TY  - JOUR
AU  - Trivić, Dragica
AU  - Tomašević, Biljana
AU  - Vuković, Ivana
PY  - 2012
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5098
AB  - In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods,
according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is
presented. The pedagogic experiment with parallel groups was carried out within six sessions during the
2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School
in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the
demonstration methods and the stoichiometry calculations. The other group (group B) were divided into
several groups and each of them had a few tasks: (i) to conduct experiments and according to results to
create stoichiometry problems, and (ii) to read the text and according to the information from text to
develop stoichiometry problems.
At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results
show that an opportunity to create stoichiometry tasks associated with the experimental work or with the
texts can contribute to the development of students divergent thinking.
T2  - Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy
T1  - Students creativity in chemistry classes
VL  - 34
IS  - 3
SP  - 393
EP  - 398
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5098
ER  - 

@article{
author = "Trivić, Dragica and Tomašević, Biljana and Vuković, Ivana",
year = "2012",
abstract = "In this paper the effects of the elaboration of the Stoichiometry by different teaching/learning methods,
according to aims to encourage divergent thinking and creativity of primary school students (aged 13), is
presented. The pedagogic experiment with parallel groups was carried out within six sessions during the
2010/2011 academic year. Two seventh grade classes (50 students) from Mathematical Grammar School
in Belgrade were chosen as a sample. One group (group A) was taught by a combination of the
demonstration methods and the stoichiometry calculations. The other group (group B) were divided into
several groups and each of them had a few tasks: (i) to conduct experiments and according to results to
create stoichiometry problems, and (ii) to read the text and according to the information from text to
develop stoichiometry problems.
At the pre-test, the group A showed a slightly higher overall result than the group B. The results of posttest show that the great number of different types of responses was given in group B. The obtained results
show that an opportunity to create stoichiometry tasks associated with the experimental work or with the
texts can contribute to the development of students divergent thinking.",
journal = "Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy",
title = "Students creativity in chemistry classes",
volume = "34",
number = "3",
pages = "393-398",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5098"
}

Trivić, D., Tomašević, B.,& Vuković, I.. (2012). Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34(3), 393-398.
https://hdl.handle.net/21.15107/rcub_cherry_5098

Trivić D, Tomašević B, Vuković I. Students creativity in chemistry classes. in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy. 2012;34(3):393-398.
https://hdl.handle.net/21.15107/rcub_cherry_5098 .

Trivić, Dragica, Tomašević, Biljana, Vuković, Ivana, "Students creativity in chemistry classes" in Giornale di Didattica e Cultura della Società Chimica Italiana, Proceedings, July 15- 20, 2012 Rome, Italy, 34, no. 3 (2012):393-398,
https://hdl.handle.net/21.15107/rcub_cherry_5098 .