TY  - JOUR
AU  - Trivić, Dragica
AU  - Lazarević-Bojović, Snežana D.
AU  - Vučković, Gordana
PY  - 1995
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/203
AB  - A model for learning notions of the theme 'Substance structures was mated for the first grade mathematically oriented grammar school students. The main form of learning by the model is active learning. Students learn independently by solving problem situations. Printed material was prepared - lists on which the theme is dealt with Using this material in the class, the pupils entered the answers to the questions, their observation during demonstration perfumed by the teacher, hypotheses, equation of chemical reactions, explanations and conclusions. Work lists contain answers and explanations so that the students can check their answers themselves. Learning by this model, the students were places in situations in which they imitated the behavior of scientists and thus acquired new knowledge. The effects of learning by the model are examined through a pedagogical experiment with parallel groups. In the experimental group (127 students) teaching was carried out by the model, whereas in the control group (126 students) it was done by the textbooks. The overall achievement of the experimental group at the final test is statistically much higher (t=5,27) than the achievement of the control group. The test results show that the students in experimental group were more successful in solving problems on Al the three levels (perception and reproduction, understanding and application) than the students in the control group, the differences being greatest on the level of understanding (t=5,36), application (t=4,32) and finally perception and reproduction (t=2,51).
AB  - Za učenike I razreda gimnazije prirodno-matematičkog smera sastavljen je model za usvajanje pojmova nastavne teme ' Struktura supstance'. Glavni oblik učenja prema modelu je aktivno učenje. Učenici samostalno dolaze do saznanja rešavanjem problemskih situacija. Pripremljen je štampani materijal - radni listovi u kojima je obrađena navedena tema. Koristeći ovaj materijal na času, učenici su upisivali odgovore na postavljena pitanja, svoja zapažanja prilikom demonstriranja ogleda od strane nastavnika, pretpostavke, jednačine hemijskih reakcija, objašnjenja i zaključke. Radni listovi sadrže odgovore i objašnjenja da bi učenici mogli samostalno da proveravaju ispravnost svojih odgovora. Učeći prema modelu, učenici su postavljeni i u situacije u kojima su oponašali mišljenje naučnika i tako dolazili do novog znanja. Efekti učenja prema modelu ispitani su putem pedagoškog eksperimenta sa paralelnim grupama. U eksperimentalnoj grupi (127 učenika) nastava je realizovana prema modelu, a u kontrolnoj grupi (126 učenika) prema udžbeniku. Ukupni uspeh eksperimentalne grupe na završnom testiranju statistički je značajno bolji (t=5,27) od uspeha kontrolne grupe Rezultati testiranja pokazuju da su učenici eksperimentalne grupe bolje rešavali zadatke na sva tri nivoa (prepoznavanja i reprodukcije, razumevanja i primene) od učenika kontrolne grupe, a razlike u uspehu najveće su na nivou razumevanja (t=5.36), zatim primene (1=4,32) i na kraju prepoznavanja i reprodukcije (t=2,51).
T2  - Nastava i vaspitanje
T1  - Model for learning notions in teaching chemistry in secondary school
T1  - Model za usvajanje pojmova u nastavi hemije u srednjoj školi
VL  - 44
IS  - 1-2
SP  - 25
EP  - 38
UR  - https://hdl.handle.net/21.15107/rcub_cherry_203
ER  - 

@article{
author = "Trivić, Dragica and Lazarević-Bojović, Snežana D. and Vučković, Gordana",
year = "1995",
abstract = "A model for learning notions of the theme 'Substance structures was mated for the first grade mathematically oriented grammar school students. The main form of learning by the model is active learning. Students learn independently by solving problem situations. Printed material was prepared - lists on which the theme is dealt with Using this material in the class, the pupils entered the answers to the questions, their observation during demonstration perfumed by the teacher, hypotheses, equation of chemical reactions, explanations and conclusions. Work lists contain answers and explanations so that the students can check their answers themselves. Learning by this model, the students were places in situations in which they imitated the behavior of scientists and thus acquired new knowledge. The effects of learning by the model are examined through a pedagogical experiment with parallel groups. In the experimental group (127 students) teaching was carried out by the model, whereas in the control group (126 students) it was done by the textbooks. The overall achievement of the experimental group at the final test is statistically much higher (t=5,27) than the achievement of the control group. The test results show that the students in experimental group were more successful in solving problems on Al the three levels (perception and reproduction, understanding and application) than the students in the control group, the differences being greatest on the level of understanding (t=5,36), application (t=4,32) and finally perception and reproduction (t=2,51)., Za učenike I razreda gimnazije prirodno-matematičkog smera sastavljen je model za usvajanje pojmova nastavne teme ' Struktura supstance'. Glavni oblik učenja prema modelu je aktivno učenje. Učenici samostalno dolaze do saznanja rešavanjem problemskih situacija. Pripremljen je štampani materijal - radni listovi u kojima je obrađena navedena tema. Koristeći ovaj materijal na času, učenici su upisivali odgovore na postavljena pitanja, svoja zapažanja prilikom demonstriranja ogleda od strane nastavnika, pretpostavke, jednačine hemijskih reakcija, objašnjenja i zaključke. Radni listovi sadrže odgovore i objašnjenja da bi učenici mogli samostalno da proveravaju ispravnost svojih odgovora. Učeći prema modelu, učenici su postavljeni i u situacije u kojima su oponašali mišljenje naučnika i tako dolazili do novog znanja. Efekti učenja prema modelu ispitani su putem pedagoškog eksperimenta sa paralelnim grupama. U eksperimentalnoj grupi (127 učenika) nastava je realizovana prema modelu, a u kontrolnoj grupi (126 učenika) prema udžbeniku. Ukupni uspeh eksperimentalne grupe na završnom testiranju statistički je značajno bolji (t=5,27) od uspeha kontrolne grupe Rezultati testiranja pokazuju da su učenici eksperimentalne grupe bolje rešavali zadatke na sva tri nivoa (prepoznavanja i reprodukcije, razumevanja i primene) od učenika kontrolne grupe, a razlike u uspehu najveće su na nivou razumevanja (t=5.36), zatim primene (1=4,32) i na kraju prepoznavanja i reprodukcije (t=2,51).",
journal = "Nastava i vaspitanje",
title = "Model for learning notions in teaching chemistry in secondary school, Model za usvajanje pojmova u nastavi hemije u srednjoj školi",
volume = "44",
number = "1-2",
pages = "25-38",
url = "https://hdl.handle.net/21.15107/rcub_cherry_203"
}

Trivić, D., Lazarević-Bojović, S. D.,& Vučković, G.. (1995). Model for learning notions in teaching chemistry in secondary school. in Nastava i vaspitanje, 44(1-2), 25-38.
https://hdl.handle.net/21.15107/rcub_cherry_203

Trivić D, Lazarević-Bojović SD, Vučković G. Model for learning notions in teaching chemistry in secondary school. in Nastava i vaspitanje. 1995;44(1-2):25-38.
https://hdl.handle.net/21.15107/rcub_cherry_203 .

Trivić, Dragica, Lazarević-Bojović, Snežana D., Vučković, Gordana, "Model for learning notions in teaching chemistry in secondary school" in Nastava i vaspitanje, 44, no. 1-2 (1995):25-38,
https://hdl.handle.net/21.15107/rcub_cherry_203 .

TY  - JOUR
AU  - Lazarević-Bojović, Snežana D.
AU  - Trivić, Dragica
AU  - Vučković, Gordana
PY  - 1993
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/202
AB  - The object of analysis was M. Rakočević and R. Horvat's General Chemistry for the First Grade of Secondary School, Zavod za izdavanje udžbenika Novi Sad, Stručna Knjiga Beograd, 1992 Fifth edition). The analysis was carried out after the conception of Soviet research workers. The textual part of the book is made up of the basic text, the addition text and the explanations. The basic text makes 85.3 percent and includes: a) theoretical- cognitive texts with 220 notions, 162 of which are new to the pupils. 18 out of the total number of new notions are not defined, the definitions for the further 12 are inaccurate, while for other 15 they are incomplete. b) Instrumental-practical tests which include 19 solved tasks-examples, 24 descriptions of experiments, 8 of which present demonstrations whereas 16 are meant for individual work of students. Out of the total number of experiments, 17 are to aid generalization and acquisition of theoretical - cognitive information. The additional text makes 5.3 percent of the textual pert of the book. The last 9.4 percent of the textual part is left to the explanations. The extratextual components include: a) the apparatus for the organization of acquisition; b) illustrations; c) apparatus for orientation. According to the percentage and the relation-ship between the structural components the textbook can be said to meet the modern criteria.
AB  - U radu je analiziran udžbenik M. Rakočevića i R. Horvat Opšta hemija za I razred srednje škole, Zavod za izdavanje udžbenika, Novi Sad, Naučna knjiga, Beograd, 1992 (peto izdanje). Analiza udžbenika izvršena je prema koncepciji sovjetskih istraživača. Tekstualni deo udžbenika čini osnovni tekst, dopunski tekst i pojašnjavajući tekst. Osnovni tekst koji čini 85,3% tekstualnog dela obuhvata: a) teorijsko-saznajne tekstove sa 220 pojmova od kojih su 162 nova za učenike; od ukupnog broja novih pojmova 18 nije definisano, za 12 pojmova definicije su neprecizne, a za 15 pojmova definicije su nepotpune i (b) instrumentalno- praktične testove, koji sadrže 19 urađenih zadataka - primera, 24 opisa ogleda od kojih su osam demonstracioni, a 16 predviđeni za samostalni učenički rad. Od ukupnog broja ogleda 17 je predviđeno i namenjeno uopštavanju i usvajanju teorijsko-saznajnih informacija. Dopunski tekst čini 5,3% tekstualnog dela udžbenika. Pojašnjavajući tekst čini 9,4% tekstualnog dela udžbenika. Vantekstualne komponente obuhvataju: (a) aparaturu organizacije usvajanja, (b) ilustrativni materijal i (c) aparaturu orijentacije. Prema procentualnom sastavu i međusobnom odnosu pojedinih strukturnih komponenata može se reći da udžbenik po strukturi odgovara savremenim kriterijumima.
T2  - Nastava i vaspitanje
T1  - Structural analysis of the secondary school chemistry textbook
T1  - Stručna analiza srednjoškolskog udžbenika hemije
VL  - 42
IS  - 5
SP  - 279
EP  - 289
UR  - https://hdl.handle.net/21.15107/rcub_cherry_202
ER  - 

@article{
author = "Lazarević-Bojović, Snežana D. and Trivić, Dragica and Vučković, Gordana",
year = "1993",
abstract = "The object of analysis was M. Rakočević and R. Horvat's General Chemistry for the First Grade of Secondary School, Zavod za izdavanje udžbenika Novi Sad, Stručna Knjiga Beograd, 1992 Fifth edition). The analysis was carried out after the conception of Soviet research workers. The textual part of the book is made up of the basic text, the addition text and the explanations. The basic text makes 85.3 percent and includes: a) theoretical- cognitive texts with 220 notions, 162 of which are new to the pupils. 18 out of the total number of new notions are not defined, the definitions for the further 12 are inaccurate, while for other 15 they are incomplete. b) Instrumental-practical tests which include 19 solved tasks-examples, 24 descriptions of experiments, 8 of which present demonstrations whereas 16 are meant for individual work of students. Out of the total number of experiments, 17 are to aid generalization and acquisition of theoretical - cognitive information. The additional text makes 5.3 percent of the textual pert of the book. The last 9.4 percent of the textual part is left to the explanations. The extratextual components include: a) the apparatus for the organization of acquisition; b) illustrations; c) apparatus for orientation. According to the percentage and the relation-ship between the structural components the textbook can be said to meet the modern criteria., U radu je analiziran udžbenik M. Rakočevića i R. Horvat Opšta hemija za I razred srednje škole, Zavod za izdavanje udžbenika, Novi Sad, Naučna knjiga, Beograd, 1992 (peto izdanje). Analiza udžbenika izvršena je prema koncepciji sovjetskih istraživača. Tekstualni deo udžbenika čini osnovni tekst, dopunski tekst i pojašnjavajući tekst. Osnovni tekst koji čini 85,3% tekstualnog dela obuhvata: a) teorijsko-saznajne tekstove sa 220 pojmova od kojih su 162 nova za učenike; od ukupnog broja novih pojmova 18 nije definisano, za 12 pojmova definicije su neprecizne, a za 15 pojmova definicije su nepotpune i (b) instrumentalno- praktične testove, koji sadrže 19 urađenih zadataka - primera, 24 opisa ogleda od kojih su osam demonstracioni, a 16 predviđeni za samostalni učenički rad. Od ukupnog broja ogleda 17 je predviđeno i namenjeno uopštavanju i usvajanju teorijsko-saznajnih informacija. Dopunski tekst čini 5,3% tekstualnog dela udžbenika. Pojašnjavajući tekst čini 9,4% tekstualnog dela udžbenika. Vantekstualne komponente obuhvataju: (a) aparaturu organizacije usvajanja, (b) ilustrativni materijal i (c) aparaturu orijentacije. Prema procentualnom sastavu i međusobnom odnosu pojedinih strukturnih komponenata može se reći da udžbenik po strukturi odgovara savremenim kriterijumima.",
journal = "Nastava i vaspitanje",
title = "Structural analysis of the secondary school chemistry textbook, Stručna analiza srednjoškolskog udžbenika hemije",
volume = "42",
number = "5",
pages = "279-289",
url = "https://hdl.handle.net/21.15107/rcub_cherry_202"
}

Lazarević-Bojović, S. D., Trivić, D.,& Vučković, G.. (1993). Structural analysis of the secondary school chemistry textbook. in Nastava i vaspitanje, 42(5), 279-289.
https://hdl.handle.net/21.15107/rcub_cherry_202

Lazarević-Bojović SD, Trivić D, Vučković G. Structural analysis of the secondary school chemistry textbook. in Nastava i vaspitanje. 1993;42(5):279-289.
https://hdl.handle.net/21.15107/rcub_cherry_202 .

Lazarević-Bojović, Snežana D., Trivić, Dragica, Vučković, Gordana, "Structural analysis of the secondary school chemistry textbook" in Nastava i vaspitanje, 42, no. 5 (1993):279-289,
https://hdl.handle.net/21.15107/rcub_cherry_202 .