TY  - JOUR
AU  - Trivić, Dragica
AU  - Jankov, Ratko M.
AU  - Ranđelović, Miomir
AU  - Marković, Mirjana
AU  - Zindović-Vukadinović, Gordana
PY  - 2007
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/196
AB  - The paper presents ten standards which are the result of defining chemical literacy within general scientific literacy regarded necessary to every young person. Our aim is, by offering these standards, to precisely define all knowledge and skills which each student should acquire while studying chemistry. It is about knowledge necessary in everyday life, which is a part of general education which again is necessary for lifelong education as well as for personal and professional self-realization. Namely, they include knowledge, skills and attitudes shared by everybody at the end of general education. The formulation of the suggested standards is based on the results of several long-termed researches of the students' attainments in the area of chemistry at various educational levels, as well as on an analysis of the related experiences in other countries. Although the suggested standards are not dependent on current chemistry curricula, they are in accordance with the aims of studying chemistry in primary and secondary schools. In other words if the conditions for attainment, which are defined in these standards, are provided, the aims of studying chemistry on primary and secondary school levels will be achieved.
AB  - U radu je prikazano deset standarda koji su rezultat određenja hemijske pismenosti kao sastavnog dela opšte naučne pismenosti, neophodne svakom mladom čoveku. Naš cilj je da ovim predlogom standarda precizno odredimo znanja i umenja koja bi trebalo da stekne (razvije) svaki učenik tokom učenja hemije. Reč je o znanjima koja su potrebna u svakodnevnom životu, koja su deo opšteg obrazovanja neophodnog za obrazovanje tokom celog života i za ličnu i profesionalnu realizaciju. Zapravo, to su znanja, veštine u stavovi koje svako treba da poseduje na kraju opšteg obrazovanja. Ovde predloženi standardi formulisani su na osnovu rezultata višegodišnjih ispitivanja učeničkih postignuća u oblasti hemije na različitim nivoima obrazovanja, kao i na osnovu analize iskustava u svetu. Iako su ovi standardi nezavisni od postojećih programa hemije, oni su u skladu sa ciljevima učenja hemije u osnovnoj i srednjoj školi. Drugim rečima, stvaranjem uslova za postignuća predviđena ovim standardima, ispunjavaju se ciljevi učenja hemije na osnovnoškolskom i srednjoškolskom nivou. .
T2  - Nastava i vaspitanje
T1  - Attainment standards in chemistry teaching: A vision of chemically literate young people
T1  - Standardi učeničkih postignuća u nastavi hemije - vizija o hemijski pismenim mladima
VL  - 56
IS  - 1
SP  - 30
EP  - 39
UR  - https://hdl.handle.net/21.15107/rcub_cherry_196
ER  - 

@article{
author = "Trivić, Dragica and Jankov, Ratko M. and Ranđelović, Miomir and Marković, Mirjana and Zindović-Vukadinović, Gordana",
year = "2007",
abstract = "The paper presents ten standards which are the result of defining chemical literacy within general scientific literacy regarded necessary to every young person. Our aim is, by offering these standards, to precisely define all knowledge and skills which each student should acquire while studying chemistry. It is about knowledge necessary in everyday life, which is a part of general education which again is necessary for lifelong education as well as for personal and professional self-realization. Namely, they include knowledge, skills and attitudes shared by everybody at the end of general education. The formulation of the suggested standards is based on the results of several long-termed researches of the students' attainments in the area of chemistry at various educational levels, as well as on an analysis of the related experiences in other countries. Although the suggested standards are not dependent on current chemistry curricula, they are in accordance with the aims of studying chemistry in primary and secondary schools. In other words if the conditions for attainment, which are defined in these standards, are provided, the aims of studying chemistry on primary and secondary school levels will be achieved., U radu je prikazano deset standarda koji su rezultat određenja hemijske pismenosti kao sastavnog dela opšte naučne pismenosti, neophodne svakom mladom čoveku. Naš cilj je da ovim predlogom standarda precizno odredimo znanja i umenja koja bi trebalo da stekne (razvije) svaki učenik tokom učenja hemije. Reč je o znanjima koja su potrebna u svakodnevnom životu, koja su deo opšteg obrazovanja neophodnog za obrazovanje tokom celog života i za ličnu i profesionalnu realizaciju. Zapravo, to su znanja, veštine u stavovi koje svako treba da poseduje na kraju opšteg obrazovanja. Ovde predloženi standardi formulisani su na osnovu rezultata višegodišnjih ispitivanja učeničkih postignuća u oblasti hemije na različitim nivoima obrazovanja, kao i na osnovu analize iskustava u svetu. Iako su ovi standardi nezavisni od postojećih programa hemije, oni su u skladu sa ciljevima učenja hemije u osnovnoj i srednjoj školi. Drugim rečima, stvaranjem uslova za postignuća predviđena ovim standardima, ispunjavaju se ciljevi učenja hemije na osnovnoškolskom i srednjoškolskom nivou. .",
journal = "Nastava i vaspitanje",
title = "Attainment standards in chemistry teaching: A vision of chemically literate young people, Standardi učeničkih postignuća u nastavi hemije - vizija o hemijski pismenim mladima",
volume = "56",
number = "1",
pages = "30-39",
url = "https://hdl.handle.net/21.15107/rcub_cherry_196"
}

Trivić, D., Jankov, R. M., Ranđelović, M., Marković, M.,& Zindović-Vukadinović, G.. (2007). Attainment standards in chemistry teaching: A vision of chemically literate young people. in Nastava i vaspitanje, 56(1), 30-39.
https://hdl.handle.net/21.15107/rcub_cherry_196

Trivić D, Jankov RM, Ranđelović M, Marković M, Zindović-Vukadinović G. Attainment standards in chemistry teaching: A vision of chemically literate young people. in Nastava i vaspitanje. 2007;56(1):30-39.
https://hdl.handle.net/21.15107/rcub_cherry_196 .

Trivić, Dragica, Jankov, Ratko M., Ranđelović, Miomir, Marković, Mirjana, Zindović-Vukadinović, Gordana, "Attainment standards in chemistry teaching: A vision of chemically literate young people" in Nastava i vaspitanje, 56, no. 1 (2007):30-39,
https://hdl.handle.net/21.15107/rcub_cherry_196 .

TY  - JOUR
AU  - Marković, Mirjana
AU  - Ranđelović, Miomir
AU  - Trivić, Dragica
AU  - Bojović, Snežana D.
AU  - Zindović-Vukadinović, Gordana
PY  - 2006
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/195
AB  - The aim of this paper is to create/select those chemistry teaching and learning techniques which would enable the acquisition of permanent and applicable knowledge related to ‘Nonmetals and their compounds' in primary school, as well as to examine the efficiency of the selected techniques. First the study targets were defined, and then the method was selected including the tasks for students, i.e. the activities aimed at acquiring knowledge and skills defined in the targets. Bearing in mind different provisional aspects in our schools two approaches were accepted for the realization of the contents: one which could be realized in the existing provisional conditions, and another which requires better provision of teaching aids. What both approaches have in common is that learning is based on the results of experimenting. In the former approach (Approach A) ready knowledge was transmitted to students by discussions, various texts and demonstrational experiments. The latter approach (Approach B) was characterized by students' learning via individual research, independent experimenting and problem solving. The results of the final test showed that the students of the B group were more successful in identifying and explaining the essential changes in the experiments. Furthermore, a larger number of students in this group discovered relations between substance properties, how they can be made, and what possible reactions with other substances there may be.
AB  - Cilj ovog rada jeste kreiranje/izbor metoda nastave i učenja hemije koje omogućavaju dolaženje do trajnih i primenljivih znanja iz teme "Nemetali i njihova jedinjenja" u osnovnoj školi i ispitivanje efikasnosti tih metoda. Najpre su definisani ciljevi učenja teme, a onda je izvršen izbor metoda rada, osmišljeni su zadaci za učenike, odnosno aktivnosti koje vode formiranju znanja i sposobnosti preciziranih u ciljevima. Imajući u vidu opremljenost naših škola, koncipirana su dva pristupa realizaciji sadržaja. Jedan koji bi mogao da se ostvari u okviru postojećih uslova u školama i drugi koji zahteva bolju opremljenost škole. Zajedničko za oba pristupa jeste učenje zasnovano na rezultatima ogleda. Prema prvom pristupu (pristup A) učenicima se prenose gotova znanja kroz razgovor, različite tekstove i demonstracione oglede. Drugi pristup (pristup B) karakteriše učenje kroz istraživanje, samostalni eksperimentalni rad i rešavanje problema. Rezultati završnog testiranja pokazali su da su učenici B-grupe bili uspešniji u uočavanju bitnih promena u ogledima i njihovom objašnjavanju. Takođe, veći broj ovih učenika povezivao je svojstva supstanci sa načinom njihovog dobijanja i sa mogućim reakcijama sa drugim supstancama.
T2  - Nastava i vaspitanje
T1  - Efficiency of various chemistry study methods in primary school
T1  - Efikasnost različitih metoda nastave i učenja hemije u osnovnoj školi
VL  - 55
IS  - 4
SP  - 398
EP  - 413
UR  - https://hdl.handle.net/21.15107/rcub_cherry_195
ER  - 

@article{
author = "Marković, Mirjana and Ranđelović, Miomir and Trivić, Dragica and Bojović, Snežana D. and Zindović-Vukadinović, Gordana",
year = "2006",
abstract = "The aim of this paper is to create/select those chemistry teaching and learning techniques which would enable the acquisition of permanent and applicable knowledge related to ‘Nonmetals and their compounds' in primary school, as well as to examine the efficiency of the selected techniques. First the study targets were defined, and then the method was selected including the tasks for students, i.e. the activities aimed at acquiring knowledge and skills defined in the targets. Bearing in mind different provisional aspects in our schools two approaches were accepted for the realization of the contents: one which could be realized in the existing provisional conditions, and another which requires better provision of teaching aids. What both approaches have in common is that learning is based on the results of experimenting. In the former approach (Approach A) ready knowledge was transmitted to students by discussions, various texts and demonstrational experiments. The latter approach (Approach B) was characterized by students' learning via individual research, independent experimenting and problem solving. The results of the final test showed that the students of the B group were more successful in identifying and explaining the essential changes in the experiments. Furthermore, a larger number of students in this group discovered relations between substance properties, how they can be made, and what possible reactions with other substances there may be., Cilj ovog rada jeste kreiranje/izbor metoda nastave i učenja hemije koje omogućavaju dolaženje do trajnih i primenljivih znanja iz teme "Nemetali i njihova jedinjenja" u osnovnoj školi i ispitivanje efikasnosti tih metoda. Najpre su definisani ciljevi učenja teme, a onda je izvršen izbor metoda rada, osmišljeni su zadaci za učenike, odnosno aktivnosti koje vode formiranju znanja i sposobnosti preciziranih u ciljevima. Imajući u vidu opremljenost naših škola, koncipirana su dva pristupa realizaciji sadržaja. Jedan koji bi mogao da se ostvari u okviru postojećih uslova u školama i drugi koji zahteva bolju opremljenost škole. Zajedničko za oba pristupa jeste učenje zasnovano na rezultatima ogleda. Prema prvom pristupu (pristup A) učenicima se prenose gotova znanja kroz razgovor, različite tekstove i demonstracione oglede. Drugi pristup (pristup B) karakteriše učenje kroz istraživanje, samostalni eksperimentalni rad i rešavanje problema. Rezultati završnog testiranja pokazali su da su učenici B-grupe bili uspešniji u uočavanju bitnih promena u ogledima i njihovom objašnjavanju. Takođe, veći broj ovih učenika povezivao je svojstva supstanci sa načinom njihovog dobijanja i sa mogućim reakcijama sa drugim supstancama.",
journal = "Nastava i vaspitanje",
title = "Efficiency of various chemistry study methods in primary school, Efikasnost različitih metoda nastave i učenja hemije u osnovnoj školi",
volume = "55",
number = "4",
pages = "398-413",
url = "https://hdl.handle.net/21.15107/rcub_cherry_195"
}

Marković, M., Ranđelović, M., Trivić, D., Bojović, S. D.,& Zindović-Vukadinović, G.. (2006). Efficiency of various chemistry study methods in primary school. in Nastava i vaspitanje, 55(4), 398-413.
https://hdl.handle.net/21.15107/rcub_cherry_195

Marković M, Ranđelović M, Trivić D, Bojović SD, Zindović-Vukadinović G. Efficiency of various chemistry study methods in primary school. in Nastava i vaspitanje. 2006;55(4):398-413.
https://hdl.handle.net/21.15107/rcub_cherry_195 .

Marković, Mirjana, Ranđelović, Miomir, Trivić, Dragica, Bojović, Snežana D., Zindović-Vukadinović, Gordana, "Efficiency of various chemistry study methods in primary school" in Nastava i vaspitanje, 55, no. 4 (2006):398-413,
https://hdl.handle.net/21.15107/rcub_cherry_195 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Marković, Mirjana
AU  - Ranđelović, Miomir
AU  - Zindović-Vukadinović, Gordana
AU  - Jankov, Ratko M.
PY  - 2006
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/222
AB  - In this paper, there are frames given about making standards for the process of teaching and learning chemistry in our country. Standards of education in natural sciences represent criteria for students’ achievement assessment, for assessing if the quality and teaching allow students to learn natural sciences, for assessing professional praxis, for assessing quality of praxis and evaluation of educational policy. Development of standards in the field of natural sciences in the world is followed by these principles: natural sciences for all students, learning natural sciences is an active process, natural sciences at school reflect intercultural and cultural tradition which characterizes praxis in contemporary science, improvement of education in the field of natural sciences is a part of the systematic reform of education. Also, in this paper there is methodology suggested for development of standards for the process of teaching and learning chemistry in our country. .
AB  - U ovom radu dati su okviri za donošenje standarda za proces nastave i učenja hemije u našoj zemlji. Standardi za obrazovanje u prirodnim naukama predstavljaju kriterijume za procenu učeničkih postignuća, za procenu da li kvalitet programa i nastave omogućava učenicima učenje prirodnih nauka, za procenu kvaliteta prakse vrednovanja i obrazovne politike. Razvoj standarda u oblasti prirodnih nauka u svetu praćen je sledećim principima: prirodne nauke su za sve učenike, učenje prirodnih nauka je aktivan proces, prirodne nauke u školi reflektuju intelektualnu i kulturnu tradiciju koja karakteriše praksu u savremenoj nauci, unapređenje obrazovanja u oblasti prirodnih nauka deo je sistematske reforme obrazovanja. Takođe, u radu je predložena metodologija za razvoj standarda za proces nastave i učenja hemije kod nas. .
T2  - Pedagogija
T1  - Standards for evaluating teaching and learning chemistry
T1  - Standardi za proces nastave i učenja hemije
VL  - 61
IS  - 4
SP  - 512
EP  - 522
UR  - https://hdl.handle.net/21.15107/rcub_cherry_222
ER  - 

@article{
author = "Trivić, Dragica and Marković, Mirjana and Ranđelović, Miomir and Zindović-Vukadinović, Gordana and Jankov, Ratko M.",
year = "2006",
abstract = "In this paper, there are frames given about making standards for the process of teaching and learning chemistry in our country. Standards of education in natural sciences represent criteria for students’ achievement assessment, for assessing if the quality and teaching allow students to learn natural sciences, for assessing professional praxis, for assessing quality of praxis and evaluation of educational policy. Development of standards in the field of natural sciences in the world is followed by these principles: natural sciences for all students, learning natural sciences is an active process, natural sciences at school reflect intercultural and cultural tradition which characterizes praxis in contemporary science, improvement of education in the field of natural sciences is a part of the systematic reform of education. Also, in this paper there is methodology suggested for development of standards for the process of teaching and learning chemistry in our country. ., U ovom radu dati su okviri za donošenje standarda za proces nastave i učenja hemije u našoj zemlji. Standardi za obrazovanje u prirodnim naukama predstavljaju kriterijume za procenu učeničkih postignuća, za procenu da li kvalitet programa i nastave omogućava učenicima učenje prirodnih nauka, za procenu kvaliteta prakse vrednovanja i obrazovne politike. Razvoj standarda u oblasti prirodnih nauka u svetu praćen je sledećim principima: prirodne nauke su za sve učenike, učenje prirodnih nauka je aktivan proces, prirodne nauke u školi reflektuju intelektualnu i kulturnu tradiciju koja karakteriše praksu u savremenoj nauci, unapređenje obrazovanja u oblasti prirodnih nauka deo je sistematske reforme obrazovanja. Takođe, u radu je predložena metodologija za razvoj standarda za proces nastave i učenja hemije kod nas. .",
journal = "Pedagogija",
title = "Standards for evaluating teaching and learning chemistry, Standardi za proces nastave i učenja hemije",
volume = "61",
number = "4",
pages = "512-522",
url = "https://hdl.handle.net/21.15107/rcub_cherry_222"
}

Trivić, D., Marković, M., Ranđelović, M., Zindović-Vukadinović, G.,& Jankov, R. M.. (2006). Standards for evaluating teaching and learning chemistry. in Pedagogija, 61(4), 512-522.
https://hdl.handle.net/21.15107/rcub_cherry_222

Trivić D, Marković M, Ranđelović M, Zindović-Vukadinović G, Jankov RM. Standards for evaluating teaching and learning chemistry. in Pedagogija. 2006;61(4):512-522.
https://hdl.handle.net/21.15107/rcub_cherry_222 .

Trivić, Dragica, Marković, Mirjana, Ranđelović, Miomir, Zindović-Vukadinović, Gordana, Jankov, Ratko M., "Standards for evaluating teaching and learning chemistry" in Pedagogija, 61, no. 4 (2006):512-522,
https://hdl.handle.net/21.15107/rcub_cherry_222 .

TY  - JOUR
AU  - Ranđelović, Miomir
AU  - Trivić, Dragica
AU  - Jankov, Ratko M.
AU  - Zindović-Vukadinović, Gordana
PY  - 2005
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/194
AB  - In this paper, the continuation of Attainment Standards in Chemistry' Teaching - I part (Šišović, Jankov, Zindović, 2004) the expected results of studying chemistry among students aged up to fourteen in different countries are analyzed. The analysis encompassed educational systems in our immediate neighborhood (Croatia, Slovenia, Romania), one educational system of the developed European countries (Great Britain - England and Wales) and the educational systems of other continents (USA -Arizona, New Zealand and Hong Kong), and especially of those countries whose students were successful at international PISA and TIMSS testing. While we were focused primarily on standards, for those countries whose documents do not contain standards we presented the aims of studying chemistry and the expected outcomes. The aim of this paper is to review the expectations and standards set for students in other countries in order to use them as guidance, together with taking account of specific needs of our community, when establishing the standards for knowledge and skills which should be acquired by every student in primary school.
AB  - U ovom članku, nastavku rada "Standardi za učenička postignuća u nastavi hemije - 1 deo " (Šišović, Jankov, Zindović, 2004), razmatrani su očekivani rezultati učenja hemije za uzrast učenika do 14 godina u različitim zemljama. Radom su obuhvaćeni obrazovni sistemi u našem bližem okruženju (Hrvatska, Slovenija i Rumunija), obrazovni sistem jedne razvijene evropske zemlje (Velika Britanija - Engleska i Vels) i obrazovni sistemi u zemljama na drugim kontinentima (SAD - Arizona, Novi Zeland i Hong-Kong), posebno oni čiji su učenici bili uspešni na internacionalnim testiranjima PISA i TIMSS. Iako je naša pažnja prvenstveno usmerena na standarde, za zemlje čija dokumenta ne sadrže standarde prikazana su ciljevi učenja hemije i očekivani ishodi. Cilj ovog članka jeste da se sagledaju očekivanja i standardi koji se postavljaju pred učenike u drugim zemljama, da bi se prema tome i prema potrebama naše sredine odredili standardi za znanja i umenja koja bi trebalo svaki učenik da formira u osnovnoj školi.
T2  - Nastava i vaspitanje
T1  - Attainment standards in chemistry teaching: II part
T1  - Standardi za učenička postignuća u nastavi hemije - II deo
VL  - 54
IS  - 2-3
SP  - 171
EP  - 184
UR  - https://hdl.handle.net/21.15107/rcub_cherry_194
ER  - 

@article{
author = "Ranđelović, Miomir and Trivić, Dragica and Jankov, Ratko M. and Zindović-Vukadinović, Gordana",
year = "2005",
abstract = "In this paper, the continuation of Attainment Standards in Chemistry' Teaching - I part (Šišović, Jankov, Zindović, 2004) the expected results of studying chemistry among students aged up to fourteen in different countries are analyzed. The analysis encompassed educational systems in our immediate neighborhood (Croatia, Slovenia, Romania), one educational system of the developed European countries (Great Britain - England and Wales) and the educational systems of other continents (USA -Arizona, New Zealand and Hong Kong), and especially of those countries whose students were successful at international PISA and TIMSS testing. While we were focused primarily on standards, for those countries whose documents do not contain standards we presented the aims of studying chemistry and the expected outcomes. The aim of this paper is to review the expectations and standards set for students in other countries in order to use them as guidance, together with taking account of specific needs of our community, when establishing the standards for knowledge and skills which should be acquired by every student in primary school., U ovom članku, nastavku rada "Standardi za učenička postignuća u nastavi hemije - 1 deo " (Šišović, Jankov, Zindović, 2004), razmatrani su očekivani rezultati učenja hemije za uzrast učenika do 14 godina u različitim zemljama. Radom su obuhvaćeni obrazovni sistemi u našem bližem okruženju (Hrvatska, Slovenija i Rumunija), obrazovni sistem jedne razvijene evropske zemlje (Velika Britanija - Engleska i Vels) i obrazovni sistemi u zemljama na drugim kontinentima (SAD - Arizona, Novi Zeland i Hong-Kong), posebno oni čiji su učenici bili uspešni na internacionalnim testiranjima PISA i TIMSS. Iako je naša pažnja prvenstveno usmerena na standarde, za zemlje čija dokumenta ne sadrže standarde prikazana su ciljevi učenja hemije i očekivani ishodi. Cilj ovog članka jeste da se sagledaju očekivanja i standardi koji se postavljaju pred učenike u drugim zemljama, da bi se prema tome i prema potrebama naše sredine odredili standardi za znanja i umenja koja bi trebalo svaki učenik da formira u osnovnoj školi.",
journal = "Nastava i vaspitanje",
title = "Attainment standards in chemistry teaching: II part, Standardi za učenička postignuća u nastavi hemije - II deo",
volume = "54",
number = "2-3",
pages = "171-184",
url = "https://hdl.handle.net/21.15107/rcub_cherry_194"
}

Ranđelović, M., Trivić, D., Jankov, R. M.,& Zindović-Vukadinović, G.. (2005). Attainment standards in chemistry teaching: II part. in Nastava i vaspitanje, 54(2-3), 171-184.
https://hdl.handle.net/21.15107/rcub_cherry_194

Ranđelović M, Trivić D, Jankov RM, Zindović-Vukadinović G. Attainment standards in chemistry teaching: II part. in Nastava i vaspitanje. 2005;54(2-3):171-184.
https://hdl.handle.net/21.15107/rcub_cherry_194 .

Ranđelović, Miomir, Trivić, Dragica, Jankov, Ratko M., Zindović-Vukadinović, Gordana, "Attainment standards in chemistry teaching: II part" in Nastava i vaspitanje, 54, no. 2-3 (2005):171-184,
https://hdl.handle.net/21.15107/rcub_cherry_194 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Jankov, Ratko M.
AU  - Zindović-Vukadinović, Gordana R.
PY  - 2004
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/191
AB  - The paper presents a framework for establishing the standards for students' attainments in chemistry at primary and secondary school levels. Our aim is to standardize the amounts of knowledge and skills each student should acquire while studying chemistry, which are necessary for everyday life, are a part of general education and culture, and a basis for further education. The standards should be applicable to all students regardless of sex abilities, interest or motivation for studying chemistry. Opposed to the viewpoint that the minimal curricular contents and skills attainment is the one without which the student is not able to go on in his next course, our view is that the minimum is the attainment of literacy in chemistry. The strategy we have planned is divided in several phases. The first phase refers to the standards of those attainments which the students should definitely acquire during the teaching/learning process. In the second phase the educational standards will be specified, i.e. the indicators that enable attainment monitoring and measuring will be defined.
AB  - U ovom radu dati su okviri za donošenje standarda za učenička postignuća u nastavi hemije u osnovnoj i srednjoj školi. Naš cilj jeste da standardima regulišemo koja su to znanja i umenja koja bi trebalo da formira svaki učenik tokom učenja hemije, a koja su neophodna za svakodnevni život deo su opšteg obrazovanja i kulture i osnova su za nastavak obrazovanja. Standardi bi trebalo da važe za sve učenike, nezavisno od pola, sposobnosti interesovanja i motivacije za učenje hemije. Za razliku od gledanja da je minimum savladanosti programskih sadržaja onaj nivo razvijenosti veština i navika bez kojih učenik nije u mogućnosti da prati programe narednih razreda, mi smatramo da je taj minimum formiranje hemijski pismenog građanina. Strategija kojom smo planirali da ostvarimo našu nameru ima nekoliko faza. U prvoj fazi razrađeni su okviri za donošenje standarda za ona učenička postignuća koje bi učenici neizostavno trebalo da formiraju tokom procesa nastave/učenja hemije. U drugoj fazi biće operacionalizovani obrazovni standardi, odnosno odrediće se pokazatelji pomoću kojih je moguće pratiti i meriti stepen ostvarivanja tih standarda.
T2  - Nastava i vaspitanje
T1  - Attainment standards in chemistry teaching: Part I
T1  - Standardi za učenička postignuća u nastavi hemije - I deo
VL  - 53
IS  - 2-3
SP  - 168
EP  - 179
UR  - https://hdl.handle.net/21.15107/rcub_cherry_191
ER  - 

@article{
author = "Trivić, Dragica and Jankov, Ratko M. and Zindović-Vukadinović, Gordana R.",
year = "2004",
abstract = "The paper presents a framework for establishing the standards for students' attainments in chemistry at primary and secondary school levels. Our aim is to standardize the amounts of knowledge and skills each student should acquire while studying chemistry, which are necessary for everyday life, are a part of general education and culture, and a basis for further education. The standards should be applicable to all students regardless of sex abilities, interest or motivation for studying chemistry. Opposed to the viewpoint that the minimal curricular contents and skills attainment is the one without which the student is not able to go on in his next course, our view is that the minimum is the attainment of literacy in chemistry. The strategy we have planned is divided in several phases. The first phase refers to the standards of those attainments which the students should definitely acquire during the teaching/learning process. In the second phase the educational standards will be specified, i.e. the indicators that enable attainment monitoring and measuring will be defined., U ovom radu dati su okviri za donošenje standarda za učenička postignuća u nastavi hemije u osnovnoj i srednjoj školi. Naš cilj jeste da standardima regulišemo koja su to znanja i umenja koja bi trebalo da formira svaki učenik tokom učenja hemije, a koja su neophodna za svakodnevni život deo su opšteg obrazovanja i kulture i osnova su za nastavak obrazovanja. Standardi bi trebalo da važe za sve učenike, nezavisno od pola, sposobnosti interesovanja i motivacije za učenje hemije. Za razliku od gledanja da je minimum savladanosti programskih sadržaja onaj nivo razvijenosti veština i navika bez kojih učenik nije u mogućnosti da prati programe narednih razreda, mi smatramo da je taj minimum formiranje hemijski pismenog građanina. Strategija kojom smo planirali da ostvarimo našu nameru ima nekoliko faza. U prvoj fazi razrađeni su okviri za donošenje standarda za ona učenička postignuća koje bi učenici neizostavno trebalo da formiraju tokom procesa nastave/učenja hemije. U drugoj fazi biće operacionalizovani obrazovni standardi, odnosno odrediće se pokazatelji pomoću kojih je moguće pratiti i meriti stepen ostvarivanja tih standarda.",
journal = "Nastava i vaspitanje",
title = "Attainment standards in chemistry teaching: Part I, Standardi za učenička postignuća u nastavi hemije - I deo",
volume = "53",
number = "2-3",
pages = "168-179",
url = "https://hdl.handle.net/21.15107/rcub_cherry_191"
}

Trivić, D., Jankov, R. M.,& Zindović-Vukadinović, G. R.. (2004). Attainment standards in chemistry teaching: Part I. in Nastava i vaspitanje, 53(2-3), 168-179.
https://hdl.handle.net/21.15107/rcub_cherry_191

Trivić D, Jankov RM, Zindović-Vukadinović GR. Attainment standards in chemistry teaching: Part I. in Nastava i vaspitanje. 2004;53(2-3):168-179.
https://hdl.handle.net/21.15107/rcub_cherry_191 .

Trivić, Dragica, Jankov, Ratko M., Zindović-Vukadinović, Gordana R., "Attainment standards in chemistry teaching: Part I" in Nastava i vaspitanje, 53, no. 2-3 (2004):168-179,
https://hdl.handle.net/21.15107/rcub_cherry_191 .