TY  - JOUR
AU  - Stojanovska, Marina
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2020
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5809
AB  - Escape room is novel and innovative method that
can be used in teaching in general. Its popularity
grows every day. The benefits of applying this
approach in chemistry teaching are numerous,
concerning both the cognitive and affective side
of teaching. Thus, it can be used to develop
conceptual knowledge, critical and creative
thinking, problem-solving, but also skills needed
in everyday life. It trains students to communicate
and collaborate, to express and defend their
opinions, to make compromises and decisions.
Several escape room activities were conducted
with chemistry teachers during seminars for
professional development in Macedonia and
Serbia. The goal was to actively involve teachers
in the activity and to get insight into their
opinions about the applicability of this approach
in chemistry teaching. In this paper five escape
room simple paper-and-pencil activities are
presented which can be implemented in chemistry
teaching.
PB  - University of Limerick
T2  - Chemistry in Action!
T1  - Escape Room - Teachers Approved!
IS  - 116
SP  - 49
EP  - 53
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5809
ER  - 

@article{
author = "Stojanovska, Marina and Milanović, Vesna D. and Trivić, Dragica",
year = "2020",
abstract = "Escape room is novel and innovative method that
can be used in teaching in general. Its popularity
grows every day. The benefits of applying this
approach in chemistry teaching are numerous,
concerning both the cognitive and affective side
of teaching. Thus, it can be used to develop
conceptual knowledge, critical and creative
thinking, problem-solving, but also skills needed
in everyday life. It trains students to communicate
and collaborate, to express and defend their
opinions, to make compromises and decisions.
Several escape room activities were conducted
with chemistry teachers during seminars for
professional development in Macedonia and
Serbia. The goal was to actively involve teachers
in the activity and to get insight into their
opinions about the applicability of this approach
in chemistry teaching. In this paper five escape
room simple paper-and-pencil activities are
presented which can be implemented in chemistry
teaching.",
publisher = "University of Limerick",
journal = "Chemistry in Action!",
title = "Escape Room - Teachers Approved!",
number = "116",
pages = "49-53",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5809"
}

Stojanovska, M., Milanović, V. D.,& Trivić, D.. (2020). Escape Room - Teachers Approved!. in Chemistry in Action!
University of Limerick.(116), 49-53.
https://hdl.handle.net/21.15107/rcub_cherry_5809

Stojanovska M, Milanović VD, Trivić D. Escape Room - Teachers Approved!. in Chemistry in Action!. 2020;(116):49-53.
https://hdl.handle.net/21.15107/rcub_cherry_5809 .

Stojanovska, Marina, Milanović, Vesna D., Trivić, Dragica, "Escape Room - Teachers Approved!" in Chemistry in Action!, no. 116 (2020):49-53,
https://hdl.handle.net/21.15107/rcub_cherry_5809 .

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Zubić, Marinko
AU  - Trivić, Dragica
AU  - Stojanovska, Marina
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5112
AB  - If we want to develop behaviour of youth according to the goals of sustainable development we
should educate teachers according to these goals. With this view we prepared and performed the
workshop for the pre-service chemistry teachers. Also, we conducted the same workshop with the
in-service chemistry teachers in two countries, Serbia and North Macedonia.
In the framework of the workshop we explored knowledge of the pre-service and in-service chemistry teachers about the definition and goals of sustainable development and engaged the participants with activities throughout they had opportunity to consider issues from the perspective of sustainable development. The workshop contains several parts and its realisation encompasses two classroom periods (90 minutes). Socrative teacher app was used for gathering data during the workshop. In the beginning the participants filled the questionnaire. Some questions from the questionnaire were chosen for a further discussion and different texts or video materials were provided to participants in order to support their reconsideration of previously stated answers. This step was performed several times during the workshop. In the end of the workshop the participants filled the questionnaire again. According to the obtained results, this workshop could be used for improvement of the pre-service and in-service chemistry teachers further work associated with the goals of sustainable development.
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - Pre-service and in-service chemistry teachers education for sustainable development
SP  - 68
EP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5112
ER  - 

@conference{
author = "Milanović, Vesna D. and Zubić, Marinko and Trivić, Dragica and Stojanovska, Marina",
year = "2019",
abstract = "If we want to develop behaviour of youth according to the goals of sustainable development we
should educate teachers according to these goals. With this view we prepared and performed the
workshop for the pre-service chemistry teachers. Also, we conducted the same workshop with the
in-service chemistry teachers in two countries, Serbia and North Macedonia.
In the framework of the workshop we explored knowledge of the pre-service and in-service chemistry teachers about the definition and goals of sustainable development and engaged the participants with activities throughout they had opportunity to consider issues from the perspective of sustainable development. The workshop contains several parts and its realisation encompasses two classroom periods (90 minutes). Socrative teacher app was used for gathering data during the workshop. In the beginning the participants filled the questionnaire. Some questions from the questionnaire were chosen for a further discussion and different texts or video materials were provided to participants in order to support their reconsideration of previously stated answers. This step was performed several times during the workshop. In the end of the workshop the participants filled the questionnaire again. According to the obtained results, this workshop could be used for improvement of the pre-service and in-service chemistry teachers further work associated with the goals of sustainable development.",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "Pre-service and in-service chemistry teachers education for sustainable development",
pages = "68-68",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5112"
}

Milanović, V. D., Zubić, M., Trivić, D.,& Stojanovska, M.. (2019). Pre-service and in-service chemistry teachers education for sustainable development. in European Variety In Chemistry Education 2019: Abstract Booklet, 68-68.
https://hdl.handle.net/21.15107/rcub_cherry_5112

Milanović VD, Zubić M, Trivić D, Stojanovska M. Pre-service and in-service chemistry teachers education for sustainable development. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:68-68.
https://hdl.handle.net/21.15107/rcub_cherry_5112 .

Milanović, Vesna D., Zubić, Marinko, Trivić, Dragica, Stojanovska, Marina, "Pre-service and in-service chemistry teachers education for sustainable development" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):68-68,
https://hdl.handle.net/21.15107/rcub_cherry_5112 .

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
AU  - Stojanovska, Marina
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5114
AB  - Game-based learning [1,2] can be introduced in schools to support the learning experience, thus
helping students to connect the previous knowledge and the one learned from the game. Games
are fun, engaging and motivating, and if they incorporate chemistry content, they could be a powerful pedagogical tool with a great educational value. Well-designed educational games develop creative thinking, inquiring and problem-solving skills, higher-level thinking skills, collaborative or cooperative learning, self-confidence and decision making [3]. They encourage discussion among students, but also with the teacher, which is a crucial part in developing thinking, clarification and correction of potential misunderstandings and misconceptions.
The escape room method [4,5] has become a very popular innovative method to the chemistry
teaching. Motivated by the International Year of Periodic Table [6], we created and performed
several escape rooms related to the Periodic Table concepts in North Macedonia and Serbia [7,8].
Namely, we introduced educational games and puzzles among chemistry teachers within the
programme for their continuing professional development in two countries. The escape room
included five puzzles: Coded Message, Hidden Words, Improvised Chemistry Competition, Cool
Chemistry Coffee Receipt and The Queen and the King puzzle.
This is rather novice and innovative teaching practice in North Macedonia and Serbia and we are
optimistic to disseminate this idea further together with the teachers in our countries. These
educational games and escape rooms have a potential to increase the students’ interest and
motivation to learn chemistry.
References:
1. Burguillo, J. C. (2010). Using game-theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566−575. doi: 10.1016/
j.compedu.2010.02.018
2. Pivec, M., & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning:
“UniGame: social skills and knowlwdgw training” game concept. Journal of Universal Computer
Science, 10(1), 14−26.
3. Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students’ learning performance in science courses. Computers & Education, 63, 43−51. doi:
10.1016/j.compedu.2012.11.019
4. Dietrich, N. (2018). Escape Classroom: The Leblanc Process – An Educational “Escape Game”.
Journal of Chemical Education, 95, 996−999. doi: 10.1021/acs.jchemed.7b00690
5. Peleg, R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019). A Lab-Based
Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, in
publication. doi: 10.1021/acs.jchemed.8b00406
6. International Year of Periodic Table, https://www.iypt2019.org/
7. Seminars for chemistry teachers (2019), Society of Chemists and Technologists of Macedonia,
http://sctm.mk/seminari.htm
8. Seminars for chemistry teachers (2019), Serbian Chemical Society,
https://www.shd.org.rs/index.php
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - Escape room - innovative method to teach concepts related to the periodic table
SP  - 30
EP  - 30
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5114
ER  - 

@conference{
author = "Milanović, Vesna D. and Trivić, Dragica and Stojanovska, Marina",
year = "2019",
abstract = "Game-based learning [1,2] can be introduced in schools to support the learning experience, thus
helping students to connect the previous knowledge and the one learned from the game. Games
are fun, engaging and motivating, and if they incorporate chemistry content, they could be a powerful pedagogical tool with a great educational value. Well-designed educational games develop creative thinking, inquiring and problem-solving skills, higher-level thinking skills, collaborative or cooperative learning, self-confidence and decision making [3]. They encourage discussion among students, but also with the teacher, which is a crucial part in developing thinking, clarification and correction of potential misunderstandings and misconceptions.
The escape room method [4,5] has become a very popular innovative method to the chemistry
teaching. Motivated by the International Year of Periodic Table [6], we created and performed
several escape rooms related to the Periodic Table concepts in North Macedonia and Serbia [7,8].
Namely, we introduced educational games and puzzles among chemistry teachers within the
programme for their continuing professional development in two countries. The escape room
included five puzzles: Coded Message, Hidden Words, Improvised Chemistry Competition, Cool
Chemistry Coffee Receipt and The Queen and the King puzzle.
This is rather novice and innovative teaching practice in North Macedonia and Serbia and we are
optimistic to disseminate this idea further together with the teachers in our countries. These
educational games and escape rooms have a potential to increase the students’ interest and
motivation to learn chemistry.
References:
1. Burguillo, J. C. (2010). Using game-theory and competition-based learning to stimulate student
motivation and performance. Computers & Education, 55(2), 566−575. doi: 10.1016/
j.compedu.2010.02.018
2. Pivec, M., & Dziabenko, O. (2004). Game-based learning in universities and lifelong learning:
“UniGame: social skills and knowlwdgw training” game concept. Journal of Universal Computer
Science, 10(1), 14−26.
3. Sung, H., & Hwang, G. (2013). A collaborative game-based learning approach to improving
students’ learning performance in science courses. Computers & Education, 63, 43−51. doi:
10.1016/j.compedu.2012.11.019
4. Dietrich, N. (2018). Escape Classroom: The Leblanc Process – An Educational “Escape Game”.
Journal of Chemical Education, 95, 996−999. doi: 10.1021/acs.jchemed.7b00690
5. Peleg, R., Yayon M., Katchevich D., Moria-Shipony M. & Blonder R. (2019). A Lab-Based
Chemical Escape Room: Educational, Mobile, and Fun! Journal of Chemical Education, in
publication. doi: 10.1021/acs.jchemed.8b00406
6. International Year of Periodic Table, https://www.iypt2019.org/
7. Seminars for chemistry teachers (2019), Society of Chemists and Technologists of Macedonia,
http://sctm.mk/seminari.htm
8. Seminars for chemistry teachers (2019), Serbian Chemical Society,
https://www.shd.org.rs/index.php",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "Escape room - innovative method to teach concepts related to the periodic table",
pages = "30-30",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5114"
}

Milanović, V. D., Trivić, D.,& Stojanovska, M.. (2019). Escape room - innovative method to teach concepts related to the periodic table. in European Variety In Chemistry Education 2019: Abstract Booklet, 30-30.
https://hdl.handle.net/21.15107/rcub_cherry_5114

Milanović VD, Trivić D, Stojanovska M. Escape room - innovative method to teach concepts related to the periodic table. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:30-30.
https://hdl.handle.net/21.15107/rcub_cherry_5114 .

Milanović, Vesna D., Trivić, Dragica, Stojanovska, Marina, "Escape room - innovative method to teach concepts related to the periodic table" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):30-30,
https://hdl.handle.net/21.15107/rcub_cherry_5114 .