chemistry and their ability to apply
organic chemistry knowledge in everyday life. Although they are not convinced that it could also
improve their understanding of organic chemistry, nearly 60% of students recommend to their
teachers more frequent application of context-based approach in organic chemistry teaching
AB  - Поред тога што представља есенцијални део свакодневног живота,
органска хемијa има и огроман екoномски значај. Будући да гимназијa представља
основу за даље универзитетско образовање и професионални ангажман у овој области, унапређивање гимназијске наставе органске хемије је од великог значаја. Последично, циљеви овог истраживања су били утврђивање типичних карактеристика
наставе органске хемије у гимназијама, као и утврђивање ставова гимназијалаца о
органској хемији и потенцијалу контекстуалног приступа настави да олакша учење
органске хемије. Истраживачки подаци су прикупљени посредством два упитника,
којe је попунило 163 ученика трећег разреда гимназије. Закључено је да се настава
органске хемије у гимназији првенствено своди на наставниково излагање академских знања, која се само у ретким приликама повезују са свакодневним животом и
претходно стеченим знањима из хемије. Истовремено, ученици сматрају да је органска хемија апстрактна, тешка за разумевање и тежа за учење од опште и неорганске
хемије, док око 40% ученика сматра да је њихово знање органске хемије слабог
квалитета. С друге стране, ученици сматрају да је настава заснована на примени
контекстуалног приступа занимљивија од њихове уобичајене наставе органске хемије и истичу да би овакав приступ настави могао да допринесе већој мотивацији
за учење органске хемије и бољој оспoсобљености ученика за примену знања из
органске хемије у свакодневном животу. Иако нису убеђени да би овај приступ могао да допринесе и бољем разумевању градива органске хемије, скоро 60% ученика
препоручило је својим наставницима чешћу употребу контекстуалног приступа у
настави органске хемије.
PB  - Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina
T2  - Uzdanica
T1  - Grammar School Students’ Perceptions Toward Organic Chemistry and the Implementation of Context-Based Approach in Organic Chemistry Teaching
VL  - 17
IS  - 2
SP  - 267
EP  - 279
DO  - 10.18485/uzdanica.2020.17.2.18
ER  - 

@article{
author = "Putica, Katarina",
year = "2020",
abstract = "Along with being an essential part of everyday life, organic chemistry has tremendous economic significance. Given that grammar school represents a stepping stone toward
university education and professional carriers in this field, improving organic chemistry teaching
at grammar school level is of great importance. Consequently, this research aimed to determine
the way in which organic chemistry is typically taught in grammar school, grammar school students’ perceptions toward organic chemistry and their perceptions concerning the potential of
context-based teaching approach to facilitate organic chemistry learning. Data were obtained by
means of the two questionnaires, completed by 163 third year grammar school students. It was
concluded that organic chemistry teaching in grammar school primarily consists of the teacher’s
presentation of academic content, which is only occasionally linked to everyday life and previously acquired chemistry knowledge. At the same time, students perceive organic chemistry as
abstract, difficult to understand and more difficult to learn than general and inorganic chemistry, while around 40% of students perceive the quality of their organic chemistry knowledge
to be poor. Conversely, students perceive context-based organic chemistry lessons to be more
interesting than their typical organic chemistry lessons and point out that such an approach to
teaching could enhance their motivation to learn organic chemistry and their ability to apply
organic chemistry knowledge in everyday life. Although they are not convinced that it could also
improve their understanding of organic chemistry, nearly 60% of students recommend to their
teachers more frequent application of context-based approach in organic chemistry teaching, Поред тога што представља есенцијални део свакодневног живота,
органска хемијa има и огроман екoномски значај. Будући да гимназијa представља
основу за даље универзитетско образовање и професионални ангажман у овој области, унапређивање гимназијске наставе органске хемије је од великог значаја. Последично, циљеви овог истраживања су били утврђивање типичних карактеристика
наставе органске хемије у гимназијама, као и утврђивање ставова гимназијалаца о
органској хемији и потенцијалу контекстуалног приступа настави да олакша учење
органске хемије. Истраживачки подаци су прикупљени посредством два упитника,
којe је попунило 163 ученика трећег разреда гимназије. Закључено је да се настава
органске хемије у гимназији првенствено своди на наставниково излагање академских знања, која се само у ретким приликама повезују са свакодневним животом и
претходно стеченим знањима из хемије. Истовремено, ученици сматрају да је органска хемија апстрактна, тешка за разумевање и тежа за учење од опште и неорганске
хемије, док око 40% ученика сматра да је њихово знање органске хемије слабог
квалитета. С друге стране, ученици сматрају да је настава заснована на примени
контекстуалног приступа занимљивија од њихове уобичајене наставе органске хемије и истичу да би овакав приступ настави могао да допринесе већој мотивацији
за учење органске хемије и бољој оспoсобљености ученика за примену знања из
органске хемије у свакодневном животу. Иако нису убеђени да би овај приступ могао да допринесе и бољем разумевању градива органске хемије, скоро 60% ученика
препоручило је својим наставницима чешћу употребу контекстуалног приступа у
настави органске хемије.",
publisher = "Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina",
journal = "Uzdanica",
title = "Grammar School Students’ Perceptions Toward Organic Chemistry and the Implementation of Context-Based Approach in Organic Chemistry Teaching",
volume = "17",
number = "2",
pages = "267-279",
doi = "10.18485/uzdanica.2020.17.2.18"
}

Putica, K.. (2020). Grammar School Students’ Perceptions Toward Organic Chemistry and the Implementation of Context-Based Approach in Organic Chemistry Teaching. in Uzdanica
Fakultet pedagoških nauka Univerziteta u Kragujevcu, Jagodina., 17(2), 267-279.
https://doi.org/10.18485/uzdanica.2020.17.2.18

Putica K. Grammar School Students’ Perceptions Toward Organic Chemistry and the Implementation of Context-Based Approach in Organic Chemistry Teaching. in Uzdanica. 2020;17(2):267-279.
doi:10.18485/uzdanica.2020.17.2.18 .

Putica, Katarina, "Grammar School Students’ Perceptions Toward Organic Chemistry and the Implementation of Context-Based Approach in Organic Chemistry Teaching" in Uzdanica, 17, no. 2 (2020):267-279,
https://doi.org/10.18485/uzdanica.2020.17.2.18 . .

TY  - GEN
AU  - Putica, Katarina
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5031
AB  - Modern society makes it a requirement of the educational systems to
prepare pupils for successful adaptation to the changeable conditions of life and professional
market, which also presupposes the preparedness to apply the knowledge of
natural sciences, in order to overcome the numerous challenges caused by the fast scientific
and technological development. Given that problem-based chemistry teaching
can provide a significant contribution to this cause, five students of the study program
Chemical Education at the Faculty of Chemistry University of Belgrade conducted a
survey in which 93 pupils of the seventh grade and 74 pupils of the eight grade of
elementary school took part, in order to learn about the pupils’ attitudes and experiences
with this way of teaching. Students, also, comprised age appropriate tests, which
checked the pupils’ preparedness to apply the knowledge of chemistry, in order to
solve problems from everyday life. In this way, it was ascertained that the pupils from
both grades had previous experiences with the problem-based chemistry teaching, and
that they do not have negative attitude toward it. They find such a way of learning
to be more difficult, but also more interesting, possible learning difficulties could be
more easily overcome with more help form the teacher, or by learning within a group
of pupils, and in order to prevent them, the teacher must check whether the pupils possess
enough previously acquired knowledge in order to solve the given problems. The
results of the tests show that the eighth grade pupils, having more experience with the
problem-based teaching, as well as the wider span of the previously acquired knowledge,
were significantly more successful, in comparison to the seventh grade pupils. In
this way, pre-service chemistry teachers gained insight into the greatest challenges of
the problem-based teaching and the ways in which they could be overcome, thus improving
their competencies for the implementation of this way of teaching.
PB  - Faculty of Education in Jagodina
T2  - International Conference, Professional competences for teaching in the 21st century, Јagodina May 23−25, 2019
T1  - Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5031
ER  - 

@misc{
author = "Putica, Katarina",
year = "2019",
abstract = "Modern society makes it a requirement of the educational systems to
prepare pupils for successful adaptation to the changeable conditions of life and professional
market, which also presupposes the preparedness to apply the knowledge of
natural sciences, in order to overcome the numerous challenges caused by the fast scientific
and technological development. Given that problem-based chemistry teaching
can provide a significant contribution to this cause, five students of the study program
Chemical Education at the Faculty of Chemistry University of Belgrade conducted a
survey in which 93 pupils of the seventh grade and 74 pupils of the eight grade of
elementary school took part, in order to learn about the pupils’ attitudes and experiences
with this way of teaching. Students, also, comprised age appropriate tests, which
checked the pupils’ preparedness to apply the knowledge of chemistry, in order to
solve problems from everyday life. In this way, it was ascertained that the pupils from
both grades had previous experiences with the problem-based chemistry teaching, and
that they do not have negative attitude toward it. They find such a way of learning
to be more difficult, but also more interesting, possible learning difficulties could be
more easily overcome with more help form the teacher, or by learning within a group
of pupils, and in order to prevent them, the teacher must check whether the pupils possess
enough previously acquired knowledge in order to solve the given problems. The
results of the tests show that the eighth grade pupils, having more experience with the
problem-based teaching, as well as the wider span of the previously acquired knowledge,
were significantly more successful, in comparison to the seventh grade pupils. In
this way, pre-service chemistry teachers gained insight into the greatest challenges of
the problem-based teaching and the ways in which they could be overcome, thus improving
their competencies for the implementation of this way of teaching.",
publisher = "Faculty of Education in Jagodina",
journal = "International Conference, Professional competences for teaching in the 21st century, Јagodina May 23−25, 2019",
title = "Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5031"
}

Putica, K.. (2019). Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching. in International Conference, Professional competences for teaching in the 21st century, Јagodina May 23−25, 2019
Faculty of Education in Jagodina..
https://hdl.handle.net/21.15107/rcub_cherry_5031

Putica K. Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching. in International Conference, Professional competences for teaching in the 21st century, Јagodina May 23−25, 2019. 2019;.
https://hdl.handle.net/21.15107/rcub_cherry_5031 .

Putica, Katarina, "Attitudes and experiences of elementary school pupils as guidelines for improving pre-service chemistry teachers’ competencies for the implementation of problem-based teaching" in International Conference, Professional competences for teaching in the 21st century, Јagodina May 23−25, 2019 (2019),
https://hdl.handle.net/21.15107/rcub_cherry_5031 .

TY  - GEN
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5025
AB  - The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.
PB  - Univesity of Belgrade - Teacher Education Faculty
T2  - Inovacije u nastavi
T1  - The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 

@misc{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.",
publisher = "Univesity of Belgrade - Teacher Education Faculty",
journal = "Inovacije u nastavi",
title = "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}

Putica, K.,& Trivić, D.. (2019). The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi
Univesity of Belgrade - Teacher Education Faculty., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P

Putica K, Trivić D. The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .

Putica, Katarina, Trivić, Dragica, "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences" in Inovacije u nastavi, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .

TY  - JOUR
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5026
AB  - Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.
PB  - Универзитет у Београду -  Учитељски факултет
T2  - Иновације у настави
T1  - Ефекти примене методе учења путем решавања проблема у настави природних наука
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 

@article{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.",
publisher = "Универзитет у Београду -  Учитељски факултет",
journal = "Иновације у настави",
title = "Ефекти примене методе учења путем решавања проблема у настави природних наука",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}

Putica, K.,& Trivić, D.. (2019). Ефекти примене методе учења путем решавања проблема у настави природних наука. in Иновације у настави
Универзитет у Београду -  Учитељски факултет., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P

Putica K, Trivić D. Ефекти примене методе учења путем решавања проблема у настави природних наука. in Иновације у настави. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .

Putica, Katarina, Trivić, Dragica, "Ефекти примене методе учења путем решавања проблема у настави природних наука" in Иновације у настави, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .

TY  - CONF
AU  - Putica, Katarina
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5300
AB  - Да би се ученици адекватно припремили за живот у савременом свету који се у научно-
технолошком смислу непрекидно мења, њихова улога у процесу стицања нових знања мора
бити активна. Истраживања су показала да се приликом учења органске хемије ученици
суочавају с бројним тешкоћама, од којих су најпроминентније слабо концептуално
разумевање и функционализација знања, слаба мотивација за учење, као и изостанак свести
о значају органске хемије у реалном животу. Све ово је последица саме концепције наставе
органске хемије, која се заснива на наставниковом излагању обимних академских знања, без
истицања могућности њихове примене у реалном животу. У оваквој поставци, ученици
превасходно имају улогу пасивних слушалаца. С друге стране, контекстуални приступ настави
који потенцира активну улогу ученика у процесу стицања нових знања из органске хемије
под окриљем разноврсних контекста из реалног живота, показао се ефективним у
превазилажењу свих наведених проблема. Због тога ће у овом предавању бити размотрено
како се два специфична облика контекстуалног приступа настави, когнитивно шегртовање и
интердисциплинарни приступ настави, могу применити ради подстицања ученика на
активни ангажман током учења органске хемија у оквиру читавог низа реалних контекста,
почев од козметике и спорта, до историјских легенди и медицине.
PB  - Beograd : Srpsko hemijsko društvo
C3  - Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije
T1  - Konteksti za učenje pojmova organske hemije
SP  - 10
EP  - 10
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5300
ER  - 

@conference{
author = "Putica, Katarina",
year = "2018",
abstract = "Да би се ученици адекватно припремили за живот у савременом свету који се у научно-
технолошком смислу непрекидно мења, њихова улога у процесу стицања нових знања мора
бити активна. Истраживања су показала да се приликом учења органске хемије ученици
суочавају с бројним тешкоћама, од којих су најпроминентније слабо концептуално
разумевање и функционализација знања, слаба мотивација за учење, као и изостанак свести
о значају органске хемије у реалном животу. Све ово је последица саме концепције наставе
органске хемије, која се заснива на наставниковом излагању обимних академских знања, без
истицања могућности њихове примене у реалном животу. У оваквој поставци, ученици
превасходно имају улогу пасивних слушалаца. С друге стране, контекстуални приступ настави
који потенцира активну улогу ученика у процесу стицања нових знања из органске хемије
под окриљем разноврсних контекста из реалног живота, показао се ефективним у
превазилажењу свих наведених проблема. Због тога ће у овом предавању бити размотрено
како се два специфична облика контекстуалног приступа настави, когнитивно шегртовање и
интердисциплинарни приступ настави, могу применити ради подстицања ученика на
активни ангажман током учења органске хемија у оквиру читавог низа реалних контекста,
почев од козметике и спорта, до историјских легенди и медицине.",
publisher = "Beograd : Srpsko hemijsko društvo",
journal = "Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije",
title = "Konteksti za učenje pojmova organske hemije",
pages = "10-10",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5300"
}

Putica, K.. (2018). Konteksti za učenje pojmova organske hemije. in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije
Beograd : Srpsko hemijsko društvo., 10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5300

Putica K. Konteksti za učenje pojmova organske hemije. in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije. 2018;:10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5300 .

Putica, Katarina, "Konteksti za učenje pojmova organske hemije" in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije (2018):10-10,
https://hdl.handle.net/21.15107/rcub_cherry_5300 .

TY  - CONF
AU  - Putica, Katarina
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5296
AB  - Да би се ученици адекватно припремили за живот у савременом свету који се у научнотехнолошком смислу непрекидно мења, њихова улога у процесу стицања нових знања мора
бити активна. Истраживања су показала да се приликом учења органске хемије ученици
суочавају с бројним тешкоћама, од којих су најпроминентније слабо концептуално
разумевање и функционализација знања, слаба мотивација за учење, као и изостанак свести
о значају органске хемије у реалном животу. Све ово је последица саме концепције наставе
органске хемије, која се заснива на наставниковом излагању обимних академских знања, без
истицања могућности њихове примене у реалном животу. У оваквој поставци, ученици
превасходно имају улогу пасивних слушалаца. С друге стране, контекстуални приступ настави
који потенцира активну улогу ученика у процесу стицања нових знања из органске хемије
под окриљем разноврсних контекста из реалног живота, показао се ефективним у
превазилажењу свих наведених проблема. Због тога ће у овом предавању бити размотрено
како се два специфична облика контекстуалног приступа настави, когнитивно шегртовање и
интердисциплинарни приступ настави, могу применити ради подстицања ученика на
активни ангажман током учења органске хемија у оквиру читавог низа реалних контекста,
почев од козметике и спорта, до историјских легенди и медицине.
PB  - Beograd : Srpsko hemijsko društvo
C3  - Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije
T1  - Konteksti za učenje pojmova organske hemije
SP  - 10
EP  - 10
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5296
ER  - 

@conference{
author = "Putica, Katarina",
year = "2018",
abstract = "Да би се ученици адекватно припремили за живот у савременом свету који се у научнотехнолошком смислу непрекидно мења, њихова улога у процесу стицања нових знања мора
бити активна. Истраживања су показала да се приликом учења органске хемије ученици
суочавају с бројним тешкоћама, од којих су најпроминентније слабо концептуално
разумевање и функционализација знања, слаба мотивација за учење, као и изостанак свести
о значају органске хемије у реалном животу. Све ово је последица саме концепције наставе
органске хемије, која се заснива на наставниковом излагању обимних академских знања, без
истицања могућности њихове примене у реалном животу. У оваквој поставци, ученици
превасходно имају улогу пасивних слушалаца. С друге стране, контекстуални приступ настави
који потенцира активну улогу ученика у процесу стицања нових знања из органске хемије
под окриљем разноврсних контекста из реалног живота, показао се ефективним у
превазилажењу свих наведених проблема. Због тога ће у овом предавању бити размотрено
како се два специфична облика контекстуалног приступа настави, когнитивно шегртовање и
интердисциплинарни приступ настави, могу применити ради подстицања ученика на
активни ангажман током учења органске хемија у оквиру читавог низа реалних контекста,
почев од козметике и спорта, до историјских легенди и медицине.",
publisher = "Beograd : Srpsko hemijsko društvo",
journal = "Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije",
title = "Konteksti za učenje pojmova organske hemije",
pages = "10-10",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5296"
}

Putica, K.. (2018). Konteksti za učenje pojmova organske hemije. in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije
Beograd : Srpsko hemijsko društvo., 10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5296

Putica K. Konteksti za učenje pojmova organske hemije. in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije. 2018;:10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5296 .

Putica, Katarina, "Konteksti za učenje pojmova organske hemije" in Knjiga apstrakata 29. stručnog usavršavanja za nastavnike hemije i 2. konferencije metodike nastave hemije Aprilski dani o nastavi hemije (2018):10-10,
https://hdl.handle.net/21.15107/rcub_cherry_5296 .

TY  - JOUR
AU  - Putica, Katarina
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5023
AB  - Obrazovni sistemi širom sveta, tokom poslednjih tridesetak godina,
insistiraju na aktivnom angažmanu učenika tokom učenja prirodnih nauka.
Ustanovljeno je, međutim, da su početkom novog milenijuma metoda samostalnog
laboratorijskog rada učenika i metoda demonstracionih ogleda, koje predstavljaju
neke od ključnih nastavnih metoda koje učenike mogu da podstaknu na aktivan
angažman tokom učenja hemije, u našim osnovnim školama bile vrlo slabo
zastupljene. Da bismo ustanovili da li je po tom pitanju u međuvremenu došlo do
pozitivnih pomaka, sprovedena je anketa u kojoj je učestvovalo 93 učenika sedmog i
74 učenika osmog razreda osnovne škole. Ustanovljeno je da su učenici oba razreda
imali prethodna iskustva sa primenom ovih nastavnih metoda, o čemu imaju veoma
pozitivno mišljenje. Istakli su da im primena ovih nastavnih metoda olakšava učenje
hemije, što su potvrdili i njihovi odgovori na pitanja kojima je provereno
razumevanje znanja stečenih na ovaj način. Zaključeno je da je po pitanju
zastupljenosti ovih metoda u nastavi hemije u osnovnoj školi, u odnosu na prethodnu
deceniju, došlo do pozitivnih pomaka, sa kojima svakako treba nastaviti i u
budućnosti
AB  - Educational systems all around the world in recent thirty years have been
insisting on activities of students during learning natural sciences. Nevertheless, it has been
determined that at the beginning of the new millennium, the method of individual laboratory
work of students and the method of demonstrational experiments, which represent some of the
key teaching methods which can encourage students for active engagement in Chemistry
learning, in our primary school were not vastly applied. For the purpose of determining
whether there were positive movements in our schools, there was a questionnaire done, which
included 93 students of the seventh and 74 students of the eighth grade. It was found out that
students of the both grades had had previous experience with application of these teaching
methods and that they have positive opinion. They stressed that application of these teaching
methods made learning Chemistry easier and this was proved by their replies on questions
which served as tests of understanding knowledge gained in this way. It was determined that
when application of these methods in teaching Chemistry in primary school are in question,
there have been positive changes in comparison to previous decade, and this is the way to
continue in the future.
PB  - Forum pedagoga
T2  - Pedagogija
T1  - Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi
VL  - 73
IS  - 3
SP  - 479
EP  - 500
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5023
ER  - 

@article{
author = "Putica, Katarina",
year = "2018",
abstract = "Obrazovni sistemi širom sveta, tokom poslednjih tridesetak godina,
insistiraju na aktivnom angažmanu učenika tokom učenja prirodnih nauka.
Ustanovljeno je, međutim, da su početkom novog milenijuma metoda samostalnog
laboratorijskog rada učenika i metoda demonstracionih ogleda, koje predstavljaju
neke od ključnih nastavnih metoda koje učenike mogu da podstaknu na aktivan
angažman tokom učenja hemije, u našim osnovnim školama bile vrlo slabo
zastupljene. Da bismo ustanovili da li je po tom pitanju u međuvremenu došlo do
pozitivnih pomaka, sprovedena je anketa u kojoj je učestvovalo 93 učenika sedmog i
74 učenika osmog razreda osnovne škole. Ustanovljeno je da su učenici oba razreda
imali prethodna iskustva sa primenom ovih nastavnih metoda, o čemu imaju veoma
pozitivno mišljenje. Istakli su da im primena ovih nastavnih metoda olakšava učenje
hemije, što su potvrdili i njihovi odgovori na pitanja kojima je provereno
razumevanje znanja stečenih na ovaj način. Zaključeno je da je po pitanju
zastupljenosti ovih metoda u nastavi hemije u osnovnoj školi, u odnosu na prethodnu
deceniju, došlo do pozitivnih pomaka, sa kojima svakako treba nastaviti i u
budućnosti, Educational systems all around the world in recent thirty years have been
insisting on activities of students during learning natural sciences. Nevertheless, it has been
determined that at the beginning of the new millennium, the method of individual laboratory
work of students and the method of demonstrational experiments, which represent some of the
key teaching methods which can encourage students for active engagement in Chemistry
learning, in our primary school were not vastly applied. For the purpose of determining
whether there were positive movements in our schools, there was a questionnaire done, which
included 93 students of the seventh and 74 students of the eighth grade. It was found out that
students of the both grades had had previous experience with application of these teaching
methods and that they have positive opinion. They stressed that application of these teaching
methods made learning Chemistry easier and this was proved by their replies on questions
which served as tests of understanding knowledge gained in this way. It was determined that
when application of these methods in teaching Chemistry in primary school are in question,
there have been positive changes in comparison to previous decade, and this is the way to
continue in the future.",
publisher = "Forum pedagoga",
journal = "Pedagogija",
title = "Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi",
volume = "73",
number = "3",
pages = "479-500",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5023"
}

Putica, K.. (2018). Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi. in Pedagogija
Forum pedagoga., 73(3), 479-500.
https://hdl.handle.net/21.15107/rcub_cherry_5023

Putica K. Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi. in Pedagogija. 2018;73(3):479-500.
https://hdl.handle.net/21.15107/rcub_cherry_5023 .

Putica, Katarina, "Zastupljenost metode samostalnog laboratorijskog rada učenika i metode demonstracionih ogleda u nastavi hemije u osnovnoj školi" in Pedagogija, 73, no. 3 (2018):479-500,
https://hdl.handle.net/21.15107/rcub_cherry_5023 .

TY  - JOUR
AU  - Putica, Katarina
AU  - Anđelković, Slađana D.
AU  - Trivić, Dragica
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/201
AB  - Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics.
AB  - Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.
T2  - Nastava i vaspitanje
T1  - The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school
T1  - Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii)
T1  - Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije
VL  - 67
IS  - 1
SP  - 75
EP  - 93
DO  - 10.5937/nasvas1801075P
ER  - 

@article{
author = "Putica, Katarina and Anđelković, Slađana D. and Trivić, Dragica",
year = "2018",
abstract = "Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics., Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.",
journal = "Nastava i vaspitanje",
title = "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school, Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii), Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije",
volume = "67",
number = "1",
pages = "75-93",
doi = "10.5937/nasvas1801075P"
}

Putica, K., Anđelković, S. D.,& Trivić, D.. (2018). The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje, 67(1), 75-93.
https://doi.org/10.5937/nasvas1801075P

Putica K, Anđelković SD, Trivić D. The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje. 2018;67(1):75-93.
doi:10.5937/nasvas1801075P .

Putica, Katarina, Anđelković, Slađana D., Trivić, Dragica, "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school" in Nastava i vaspitanje, 67, no. 1 (2018):75-93,
https://doi.org/10.5937/nasvas1801075P . .

TY  - CONF
AU  - Lukić, Dobrila
AU  - Anđelković, Slađana
AU  - Putica, Katarina
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5156
AB  - The paper identifies tourism potentials of the Djerdap national park that may be used to encourage the acquisition of youth competences for sustainability. The paper is grounded in new educational paradigm founded in constructivist teaching methods and discovery learning. It gives a holistic overview and analysis of the Djerdap National Park tourism resources and their potentials regarding education. The main objective is to raise awareness of the importance of learning through experience and direct contact with subject mater using experimental, exploratory and project-based approaches to learning. Implications indicate a need for incerasing the share of out-of-school learning and use of tourism resouces and various types of sustainable education tourism. The aim is to foster fliexible, democratic-oriented individuals and allow them to gaim competences to be involved in their communities as active participants and creators of their own and the development of a sustainable society. In addition, efforts to promote the importance of educational tourism for sustainability education should be supported at the national level by organizing promotional camps, drives and projects as well as through good practice exchange.
PB  - University of Craiova, Geography Department
C3  - The fifth international conference Geographical Research and Cross-Border Cooperation, Craiova, 6-9 September, 2018 (Romania)
T1  - Potentials of Djerdap national park for educational tourism for youth
SP  - 19
EP  - 19
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5156
ER  - 

@conference{
author = "Lukić, Dobrila and Anđelković, Slađana and Putica, Katarina",
year = "2018",
abstract = "The paper identifies tourism potentials of the Djerdap national park that may be used to encourage the acquisition of youth competences for sustainability. The paper is grounded in new educational paradigm founded in constructivist teaching methods and discovery learning. It gives a holistic overview and analysis of the Djerdap National Park tourism resources and their potentials regarding education. The main objective is to raise awareness of the importance of learning through experience and direct contact with subject mater using experimental, exploratory and project-based approaches to learning. Implications indicate a need for incerasing the share of out-of-school learning and use of tourism resouces and various types of sustainable education tourism. The aim is to foster fliexible, democratic-oriented individuals and allow them to gaim competences to be involved in their communities as active participants and creators of their own and the development of a sustainable society. In addition, efforts to promote the importance of educational tourism for sustainability education should be supported at the national level by organizing promotional camps, drives and projects as well as through good practice exchange.",
publisher = "University of Craiova, Geography Department",
journal = "The fifth international conference Geographical Research and Cross-Border Cooperation, Craiova, 6-9 September, 2018 (Romania)",
title = "Potentials of Djerdap national park for educational tourism for youth",
pages = "19-19",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5156"
}

Lukić, D., Anđelković, S.,& Putica, K.. (2018). Potentials of Djerdap national park for educational tourism for youth. in The fifth international conference Geographical Research and Cross-Border Cooperation, Craiova, 6-9 September, 2018 (Romania)
University of Craiova, Geography Department., 19-19.
https://hdl.handle.net/21.15107/rcub_cherry_5156

Lukić D, Anđelković S, Putica K. Potentials of Djerdap national park for educational tourism for youth. in The fifth international conference Geographical Research and Cross-Border Cooperation, Craiova, 6-9 September, 2018 (Romania). 2018;:19-19.
https://hdl.handle.net/21.15107/rcub_cherry_5156 .

Lukić, Dobrila, Anđelković, Slađana, Putica, Katarina, "Potentials of Djerdap national park for educational tourism for youth" in The fifth international conference Geographical Research and Cross-Border Cooperation, Craiova, 6-9 September, 2018 (Romania) (2018):19-19,
https://hdl.handle.net/21.15107/rcub_cherry_5156 .

TY  - JOUR
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2017
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2432
AB  - Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high-school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process.
PB  - Sci Methodical Ctr-Sci Educologica, Siauliai
T2  - Journal of Baltic Science Education
T1  - Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach
VL  - 16
IS  - 1
SP  - 123
EP  - 139
UR  - https://hdl.handle.net/21.15107/rcub_cherry_2432
ER  - 

@article{
author = "Putica, Katarina and Trivić, Dragica",
year = "2017",
abstract = "Adolescents are considered as a nutritionally vulnerable subgroup because of their alimentary behaviours. Considering that alimentary habits are strongly influenced by knowledge about digestion, an experiment was conducted with aim to determine whether conceptual understanding and functionalization of this knowledge can be improved by the interdisciplinary teaching approach. The experiment encompassed 258 students attending the fourth year of high school. No statistically significant difference in the level of the previously acquired chemistry, biology and physics knowledge concerning digestion between the two groups was determined on the pre-test. Conversely, the students in the experimental group significantly outperformed those in the control group on the post-test that required a deep understanding and the application of knowledge about digestion in solving real-life problems. Therefore, it was concluded that high-school teachers can be advised to apply the interdisciplinary teaching approach in order to improve their students' knowledge about this process.",
publisher = "Sci Methodical Ctr-Sci Educologica, Siauliai",
journal = "Journal of Baltic Science Education",
title = "Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach",
volume = "16",
number = "1",
pages = "123-139",
url = "https://hdl.handle.net/21.15107/rcub_cherry_2432"
}

Putica, K.,& Trivić, D.. (2017). Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach. in Journal of Baltic Science Education
Sci Methodical Ctr-Sci Educologica, Siauliai., 16(1), 123-139.
https://hdl.handle.net/21.15107/rcub_cherry_2432

Putica K, Trivić D. Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach. in Journal of Baltic Science Education. 2017;16(1):123-139.
https://hdl.handle.net/21.15107/rcub_cherry_2432 .

Putica, Katarina, Trivić, Dragica, "Improving High-School Students' Conceptual Understanding and Functionalization of Knowledge About Digestion Through the Application of the Interdisciplinary Teaching Approach" in Journal of Baltic Science Education, 16, no. 1 (2017):123-139,
https://hdl.handle.net/21.15107/rcub_cherry_2432 .

TY  - THES
AU  - Putica, Katarina
PY  - 2017
UR  - http://eteze.bg.ac.rs/application/showtheses?thesesId=5578
UR  - https://fedorabg.bg.ac.rs/fedora/get/o:17062/bdef:Content/download
UR  - http://vbs.rs/scripts/cobiss?command=DISPLAY&base=70036&RID=49837071
UR  - http://nardus.mpn.gov.rs/123456789/9169
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2740
AB  - У ситуацији када готово свакодневно долази до нових научних и технолошких открића, научна писменост, која подразумева концептуално разумевање и способност примене научних знања приликом решавања проблема из реланог живота, препозната је као једна од кључних компетенција која се мора развити код ученика...
AB  - In a situation where new scientific and technological discoveries occur on daily basis,scientific literacy, which presupposes conceptual understanding and the ability to apply scientificknowledge in order to solve real-life problems, has been recognized as one of the keycompetencies that the students need to develop...
PB  - Универзитет у Београду, Хемијски факултет
T2  - Универзитет у Београду
T1  - Контекстуални приступ настави органске хемије у гимназији природно-математичког смера
UR  - https://hdl.handle.net/21.15107/rcub_nardus_9169
ER  - 

@phdthesis{
author = "Putica, Katarina",
year = "2017",
abstract = "У ситуацији када готово свакодневно долази до нових научних и технолошких открића, научна писменост, која подразумева концептуално разумевање и способност примене научних знања приликом решавања проблема из реланог живота, препозната је као једна од кључних компетенција која се мора развити код ученика..., In a situation where new scientific and technological discoveries occur on daily basis,scientific literacy, which presupposes conceptual understanding and the ability to apply scientificknowledge in order to solve real-life problems, has been recognized as one of the keycompetencies that the students need to develop...",
publisher = "Универзитет у Београду, Хемијски факултет",
journal = "Универзитет у Београду",
title = "Контекстуални приступ настави органске хемије у гимназији природно-математичког смера",
url = "https://hdl.handle.net/21.15107/rcub_nardus_9169"
}

Putica, K.. (2017). Контекстуални приступ настави органске хемије у гимназији природно-математичког смера. in Универзитет у Београду
Универзитет у Београду, Хемијски факултет..
https://hdl.handle.net/21.15107/rcub_nardus_9169

Putica K. Контекстуални приступ настави органске хемије у гимназији природно-математичког смера. in Универзитет у Београду. 2017;.
https://hdl.handle.net/21.15107/rcub_nardus_9169 .

Putica, Katarina, "Контекстуални приступ настави органске хемије у гимназији природно-математичког смера" in Универзитет у Београду (2017),
https://hdl.handle.net/21.15107/rcub_nardus_9169 .

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

References:

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

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

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

Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of Chemical
Education, 88, 744–750.
PB  - Serbian Chemical Society
C3  - 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
T1  - Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching
SP  - 111
EP  - 112
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5157
ER  - 

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

References:

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

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

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

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

Putica, K.,& Trivić, D.. (2017). Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
Serbian Chemical Society., 111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5157

Putica K, Trivić D. Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society. 2017;:111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5157 .

Putica, Katarina, Trivić, Dragica, "Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching" in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society (2017):111-112,
https://hdl.handle.net/21.15107/rcub_cherry_5157 .

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

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

Putica, K.,& Trivić, D.. (2017). Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017
Belgrade : Serbian Chemical Society., 111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5105

Putica K, Trivić D. Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017. 2017;:111-112.
https://hdl.handle.net/21.15107/rcub_cherry_5105 .

Putica, Katarina, Trivić, Dragica, "Research-based development of pre-service teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching" in University Chemistry Education for the Challenges of Contemporary Society : book of abstracts / 7th EuroVariety - European Variety in University Chemistry Education, Belgrade, 28-30 June 2017 (2017):111-112,
https://hdl.handle.net/21.15107/rcub_cherry_5105 .

TY  - CONF
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5158
AB  - Research has shown that students across the world consider the organic chemistrycurriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer andChilds, 2014). Context-based teaching approach represents an effective tool forpromoting conceptual understanding and functionalization of organic chemistryknowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it isimportant to develop pre-service chemistry teachers’ competencies for itsimplementation in organic chemistry teaching. In accordance with this aim, four preserviceteachers at the Faculty of Chemistry, the University of Belgrade, developedtheir context-based organic chemistry teaching competencies by means ofexperimental research. Each pre-service teacher conducted an experiment thatcompared the effectiveness of the context-based and the traditional teachingapproach when it comes to promoting conceptual understanding andfunctionalization of the selected organic chemistry content. Three of theseexperiments were conducted in grammar schools, two within the elaboration of theteaching topic Carboxylic acids and their derivatives, and the third one within theelaboration of the teaching topic Alcohols. The fourth experiment was conducted inan elementary school, within the elaboration of the teaching unit Alkanes.Withineach of these experiments, the pre-service teachers developed context-basedteaching materials for the students in the experimental group, the pre-test and thepost-test. Unlike the pre-test which consisted of items that resembled regulartextbook items, the post-test, which was used as an instrument for comparing theeffectiveness of the two teaching approaches, consisted of items that required deepunderstanding and the application of the newly acquired organic chemistryknowledge in solving real-life problems. The results of all four experiments confirmedthat the context-based teaching approach was more effective than the traditionalapproach in promoting students’ conceptual understanding and functionalization of their knowledge. These findings also confirm that the research-based approachrepresents an effective tool for developing the pre-service chemistry teachers’competencies for the implementation of the context-based approach in organicchemistry teaching.References:Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeriasecondary schools, Ilorin Journal of Education, 24, 71–78.O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest andAttitudes, Journal of Chemical Education, 91, 987–993.Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing theunderstanding and functionalization of organic chemistry knowledge, Chemistry EducationResearch and Practice, 17, 172–196.Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of ChemicalEducation, 88, 744–750.
PB  - Serbian Chemical Society
C3  - 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
T1  - Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5158
ER  - 

@conference{
author = "Putica, Katarina and Trivić, Dragica",
year = "2017",
abstract = "Research has shown that students across the world consider the organic chemistrycurriculum to be abstract and difficult to understand (Jimoh, 2005; O’Dwyer andChilds, 2014). Context-based teaching approach represents an effective tool forpromoting conceptual understanding and functionalization of organic chemistryknowledge (Schwartz-Bloom et al., 2011; Putica and Trivic, 2016), which is why it isimportant to develop pre-service chemistry teachers’ competencies for itsimplementation in organic chemistry teaching. In accordance with this aim, four preserviceteachers at the Faculty of Chemistry, the University of Belgrade, developedtheir context-based organic chemistry teaching competencies by means ofexperimental research. Each pre-service teacher conducted an experiment thatcompared the effectiveness of the context-based and the traditional teachingapproach when it comes to promoting conceptual understanding andfunctionalization of the selected organic chemistry content. Three of theseexperiments were conducted in grammar schools, two within the elaboration of theteaching topic Carboxylic acids and their derivatives, and the third one within theelaboration of the teaching topic Alcohols. The fourth experiment was conducted inan elementary school, within the elaboration of the teaching unit Alkanes.Withineach of these experiments, the pre-service teachers developed context-basedteaching materials for the students in the experimental group, the pre-test and thepost-test. Unlike the pre-test which consisted of items that resembled regulartextbook items, the post-test, which was used as an instrument for comparing theeffectiveness of the two teaching approaches, consisted of items that required deepunderstanding and the application of the newly acquired organic chemistryknowledge in solving real-life problems. The results of all four experiments confirmedthat the context-based teaching approach was more effective than the traditionalapproach in promoting students’ conceptual understanding and functionalization of their knowledge. These findings also confirm that the research-based approachrepresents an effective tool for developing the pre-service chemistry teachers’competencies for the implementation of the context-based approach in organicchemistry teaching.References:Jimoh, A. J., (2005), Perception of difficult topics in chemistry curriculum by students in Nigeriasecondary schools, Ilorin Journal of Education, 24, 71–78.O’Dwyer, A. and Childs, P., (2014), Organic Chemistry an Action! Developing an intervention program for Introductory Organic Chemistry to improve learner’s Understanding, Interest andAttitudes, Journal of Chemical Education, 91, 987–993.Putica, K. and Trivic, D. D., (2016), Cognitive apprenticeship as a vehicle for enhancing theunderstanding and functionalization of organic chemistry knowledge, Chemistry EducationResearch and Practice, 17, 172–196.Schwartz-Bloom, R. D., Halpin, M. J. and Reiter, J. P., (2011), Teaching High School Chemistry in the Context of Pharmacology Helps Both Teachers and Students Learn, Journal of ChemicalEducation, 88, 744–750.",
publisher = "Serbian Chemical Society",
journal = "7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society",
title = "Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5158"
}

Putica, K.,& Trivić, D.. (2017). Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society
Serbian Chemical Society..
https://hdl.handle.net/21.15107/rcub_cherry_5158

Putica K, Trivić D. Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching. in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society. 2017;.
https://hdl.handle.net/21.15107/rcub_cherry_5158 .

Putica, Katarina, Trivić, Dragica, "Research-based development of pre-service chemistry teachers’ competencies for the implementation of the context-based approach in organic chemistry teaching" in 7th EuroVariety European Variety in University Chemistry Education BOOK OF ABSTRACTS University Chemistry Education for the Challenges off Contemporary Society (2017),
https://hdl.handle.net/21.15107/rcub_cherry_5158 .

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 .