TY  - JOUR
AU  - Stojanović, Tanja
AU  - Ranđelović, Miomir
AU  - Trivić, Dragica
PY  - 2010
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/276
AB  - The formative assessment as part of the instructional process of chemistry is presented. When incorporated into classroom practice, formative assessment informs both teachers and students about student understanding and help to ensure that students achieve learning goals and education standards within a given time frame. Since formative assessments are considered as part of the learning, they need not to be graded as summative assessments do. Formative assessments guide teacher decision making about future instruction and provide feedback to students, so they can improve their performance.
AB  - Ovaj članak govori o proveravanju čiji cilj nije ocenjivanje ukupnog postignuća učenika nakon određenog perioda učenja, već je deo procesa učenja. Da li je takav pristup ugrađen u proces nastave i učenja hemije? .
T2  - Hemijski pregled
T1  - Formative assessment: Support for chemistry learning
T1  - Formativno proveravanje - podrška učenju hemijskih pojmova formativno naspram sumativnog proveravanja
VL  - 51
IS  - 5
SP  - 125
EP  - 130
UR  - https://hdl.handle.net/21.15107/rcub_cherry_276
ER  - 

@article{
author = "Stojanović, Tanja and Ranđelović, Miomir and Trivić, Dragica",
year = "2010",
abstract = "The formative assessment as part of the instructional process of chemistry is presented. When incorporated into classroom practice, formative assessment informs both teachers and students about student understanding and help to ensure that students achieve learning goals and education standards within a given time frame. Since formative assessments are considered as part of the learning, they need not to be graded as summative assessments do. Formative assessments guide teacher decision making about future instruction and provide feedback to students, so they can improve their performance., Ovaj članak govori o proveravanju čiji cilj nije ocenjivanje ukupnog postignuća učenika nakon određenog perioda učenja, već je deo procesa učenja. Da li je takav pristup ugrađen u proces nastave i učenja hemije? .",
journal = "Hemijski pregled",
title = "Formative assessment: Support for chemistry learning, Formativno proveravanje - podrška učenju hemijskih pojmova formativno naspram sumativnog proveravanja",
volume = "51",
number = "5",
pages = "125-130",
url = "https://hdl.handle.net/21.15107/rcub_cherry_276"
}

Stojanović, T., Ranđelović, M.,& Trivić, D.. (2010). Formative assessment: Support for chemistry learning. in Hemijski pregled, 51(5), 125-130.
https://hdl.handle.net/21.15107/rcub_cherry_276

Stojanović T, Ranđelović M, Trivić D. Formative assessment: Support for chemistry learning. in Hemijski pregled. 2010;51(5):125-130.
https://hdl.handle.net/21.15107/rcub_cherry_276 .

Stojanović, Tanja, Ranđelović, Miomir, Trivić, Dragica, "Formative assessment: Support for chemistry learning" in Hemijski pregled, 51, no. 5 (2010):125-130,
https://hdl.handle.net/21.15107/rcub_cherry_276 .

TY  - JOUR
AU  - Marković, Mirjana
AU  - Ranđelović, Miomir
AU  - Trivić, Dragica
PY  - 2009
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/270
AB  - Chemists have chosen to use the term mole to represent amounts of a substance that were applicable for them. The mole unit acts as a bridge between the level on which chemists actually work in the laboratory (by weight, in grams) and the way substances actually react with each other (by individual particles, such as atoms). In this paper an approach to the elaboration of the relations among the amounts of a substance, the mass of a substance and the number of particles with the first grade secondary school pupils is presented.
T2  - Hemijski pregled
T1  - How do the chemists count?
T1  - Kako hemičari broje
VL  - 50
IS  - 4
SP  - 107
EP  - 110
UR  - https://hdl.handle.net/21.15107/rcub_cherry_270
ER  - 

@article{
author = "Marković, Mirjana and Ranđelović, Miomir and Trivić, Dragica",
year = "2009",
abstract = "Chemists have chosen to use the term mole to represent amounts of a substance that were applicable for them. The mole unit acts as a bridge between the level on which chemists actually work in the laboratory (by weight, in grams) and the way substances actually react with each other (by individual particles, such as atoms). In this paper an approach to the elaboration of the relations among the amounts of a substance, the mass of a substance and the number of particles with the first grade secondary school pupils is presented.",
journal = "Hemijski pregled",
title = "How do the chemists count?, Kako hemičari broje",
volume = "50",
number = "4",
pages = "107-110",
url = "https://hdl.handle.net/21.15107/rcub_cherry_270"
}

Marković, M., Ranđelović, M.,& Trivić, D.. (2009). How do the chemists count?. in Hemijski pregled, 50(4), 107-110.
https://hdl.handle.net/21.15107/rcub_cherry_270

Marković M, Ranđelović M, Trivić D. How do the chemists count?. in Hemijski pregled. 2009;50(4):107-110.
https://hdl.handle.net/21.15107/rcub_cherry_270 .

Marković, Mirjana, Ranđelović, Miomir, Trivić, Dragica, "How do the chemists count?" in Hemijski pregled, 50, no. 4 (2009):107-110,
https://hdl.handle.net/21.15107/rcub_cherry_270 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Ranđelović, Miomir
AU  - Marković, Mirjana
PY  - 2009
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/225
AB  - This paper is on different approaches concerning estimating a certain level of knowledge or development of certain abilities form the field of natural sciences, particularly Chemistry. Examples of tasks have been illustrated and they show how abilities of students can be tested concerning observing the change of substances, to give their own assumptions, form explanations and make conclusions based on observations and to plan simple research. The proposed tasks give a feedback about connecting macro level (observed characteristics and changes of substances), micro level (structure of substances) and symbolic level (qualitative and quantitative meaning of chemical symbols, formula and equations of chemical reactions).
AB  - U radu su prikazani različiti pristupi i iskustva u vezi sa proveravanjem usmerenim na utvrđivanje određenog nivoa znanja ili razvijenosti određenih sposobnosti u oblasti prirodnih nauka i posebno hemije. Primerima zadataka ilustrovano je kako se mogu ispitivati sposobnosti učenika da zapažaju svojstva i promene supstanci, da iznose pretpostavke, formulišu objašnjenja i izvode zaključke na osnovu zapažanja, da planiraju jednostavna istraživanja. Predloženi zadaci daju povratnu informaciju o povezivanju makronivoa (opažena svojstva i promene supstanci), mikronivoa (struktura supstanci) i simboličkog nivoa (kvalitativna i kvantitativna značenja hemijskih simbola, formula i jednačina hemijskih reakcija).
T2  - Pedagogija
T1  - Testing directed to aims and outcomes of learning Chemistry
T1  - Proveravanje usmereno na ciljeve i ishode učenja hemije
VL  - 64
IS  - 1
SP  - 158
EP  - 170
UR  - https://hdl.handle.net/21.15107/rcub_cherry_225
ER  - 

@article{
author = "Trivić, Dragica and Ranđelović, Miomir and Marković, Mirjana",
year = "2009",
abstract = "This paper is on different approaches concerning estimating a certain level of knowledge or development of certain abilities form the field of natural sciences, particularly Chemistry. Examples of tasks have been illustrated and they show how abilities of students can be tested concerning observing the change of substances, to give their own assumptions, form explanations and make conclusions based on observations and to plan simple research. The proposed tasks give a feedback about connecting macro level (observed characteristics and changes of substances), micro level (structure of substances) and symbolic level (qualitative and quantitative meaning of chemical symbols, formula and equations of chemical reactions)., U radu su prikazani različiti pristupi i iskustva u vezi sa proveravanjem usmerenim na utvrđivanje određenog nivoa znanja ili razvijenosti određenih sposobnosti u oblasti prirodnih nauka i posebno hemije. Primerima zadataka ilustrovano je kako se mogu ispitivati sposobnosti učenika da zapažaju svojstva i promene supstanci, da iznose pretpostavke, formulišu objašnjenja i izvode zaključke na osnovu zapažanja, da planiraju jednostavna istraživanja. Predloženi zadaci daju povratnu informaciju o povezivanju makronivoa (opažena svojstva i promene supstanci), mikronivoa (struktura supstanci) i simboličkog nivoa (kvalitativna i kvantitativna značenja hemijskih simbola, formula i jednačina hemijskih reakcija).",
journal = "Pedagogija",
title = "Testing directed to aims and outcomes of learning Chemistry, Proveravanje usmereno na ciljeve i ishode učenja hemije",
volume = "64",
number = "1",
pages = "158-170",
url = "https://hdl.handle.net/21.15107/rcub_cherry_225"
}

Trivić, D., Ranđelović, M.,& Marković, M.. (2009). Testing directed to aims and outcomes of learning Chemistry. in Pedagogija, 64(1), 158-170.
https://hdl.handle.net/21.15107/rcub_cherry_225

Trivić D, Ranđelović M, Marković M. Testing directed to aims and outcomes of learning Chemistry. in Pedagogija. 2009;64(1):158-170.
https://hdl.handle.net/21.15107/rcub_cherry_225 .

Trivić, Dragica, Ranđelović, Miomir, Marković, Mirjana, "Testing directed to aims and outcomes of learning Chemistry" in Pedagogija, 64, no. 1 (2009):158-170,
https://hdl.handle.net/21.15107/rcub_cherry_225 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Ranđelović, Miomir
PY  - 2007
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/4230
AB  - Presented here are two tasks with chemical substances of fireworks that reveal how much the knowledge of chemistrz helps students understand some products thez use frequently. To solve the problem students are expected to get engaged in the following activities: reading a short text - introduction to the theme of the task; formulating their own hypotheses; reading the presented explanations; critical assessment of the offered hypotheses; experimental checking of both the hypotheses and explanations given in the text of the task. The anticipated time for each task is 45 minutes (one period). The paper presents the analysis of the results obtained from testing primary school students (age 14) at one of the two tasks. The results showed that the students were not sufficiently successful in formulating their hypotheses based solely on their knowledge of chemistry. However, subsequent explanations and experiments improved the students' predictions and conclusions.
PB  - Beijing Science Education Innovation center
T2  - Journal of Science Education
T1  - Fireworks on school bench
VL  - 8
IS  - 2
SP  - 96
EP  - 99
UR  - https://hdl.handle.net/21.15107/rcub_cherry_4230
ER  - 

@article{
author = "Trivić, Dragica and Ranđelović, Miomir",
year = "2007",
abstract = "Presented here are two tasks with chemical substances of fireworks that reveal how much the knowledge of chemistrz helps students understand some products thez use frequently. To solve the problem students are expected to get engaged in the following activities: reading a short text - introduction to the theme of the task; formulating their own hypotheses; reading the presented explanations; critical assessment of the offered hypotheses; experimental checking of both the hypotheses and explanations given in the text of the task. The anticipated time for each task is 45 minutes (one period). The paper presents the analysis of the results obtained from testing primary school students (age 14) at one of the two tasks. The results showed that the students were not sufficiently successful in formulating their hypotheses based solely on their knowledge of chemistry. However, subsequent explanations and experiments improved the students' predictions and conclusions.",
publisher = "Beijing Science Education Innovation center",
journal = "Journal of Science Education",
title = "Fireworks on school bench",
volume = "8",
number = "2",
pages = "96-99",
url = "https://hdl.handle.net/21.15107/rcub_cherry_4230"
}

Trivić, D.,& Ranđelović, M.. (2007). Fireworks on school bench. in Journal of Science Education
Beijing Science Education Innovation center., 8(2), 96-99.
https://hdl.handle.net/21.15107/rcub_cherry_4230

Trivić D, Ranđelović M. Fireworks on school bench. in Journal of Science Education. 2007;8(2):96-99.
https://hdl.handle.net/21.15107/rcub_cherry_4230 .

Trivić, Dragica, Ranđelović, Miomir, "Fireworks on school bench" in Journal of Science Education, 8, no. 2 (2007):96-99,
https://hdl.handle.net/21.15107/rcub_cherry_4230 .

TY  - JOUR
AU  - Marković, Mirjana
AU  - Ranđelović, Miomir
AU  - Vukotić, Vladimir
AU  - Trivić, Dragica
PY  - 2007
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/259
AB  - This paper presents the plan of the realization of chemistry teaching contents in the 8th grade of primary school. The sequence of teaching units and its contents are presented.
AB  - U članku je predložen raspored nastavnih jedinica u okviru tema u izmenjenom nastavnom programu za osmi razred. Naravno, moguće je i drugačije rasporediti sadržaj. Nastavnik ima tu obavezu da prema mogućnostima učenika da nauče određeno gra-divo, prema uslovima koje ima u školi, menja raspored uključuje ili izostavlja pojedine sadržaje, predložene za konkretne časove. Bitno je da po završetku osnovne škole učenici povezuju strukturu supstanci njihova svojstva, promene kojima podležu, i na tome zasnovane vidove praktične primene.
T2  - Hemijski pregled
T1  - The plan of the chemistry classes realization in the 8th grade
T1  - Predlog plana realizacije nastave hemije u 8. razredu
VL  - 48
IS  - 4
SP  - 105
EP  - 110
UR  - https://hdl.handle.net/21.15107/rcub_cherry_259
ER  - 

@article{
author = "Marković, Mirjana and Ranđelović, Miomir and Vukotić, Vladimir and Trivić, Dragica",
year = "2007",
abstract = "This paper presents the plan of the realization of chemistry teaching contents in the 8th grade of primary school. The sequence of teaching units and its contents are presented., U članku je predložen raspored nastavnih jedinica u okviru tema u izmenjenom nastavnom programu za osmi razred. Naravno, moguće je i drugačije rasporediti sadržaj. Nastavnik ima tu obavezu da prema mogućnostima učenika da nauče određeno gra-divo, prema uslovima koje ima u školi, menja raspored uključuje ili izostavlja pojedine sadržaje, predložene za konkretne časove. Bitno je da po završetku osnovne škole učenici povezuju strukturu supstanci njihova svojstva, promene kojima podležu, i na tome zasnovane vidove praktične primene.",
journal = "Hemijski pregled",
title = "The plan of the chemistry classes realization in the 8th grade, Predlog plana realizacije nastave hemije u 8. razredu",
volume = "48",
number = "4",
pages = "105-110",
url = "https://hdl.handle.net/21.15107/rcub_cherry_259"
}

Marković, M., Ranđelović, M., Vukotić, V.,& Trivić, D.. (2007). The plan of the chemistry classes realization in the 8th grade. in Hemijski pregled, 48(4), 105-110.
https://hdl.handle.net/21.15107/rcub_cherry_259

Marković M, Ranđelović M, Vukotić V, Trivić D. The plan of the chemistry classes realization in the 8th grade. in Hemijski pregled. 2007;48(4):105-110.
https://hdl.handle.net/21.15107/rcub_cherry_259 .

Marković, Mirjana, Ranđelović, Miomir, Vukotić, Vladimir, Trivić, Dragica, "The plan of the chemistry classes realization in the 8th grade" in Hemijski pregled, 48, no. 4 (2007):105-110,
https://hdl.handle.net/21.15107/rcub_cherry_259 .

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
PY  - 2005
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/256
AB  - The results of the probe investigation related to knowledge of some of the basic chemistry facts are presented in this paper. Our investigation has involved teachers, parents and pupils.
T2  - Hemijski pregled
T1  - The chemistry facts: A part of chemical literacy
T1  - Hemijske činjenice - deo hemijske pismenosti
VL  - 46
IS  - 3
SP  - 64
EP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_cherry_256
ER  - 

@article{
author = "Ranđelović, Miomir and Trivić, Dragica",
year = "2005",
abstract = "The results of the probe investigation related to knowledge of some of the basic chemistry facts are presented in this paper. Our investigation has involved teachers, parents and pupils.",
journal = "Hemijski pregled",
title = "The chemistry facts: A part of chemical literacy, Hemijske činjenice - deo hemijske pismenosti",
volume = "46",
number = "3",
pages = "64-67",
url = "https://hdl.handle.net/21.15107/rcub_cherry_256"
}

Ranđelović, M.,& Trivić, D.. (2005). The chemistry facts: A part of chemical literacy. in Hemijski pregled, 46(3), 64-67.
https://hdl.handle.net/21.15107/rcub_cherry_256

Ranđelović M, Trivić D. The chemistry facts: A part of chemical literacy. in Hemijski pregled. 2005;46(3):64-67.
https://hdl.handle.net/21.15107/rcub_cherry_256 .

Ranđelović, Miomir, Trivić, Dragica, "The chemistry facts: A part of chemical literacy" in Hemijski pregled, 46, no. 3 (2005):64-67,
https://hdl.handle.net/21.15107/rcub_cherry_256 .

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 .