TY  - JOUR
AU  - Korolija, Jasminka M.
AU  - Stojanović, Snežana
AU  - Mandić, Ljuba M.
PY  - 2003
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/189
AB  - The paper discusses and explains the standpoint that, in initial chemistry courses, the general chemistry term substance should be studied from all three standpoints of science-macro-world (phenomenon), micro-world (structure), and symbolism (accepted symbolic representations in chemistry). Using this approach it is possible to explain visible properties of a substance by causal relations between particles that make it up, and record them by chemical symbols and formulas. Only so the resulting knowledge of a substance can be expected to be efficient and lasting. The acquisition of a basic knowledge of a substance from all these three scientific points of view was examined by a set of tasks of the objective type at the end of the first year of studying chemistry. Re-testing was conducted at the beginning of the second year. The results obtained by both tests justify the approach of studying the concept of substance from all three standpoints of chemistry science. The analysis of the obtained results provides data usable for contents selection and curricular plans for initial chemistry courses.
AB  - U radu se razmatra i obrazlaže stav da, na početku učenja hemije, opšti hemijski pojam supstanca može biti obrađivan sa sva tri gledišta nauke makrosveta (pojavno), mikrosveta (građa) i simbolike (usvojeno hemijsko obeležavanje). Ovakav pristup omogućava da vidljiva svojstva supstance budu objašnjena uzročno-posledičnim odnosima između čestica od kojih je supstanca izgrađena i da budu zapisana hemijskom simbolikom. Samo na taj način može se očekivati da usvojeno znanje o supstanci bude trajno i efikasno. Usvojenost osnovnih znanja o supstanci sa sva tri gledišta nauke ispitana je nizom zadataka objektivnog tipa na kraju prve godine učenja hemije. Urađeno je ponovno testiranje na početku druge godine učenja. Rezultati postignuti u oba testiranja opravdavaju obradu pojma supstance sa sva tri gledišta hemijske nauke. Analiza postignutih rezultata pruža podatke koji se mogu upotrebiti pri izboru sadržaja i pravljenju nastavnog plana za početak učenja hemije.
T2  - Nastava i vaspitanje
T1  - Once again about scientific terms in initial chemistry courses: Three approaches to studying the concept of substance
T1  - Još jednom o naučnim pojmovima na početku učenja hemije - tri pristupa izučavanju pojma supstanca
VL  - 52
IS  - 2-3
SP  - 157
EP  - 167
UR  - https://hdl.handle.net/21.15107/rcub_cherry_189
ER  - 

@article{
author = "Korolija, Jasminka M. and Stojanović, Snežana and Mandić, Ljuba M.",
year = "2003",
abstract = "The paper discusses and explains the standpoint that, in initial chemistry courses, the general chemistry term substance should be studied from all three standpoints of science-macro-world (phenomenon), micro-world (structure), and symbolism (accepted symbolic representations in chemistry). Using this approach it is possible to explain visible properties of a substance by causal relations between particles that make it up, and record them by chemical symbols and formulas. Only so the resulting knowledge of a substance can be expected to be efficient and lasting. The acquisition of a basic knowledge of a substance from all these three scientific points of view was examined by a set of tasks of the objective type at the end of the first year of studying chemistry. Re-testing was conducted at the beginning of the second year. The results obtained by both tests justify the approach of studying the concept of substance from all three standpoints of chemistry science. The analysis of the obtained results provides data usable for contents selection and curricular plans for initial chemistry courses., U radu se razmatra i obrazlaže stav da, na početku učenja hemije, opšti hemijski pojam supstanca može biti obrađivan sa sva tri gledišta nauke makrosveta (pojavno), mikrosveta (građa) i simbolike (usvojeno hemijsko obeležavanje). Ovakav pristup omogućava da vidljiva svojstva supstance budu objašnjena uzročno-posledičnim odnosima između čestica od kojih je supstanca izgrađena i da budu zapisana hemijskom simbolikom. Samo na taj način može se očekivati da usvojeno znanje o supstanci bude trajno i efikasno. Usvojenost osnovnih znanja o supstanci sa sva tri gledišta nauke ispitana je nizom zadataka objektivnog tipa na kraju prve godine učenja hemije. Urađeno je ponovno testiranje na početku druge godine učenja. Rezultati postignuti u oba testiranja opravdavaju obradu pojma supstance sa sva tri gledišta hemijske nauke. Analiza postignutih rezultata pruža podatke koji se mogu upotrebiti pri izboru sadržaja i pravljenju nastavnog plana za početak učenja hemije.",
journal = "Nastava i vaspitanje",
title = "Once again about scientific terms in initial chemistry courses: Three approaches to studying the concept of substance, Još jednom o naučnim pojmovima na početku učenja hemije - tri pristupa izučavanju pojma supstanca",
volume = "52",
number = "2-3",
pages = "157-167",
url = "https://hdl.handle.net/21.15107/rcub_cherry_189"
}

Korolija, J. M., Stojanović, S.,& Mandić, L. M.. (2003). Once again about scientific terms in initial chemistry courses: Three approaches to studying the concept of substance. in Nastava i vaspitanje, 52(2-3), 157-167.
https://hdl.handle.net/21.15107/rcub_cherry_189

Korolija JM, Stojanović S, Mandić LM. Once again about scientific terms in initial chemistry courses: Three approaches to studying the concept of substance. in Nastava i vaspitanje. 2003;52(2-3):157-167.
https://hdl.handle.net/21.15107/rcub_cherry_189 .

Korolija, Jasminka M., Stojanović, Snežana, Mandić, Ljuba M., "Once again about scientific terms in initial chemistry courses: Three approaches to studying the concept of substance" in Nastava i vaspitanje, 52, no. 2-3 (2003):157-167,
https://hdl.handle.net/21.15107/rcub_cherry_189 .

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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