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 .