Korolija, Jasminka N.

Link to this page

Authority KeyName Variants
2ecdc52c-9761-44e3-829e-56f60813a173
  • Korolija, Jasminka N. (3)
Projects

Author's Bibliography

Translation of P = kT into a pictorial external representation by high school seniors

Matijasevic, Igor; Korolija, Jasminka N.; Mandić, Ljuba M.

(Royal Soc Chemistry, Cambridge, 2016)

TY  - JOUR
AU  - Matijasevic, Igor
AU  - Korolija, Jasminka N.
AU  - Mandić, Ljuba M.
PY  - 2016
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2339
AB  - This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial external representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial representations of the other gas laws (P = k/V, or V = kT) instead. Failure to choose the correct answer was surprising considering that the symbol for volume was absent which should have been the key clue. Through the analysis of students' explanations (the classes of 2011 and 2012) and interviews (the class of 2013) we considered the reasoning applied by students who chose the correct answer or distractors for the multiple choice part of the item. Among the students who answered correctly there were explanations which contained misconceptions. Several factors that lead to the unsuccessful translation between external representations have been discovered. Students interpreted the change in one quantity based on the notation for the change in another one because of deep rooted cognitive schemas about changing two quantities (volume and pressure, pressure and temperature, temperature and volume), without consideration that for such changes to be valid for gases all three quantities need to be considered for a certain amount of substance. Those cognitive schemas interfered with mathematical reasoning, i.e. students possessed limited understanding of the equations.
PB  - Royal Soc Chemistry, Cambridge
T2  - Chemistry Education: Research and Practice
T1  - Translation of P = kT into a pictorial external representation by high school seniors
VL  - 17
IS  - 4
SP  - 656
EP  - 674
DO  - 10.1039/c6rp00030d
UR  - Kon_3155
ER  - 
@article{
author = "Matijasevic, Igor and Korolija, Jasminka N. and Mandić, Ljuba M.",
year = "2016",
abstract = "This paper describes the results achieved by high school seniors on an item which involves translation of the equation P = kT into a corresponding pictorial external representation. The majority of students (the classes of 2011, 2012 and 2013) did not give the correct answer to the multiple choice part of the translation item. They chose pictorial representations of the other gas laws (P = k/V, or V = kT) instead. Failure to choose the correct answer was surprising considering that the symbol for volume was absent which should have been the key clue. Through the analysis of students' explanations (the classes of 2011 and 2012) and interviews (the class of 2013) we considered the reasoning applied by students who chose the correct answer or distractors for the multiple choice part of the item. Among the students who answered correctly there were explanations which contained misconceptions. Several factors that lead to the unsuccessful translation between external representations have been discovered. Students interpreted the change in one quantity based on the notation for the change in another one because of deep rooted cognitive schemas about changing two quantities (volume and pressure, pressure and temperature, temperature and volume), without consideration that for such changes to be valid for gases all three quantities need to be considered for a certain amount of substance. Those cognitive schemas interfered with mathematical reasoning, i.e. students possessed limited understanding of the equations.",
publisher = "Royal Soc Chemistry, Cambridge",
journal = "Chemistry Education: Research and Practice",
title = "Translation of P = kT into a pictorial external representation by high school seniors",
volume = "17",
number = "4",
pages = "656-674",
doi = "10.1039/c6rp00030d",
url = "Kon_3155"
}
Matijasevic, I., Korolija, J. N.,& Mandić, L. M.. (2016). Translation of P = kT into a pictorial external representation by high school seniors. in Chemistry Education: Research and Practice
Royal Soc Chemistry, Cambridge., 17(4), 656-674.
https://doi.org/10.1039/c6rp00030d
Kon_3155
Matijasevic I, Korolija JN, Mandić LM. Translation of P = kT into a pictorial external representation by high school seniors. in Chemistry Education: Research and Practice. 2016;17(4):656-674.
doi:10.1039/c6rp00030d
Kon_3155 .
Matijasevic, Igor, Korolija, Jasminka N., Mandić, Ljuba M., "Translation of P = kT into a pictorial external representation by high school seniors" in Chemistry Education: Research and Practice, 17, no. 4 (2016):656-674,
https://doi.org/10.1039/c6rp00030d .,
Kon_3155 .
1
5
4
4

"It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education

Korolija, Jasminka N.; Rajic, Snezana; Tosic, Milena; Mandić, Ljuba M.

(Serbian Chemical Soc, Belgrade, 2015)

TY  - JOUR
AU  - Korolija, Jasminka N.
AU  - Rajic, Snezana
AU  - Tosic, Milena
AU  - Mandić, Ljuba M.
PY  - 2015
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2016
AB  - In order to improve the ability to apply knowledge of chemistry (acquired in the existing educational system) in real life, the model for consideration of ecological issues was developed and applied in high school. The model consists of a continuous text "It Happened, What's the Problem?" and a test with non-continuous text "A Guide Through the Problem", which were prepared for consideration of the problem of eutrophication. All results obtained (average achievement of 70.9 +/- 14.3 %) showed that the application of the model enabled: understanding of an ecological problem based on scientific representations of the term eutrophication given in the continuous text, realization that pollution of the environment may be directly related to modern life, application of acquired knowledge of chemistry to observe and understand the cause and effect of eutrophication in the environment, to draw a scientific conclusion, and understanding the importance of science and technology discoveries for solving ecological problems. In addition, the model contributed to the development of student's environmental literacy (ecological knowledge and cognitive skills), ability to think critically, and provided possibilities for classroom knowledge to become applicable in real life.
PB  - Serbian Chemical Soc, Belgrade
T2  - Journal of the Serbian Chemical Society
T1  - "It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education
VL  - 80
IS  - 12
SP  - 1567
EP  - 1580
DO  - 10.2298/JSC150522072K
UR  - Kon_2971
ER  - 
@article{
author = "Korolija, Jasminka N. and Rajic, Snezana and Tosic, Milena and Mandić, Ljuba M.",
year = "2015",
abstract = "In order to improve the ability to apply knowledge of chemistry (acquired in the existing educational system) in real life, the model for consideration of ecological issues was developed and applied in high school. The model consists of a continuous text "It Happened, What's the Problem?" and a test with non-continuous text "A Guide Through the Problem", which were prepared for consideration of the problem of eutrophication. All results obtained (average achievement of 70.9 +/- 14.3 %) showed that the application of the model enabled: understanding of an ecological problem based on scientific representations of the term eutrophication given in the continuous text, realization that pollution of the environment may be directly related to modern life, application of acquired knowledge of chemistry to observe and understand the cause and effect of eutrophication in the environment, to draw a scientific conclusion, and understanding the importance of science and technology discoveries for solving ecological problems. In addition, the model contributed to the development of student's environmental literacy (ecological knowledge and cognitive skills), ability to think critically, and provided possibilities for classroom knowledge to become applicable in real life.",
publisher = "Serbian Chemical Soc, Belgrade",
journal = "Journal of the Serbian Chemical Society",
title = ""It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education",
volume = "80",
number = "12",
pages = "1567-1580",
doi = "10.2298/JSC150522072K",
url = "Kon_2971"
}
Korolija, J. N., Rajic, S., Tosic, M.,& Mandić, L. M.. (2015). "It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education. in Journal of the Serbian Chemical Society
Serbian Chemical Soc, Belgrade., 80(12), 1567-1580.
https://doi.org/10.2298/JSC150522072K
Kon_2971
Korolija JN, Rajic S, Tosic M, Mandić LM. "It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education. in Journal of the Serbian Chemical Society. 2015;80(12):1567-1580.
doi:10.2298/JSC150522072K
Kon_2971 .
Korolija, Jasminka N., Rajic, Snezana, Tosic, Milena, Mandić, Ljuba M., ""It happened, what's the problem?" and "A guide through the problem" - A model for consideration of ecological issues in chemistry education" in Journal of the Serbian Chemical Society, 80, no. 12 (2015):1567-1580,
https://doi.org/10.2298/JSC150522072K .,
Kon_2971 .
1
1
1

Beer as a Teaching Aid in the Classroom and Laboratory

Korolija, Jasminka N.; Plavsic, Jovica V.; Marinkovic, Dragan; Mandić, Ljuba M.

(Amer Chemical Soc, Washington, 2012)

TY  - JOUR
AU  - Korolija, Jasminka N.
AU  - Plavsic, Jovica V.
AU  - Marinkovic, Dragan
AU  - Mandić, Ljuba M.
PY  - 2012
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/1278
AB  - Beer was chosen as a teaching tool to maximize students' class participation and systemize and enhance their knowledge of chemistry. Viewing beer as a complex mixture allowed the students to learn how to directly apply their chemistry knowledge. Before the "Beer Unit" students were instructed to research beer and acquire data on beer composition and properties. They were also asked to propose a hypothesis about possible chemical links between the components of beer and suggest qualitative analytical experiments. During the Laboratory and classroom periods, the students performed experiments, analyzed the results, tested their hypotheses, and solved problems. The multilevel approach generated more discussion topics and acquisition of new chemistry knowledge. The students were also encouraged to point out negative consequences caused by uncontrolled consumption of beer. As a result of this unit, the students obtained the correct answers during chemistry classes, and they gained powerful arguments for discussions and were able to make proper health and life choices.
PB  - Amer Chemical Soc, Washington
T2  - Journal of Chemical Education
T1  - Beer as a Teaching Aid in the Classroom and Laboratory
VL  - 89
IS  - 5
SP  - 605
EP  - 609
DO  - 10.1021/ed200187c
UR  - Kon_2301
ER  - 
@article{
author = "Korolija, Jasminka N. and Plavsic, Jovica V. and Marinkovic, Dragan and Mandić, Ljuba M.",
year = "2012",
abstract = "Beer was chosen as a teaching tool to maximize students' class participation and systemize and enhance their knowledge of chemistry. Viewing beer as a complex mixture allowed the students to learn how to directly apply their chemistry knowledge. Before the "Beer Unit" students were instructed to research beer and acquire data on beer composition and properties. They were also asked to propose a hypothesis about possible chemical links between the components of beer and suggest qualitative analytical experiments. During the Laboratory and classroom periods, the students performed experiments, analyzed the results, tested their hypotheses, and solved problems. The multilevel approach generated more discussion topics and acquisition of new chemistry knowledge. The students were also encouraged to point out negative consequences caused by uncontrolled consumption of beer. As a result of this unit, the students obtained the correct answers during chemistry classes, and they gained powerful arguments for discussions and were able to make proper health and life choices.",
publisher = "Amer Chemical Soc, Washington",
journal = "Journal of Chemical Education",
title = "Beer as a Teaching Aid in the Classroom and Laboratory",
volume = "89",
number = "5",
pages = "605-609",
doi = "10.1021/ed200187c",
url = "Kon_2301"
}
Korolija, J. N., Plavsic, J. V., Marinkovic, D.,& Mandić, L. M.. (2012). Beer as a Teaching Aid in the Classroom and Laboratory. in Journal of Chemical Education
Amer Chemical Soc, Washington., 89(5), 605-609.
https://doi.org/10.1021/ed200187c
Kon_2301
Korolija JN, Plavsic JV, Marinkovic D, Mandić LM. Beer as a Teaching Aid in the Classroom and Laboratory. in Journal of Chemical Education. 2012;89(5):605-609.
doi:10.1021/ed200187c
Kon_2301 .
Korolija, Jasminka N., Plavsic, Jovica V., Marinkovic, Dragan, Mandić, Ljuba M., "Beer as a Teaching Aid in the Classroom and Laboratory" in Journal of Chemical Education, 89, no. 5 (2012):605-609,
https://doi.org/10.1021/ed200187c .,
Kon_2301 .
7
18
16
20