TY  - JOUR
AU  - Kozić, Miloš
AU  - Trivić, Dragica
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5788
AB  - Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent
students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the  control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of
waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities.
PB  - Lithuania : Scientific Methodical Center Scientia Educologica
T2  - Journal of Baltic Science Education
T1  - The waterworks: a context for understanding chemistry concepts in the seventh grade of primary school
VL  - 21
IS  - 6A
SP  - 1165
EP  - 1180
DO  - 10.33225/jbse/22.21.1165
ER  - 

@article{
author = "Kozić, Miloš and Trivić, Dragica",
year = "2022",
abstract = "Industry field trips provide the contexts that enable students to improve their understanding of chemical concepts and processes. The aim of this research study was to explore to what extent
students improve their understanding of water, solutions, mixtures, and the methods used for separating mixture components in the context of the waterworks, and what their views towards such an approach are. The sample consisted of 36 students aged 13 to 14 years, equally divided into the experimental and control group. The teaching unit Water and its significance for the living world was realised within the context of the waterworks in the experimental group, while in the  control group it was realised using a conventional approach at school. Prior to the elaboration of the teaching unit the students from both groups had been tested using a pre-test, and upon the completion they were tested using a post-test. The views of the experimental group were examined using a questionnaire. The obtained results showed that the activities in the context of
waterworks improved the understanding of the studied concepts, that students recognised the relevance of the applied context for their personal and societal life, as well as for their own future professional activities.",
publisher = "Lithuania : Scientific Methodical Center Scientia Educologica",
journal = "Journal of Baltic Science Education",
title = "The waterworks: a context for understanding chemistry concepts in the seventh grade of primary school",
volume = "21",
number = "6A",
pages = "1165-1180",
doi = "10.33225/jbse/22.21.1165"
}

Kozić, M.,& Trivić, D.. (2022). The waterworks: a context for understanding chemistry concepts in the seventh grade of primary school. in Journal of Baltic Science Education
Lithuania : Scientific Methodical Center Scientia Educologica., 21(6A), 1165-1180.
https://doi.org/10.33225/jbse/22.21.1165

Kozić M, Trivić D. The waterworks: a context for understanding chemistry concepts in the seventh grade of primary school. in Journal of Baltic Science Education. 2022;21(6A):1165-1180.
doi:10.33225/jbse/22.21.1165 .

Kozić, Miloš, Trivić, Dragica, "The waterworks: a context for understanding chemistry concepts in the seventh grade of primary school" in Journal of Baltic Science Education, 21, no. 6A (2022):1165-1180,
https://doi.org/10.33225/jbse/22.21.1165 . .

TY  - JOUR
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
PY  - 2022
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5096
AB  - In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.
PB  - Belgrade : Serbian Chemical Society
T2  - Journal of the Serbian Chemical Society
T1  - Internet pages for asynchronous online and face-to-face learning about solutions and dissolution
VL  - 87
IS  - 4
SP  - 531
EP  - 543
DO  - 10.2298/JSC210804060R
ER  - 

@article{
author = "Ralević, Lidija and Tomašević, Biljana and Trivić, Dragica",
year = "2022",
abstract = "In the last decades online communication has become an important part of the education. In the conditions caused by the COVID-19 pandemic it has become significant since it was necessary to switch to some forms of online teaching/learning. The aim of this research study was to compare the effects of the application of internet pages for independent online asynchronous learning outside the school (group A) and face-to-face instruction realized by a teacher at school (group B). The content of the internet pages was created in order to enable the acquisition of the concepts of solutions and dissolution in the seventh grade of primary school. The effects of the approaches were studied based on the student achievement in a post-test (immediately upon learning) and in a delayed post-test (a year after the applied approaches). The participants in this research study were 187 primary school students. There was not a statistically significant difference between the overall achievements of the students who learnt about solutions and dissolution by independent asynchronous online learning and face-to-face learning at school. This implies that the similar results can be achieved with asynchronous online learning as with face-to-face learning when the conditions do not allow school-based education.",
publisher = "Belgrade : Serbian Chemical Society",
journal = "Journal of the Serbian Chemical Society",
title = "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution",
volume = "87",
number = "4",
pages = "531-543",
doi = "10.2298/JSC210804060R"
}

Ralević, L., Tomašević, B.,& Trivić, D.. (2022). Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society
Belgrade : Serbian Chemical Society., 87(4), 531-543.
https://doi.org/10.2298/JSC210804060R

Ralević L, Tomašević B, Trivić D. Internet pages for asynchronous online and face-to-face learning about solutions and dissolution. in Journal of the Serbian Chemical Society. 2022;87(4):531-543.
doi:10.2298/JSC210804060R .

Ralević, Lidija, Tomašević, Biljana, Trivić, Dragica, "Internet pages for asynchronous online and face-to-face learning about solutions and dissolution" in Journal of the Serbian Chemical Society, 87, no. 4 (2022):531-543,
https://doi.org/10.2298/JSC210804060R . .

TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
AU  - Ralević, Lidija
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4786
AB  - The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.
PB  - Serbian Chemical Society
T2  - Journal of the Serbian Chemical Society
T1  - The programme for professional development of chemistry teachers’ assessment competency
VL  - 86
IS  - 10
SP  - 997
EP  - 1010
DO  - 10.2298/JSC210710052T
ER  - 

@article{
author = "Tomašević, Biljana and Trivić, Dragica and Milanović, Vesna D. and Ralević, Lidija",
year = "2021",
abstract = "The aim of this paper is to investigate the effects of the programme for professional development of chemistry teachers on their competencies for conducting formative and summative assessment in chemistry teaching. The programme participants were 30 chemistry teachers from primary and secondary schools. Data were collected using a questionnaire at the beginning and at the end of the programme implementation. The programme included four workshops with the same structure: the introduction, group work and the discussion of the results obtained through group work. The workshops focused on: i) the assessment as a support for chemistry learning; ii) the harmonization of teaching and learning activities, formative and summative assessment, feedback from formative assessment and the criteria used to evaluate students in summative assessment; iii) the evaluation of the validity of tasks used for formative and summative assessment according to the curricula aims and the educational standards; iv) designing tasks for monitoring students’ progress towards certain educational standards. Teachers’ responses show the impact of the programme for the development of their competencies for assessment, particularly regarding formative and summative assessment and designing various kinds of assessment in accordance with the achievement standards.",
publisher = "Serbian Chemical Society",
journal = "Journal of the Serbian Chemical Society",
title = "The programme for professional development of chemistry teachers’ assessment competency",
volume = "86",
number = "10",
pages = "997-1010",
doi = "10.2298/JSC210710052T"
}

Tomašević, B., Trivić, D., Milanović, V. D.,& Ralević, L.. (2021). The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society
Serbian Chemical Society., 86(10), 997-1010.
https://doi.org/10.2298/JSC210710052T

Tomašević B, Trivić D, Milanović VD, Ralević L. The programme for professional development of chemistry teachers’ assessment competency. in Journal of the Serbian Chemical Society. 2021;86(10):997-1010.
doi:10.2298/JSC210710052T .

Tomašević, Biljana, Trivić, Dragica, Milanović, Vesna D., Ralević, Lidija, "The programme for professional development of chemistry teachers’ assessment competency" in Journal of the Serbian Chemical Society, 86, no. 10 (2021):997-1010,
https://doi.org/10.2298/JSC210710052T . .

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4947
AB  - The COVID-19 pandemic and the suspension of face-to-face learning at the University of Belgrade -
Faculty of Chemistry (UBFC) influenced the education of all chemistry students. The realization of the
experimental part of the studies presented a major challenge within all study programmes (Huang, 2020;
Youssef et al., 2020), while the realization of school practice was an additional challenge within the
education of pre-service chemistry teachers. In order to examine the pre-service chemistry teachers’ views
on the quality of the educational processes during the pandemic, we developed a voluntary anonymous
online survey using Google Forms. Six pre-service chemistry teachers, students of the fifth year of the
integrated undergraduate and graduate academic studies at the UBFC, participated in the research. The
survey consisted of four parts with 42 questions altogether. In the first part, the students’ demographic
data were collected. In the second part, the respondents were given several sets of questions regarding
ICT. In the third part, using a five-point Likert scale, the respondents expressed and then explained their
views regarding the general impact of the pandemic on their learning, the effectiveness of online lectures
and theory exercises within different chemistry and chemistry didactics courses, and the effectiveness of
assessments. In addition to this, they estimated the effectiveness of the laboratory exercises, which were
conducted face-to-face during one part of the semester, and the school practice in the pandemic
circumstances. In the last part, the respondents assessed the advantages and disadvantages of online
teaching and its impact on the development of teacher competencies. They put forward some suggestions
on how to improve online teaching and their views on the combination of online and face-to-face teaching
in the future. Respondents had no experience with online teaching/learning before the pandemic, but now
they spend two to eight hours a day engaged in these activities. All students usually use the PDF and PPT
presentations which accompany lectures, five of them use the Faculty's e-platform, while YouTube
videos, e-books, educational applications and web sites and the recordings of online lectures are used less
frequently. The effectiveness of online instruction within chemistry courses was rated 4 (Agree) by most
students (five out of six). Similarly, students rated the effectiveness of the online instruction within
chemistry didactics courses as 4 (three out of six) and 5 (two out of six). The effectiveness of online
theory exercises was rated the same for both chemistry courses and chemistry didactics courses: grade 5
was given by three out of six students, grade 4 was given by two students and grade 3 by one student.
Three out of six students rated the effectiveness of school practice as 3, two students as 4, while one
student rated it 5. The students singled out the lack of contact with pupils at schools as a major obstacle.
However, the preparation for online teaching helped them gain some useful experience for their future
practice. None of the students fully enjoyed online teaching and most of them were more comfortable
during face-to-face instruction due to better social interaction.
PB  - Slovenia : University of Ljubljana, Faculty of Education
C3  - EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts
T1  - Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic
SP  - 64
EP  - 64
UR  - https://hdl.handle.net/21.15107/rcub_cherry_4947
ER  - 

@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2021",
abstract = "The COVID-19 pandemic and the suspension of face-to-face learning at the University of Belgrade -
Faculty of Chemistry (UBFC) influenced the education of all chemistry students. The realization of the
experimental part of the studies presented a major challenge within all study programmes (Huang, 2020;
Youssef et al., 2020), while the realization of school practice was an additional challenge within the
education of pre-service chemistry teachers. In order to examine the pre-service chemistry teachers’ views
on the quality of the educational processes during the pandemic, we developed a voluntary anonymous
online survey using Google Forms. Six pre-service chemistry teachers, students of the fifth year of the
integrated undergraduate and graduate academic studies at the UBFC, participated in the research. The
survey consisted of four parts with 42 questions altogether. In the first part, the students’ demographic
data were collected. In the second part, the respondents were given several sets of questions regarding
ICT. In the third part, using a five-point Likert scale, the respondents expressed and then explained their
views regarding the general impact of the pandemic on their learning, the effectiveness of online lectures
and theory exercises within different chemistry and chemistry didactics courses, and the effectiveness of
assessments. In addition to this, they estimated the effectiveness of the laboratory exercises, which were
conducted face-to-face during one part of the semester, and the school practice in the pandemic
circumstances. In the last part, the respondents assessed the advantages and disadvantages of online
teaching and its impact on the development of teacher competencies. They put forward some suggestions
on how to improve online teaching and their views on the combination of online and face-to-face teaching
in the future. Respondents had no experience with online teaching/learning before the pandemic, but now
they spend two to eight hours a day engaged in these activities. All students usually use the PDF and PPT
presentations which accompany lectures, five of them use the Faculty's e-platform, while YouTube
videos, e-books, educational applications and web sites and the recordings of online lectures are used less
frequently. The effectiveness of online instruction within chemistry courses was rated 4 (Agree) by most
students (five out of six). Similarly, students rated the effectiveness of the online instruction within
chemistry didactics courses as 4 (three out of six) and 5 (two out of six). The effectiveness of online
theory exercises was rated the same for both chemistry courses and chemistry didactics courses: grade 5
was given by three out of six students, grade 4 was given by two students and grade 3 by one student.
Three out of six students rated the effectiveness of school practice as 3, two students as 4, while one
student rated it 5. The students singled out the lack of contact with pupils at schools as a major obstacle.
However, the preparation for online teaching helped them gain some useful experience for their future
practice. None of the students fully enjoyed online teaching and most of them were more comfortable
during face-to-face instruction due to better social interaction.",
publisher = "Slovenia : University of Ljubljana, Faculty of Education",
journal = "EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts",
title = "Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic",
pages = "64-64",
url = "https://hdl.handle.net/21.15107/rcub_cherry_4947"
}

Trivić, D.,& Milanović, V. D.. (2021). Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic. in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts
Slovenia : University of Ljubljana, Faculty of Education., 64-64.
https://hdl.handle.net/21.15107/rcub_cherry_4947

Trivić D, Milanović VD. Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic. in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts. 2021;:64-64.
https://hdl.handle.net/21.15107/rcub_cherry_4947 .

Trivić, Dragica, Milanović, Vesna D., "Pre-service chemistry teachers’ perception of the educational processes during the COVID-19 pandemic" in EUROVARIETY 2021, 9th European Variety in University Chemistry Education Conference, Book of abstracts (2021):64-64,
https://hdl.handle.net/21.15107/rcub_cherry_4947 .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Ralević, Lidija
AU  - Tomašević, Biljana
PY  - 2021
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/4943
AB  - The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci
VL  - 34
IS  - 3
SP  - 95
EP  - 109
DO  - 10.5937/inovacije2103095T
ER  - 

@article{
author = "Trivić, Dragica and Ralević, Lidija and Tomašević, Biljana",
year = "2021",
abstract = "The aim of this research is to examine how students in the eighth grade of elementary school and the first grade of high school interpret the representations of the structure and composition of substances and how successful they are in transforming the representations of one level into another. A total of 193 students participated in the research, 81 students of the eighth grade of elementary school and 112 students of the first grade of high school. According to the aim of the research and research questions, a test was prepared whose requirements referred to different levels of representations related to the structure of atoms, molecules and ions, chemical bonds, pure substances and mixtures. The students in the first grade of high school achieved a statistically significantly better overall achievement on the test compared to the students in the eighth grade of elementary school. The results of the research show that submicroscopic level representations help the eighth-grade students less in understanding the structure of atoms, molecules and ions, as well as the composition of pure substances and mixtures, while the first-grade high school students are more successful in their interpretation. In addition, the research results have shown that there are problems in translating the meaning of one level of representations to another, especially when information is conveyed using submicroscopic-level representations.",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci",
volume = "34",
number = "3",
pages = "95-109",
doi = "10.5937/inovacije2103095T"
}

Trivić, D., Ralević, L.,& Tomašević, B.. (2021). Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu, 34(3), 95-109.
https://doi.org/10.5937/inovacije2103095T

Trivić D, Ralević L, Tomašević B. Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci. in Inovacije u nastavi - časopis za savremenu nastavu. 2021;34(3):95-109.
doi:10.5937/inovacije2103095T .

Trivić, Dragica, Ralević, Lidija, Tomašević, Biljana, "Kako učenici osmog razreda osnovne škole i prvog razreda gimnazije interpretiraju reprezentacije strukture i sastava supstanci" in Inovacije u nastavi - časopis za savremenu nastavu, 34, no. 3 (2021):95-109,
https://doi.org/10.5937/inovacije2103095T . .

TY  - JOUR
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2020
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3838
AB  - The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.
PB  - Springer
T2  - Science and Education
T1  - Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry
VL  - 29
IS  - 1
SP  - 43
EP  - 74
DO  - 10.1007/s11191-019-00092-8
ER  - 

@article{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2020",
abstract = "The aim of this research was to establish the effects of argumentation and the quality of arguments related to history of the development of organic chemistry: (i) on the level of the pupils’ knowledge about the composition, structure and general properties of organic compounds; and (ii) on their perception of the key aspect of NOS that scientific knowledge is tentative. A quasi-experiment involved two parallel groups of 14-year-old pupils, a total of 105 of them. The pupils in group А, as opposed to those in group B, were exposed to argumentation in the context of history of the development of organic chemistry. The instruments in this research were a diagnostic test, used to establish how well matched the groups were in terms of previous knowledge, and a post-test, the purpose of which was to establish the effects of argumentation on the pupils’ achievements. After both tests, the pupils expressed their views of the fact that the scientific knowledge is tentative using a five-point Likert scale. All the arguments produced in group A were classified in four categories based on their structure. Although a moderately positive correlation between the quality of arguments and the post-test achievements in group A was established, no significant difference between the arithmetic means in the post-test in groups A and B was found. After the intervention, a significantly higher number of pupils in group A were of the opinion that scientific knowledge is tentative, compared with the number of pupils from group B.",
publisher = "Springer",
journal = "Science and Education",
title = "Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry",
volume = "29",
number = "1",
pages = "43-74",
doi = "10.1007/s11191-019-00092-8"
}

Milanović, V. D.,& Trivić, D.. (2020). Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry. in Science and Education
Springer., 29(1), 43-74.
https://doi.org/10.1007/s11191-019-00092-8

Milanović VD, Trivić D. Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry. in Science and Education. 2020;29(1):43-74.
doi:10.1007/s11191-019-00092-8 .

Milanović, Vesna D., Trivić, Dragica, "Arguments of 14-Year-Olds in the Context of History of the Development of Organic Chemistry" in Science and Education, 29, no. 1 (2020):43-74,
https://doi.org/10.1007/s11191-019-00092-8 . .

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  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2020
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5810
AB  - The aim of this research was to diagnose the students’ problems in the process of connecting the
macroscopic, submicroscopic and symbolic level of representation of physical and chemical changes of
substances and to investigate the potential of demonstration experiments for the purpose of eliminating
those problems. A total of 63 students (31 boys and 32 girls) attending the seventh grade of three primary
schools in Belgrade participated in this research. The data were collected using a test and an interview
which was conducted according to the protocol. The students completed a worksheet with requirements
related to the demonstration experiments. The worksheet had been designed in such a way so that it
guided the students in the process of considering the changes of substances and the analysis of their
answers provided an insight into how that process had gone. The work with each class included: pretesting,
completing the worksheet, post-testing and postponed testing. In order to compare the students’
achievements before and after observing demonstration experiments, the same test was used for the
purpose of the pre- and post-testing. After the lesson, four students from each class (12 students
altogether) were interviewed. Three months later, at the beginning of the following school year, the
students were tested again using the same test (postponed testing).
In the post-test, which was administered immediately after observing the demonstration
experiments, a larger number of students gave correct answers to eight out of nine tasks compared to the
pre-test (for one task the number of correct answers was the same in both tests). For one of the eight tasks
which had been done better, the difference in the percentage of correct answers was statistically
significant. The analysis of worksheets showed that the percentage of students who had provided a correct
answer decreased as the complexity of the mental processes required from the students increased, while
the percentage of the ones who did not provide an answer increased. The analysis of the answers in the
interviews pointed out the problems in connecting the symbolic, submicroscopic and macroscopic level of
representing substances and their changes. In the postponed testing, the students had better achievements
in seven tasks compared to the pre-test, and in two tasks compared to the post-test. The statistically
significant difference in the percentage of correct answers, which was found by comparing the results of
the post-test and the pre-test, was also found for the same task when the results of the postponed test and
the pre-test were compared. That task could be related with the observed demonstration experiments.
PB  - Weizmann Institute of Science
PB  - EuChemS
PB  - The Israel Chemical Society
PB  - IUPAC
C3  - 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book
T1  - The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5810
ER  - 

@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2020",
abstract = "The aim of this research was to diagnose the students’ problems in the process of connecting the
macroscopic, submicroscopic and symbolic level of representation of physical and chemical changes of
substances and to investigate the potential of demonstration experiments for the purpose of eliminating
those problems. A total of 63 students (31 boys and 32 girls) attending the seventh grade of three primary
schools in Belgrade participated in this research. The data were collected using a test and an interview
which was conducted according to the protocol. The students completed a worksheet with requirements
related to the demonstration experiments. The worksheet had been designed in such a way so that it
guided the students in the process of considering the changes of substances and the analysis of their
answers provided an insight into how that process had gone. The work with each class included: pretesting,
completing the worksheet, post-testing and postponed testing. In order to compare the students’
achievements before and after observing demonstration experiments, the same test was used for the
purpose of the pre- and post-testing. After the lesson, four students from each class (12 students
altogether) were interviewed. Three months later, at the beginning of the following school year, the
students were tested again using the same test (postponed testing).
In the post-test, which was administered immediately after observing the demonstration
experiments, a larger number of students gave correct answers to eight out of nine tasks compared to the
pre-test (for one task the number of correct answers was the same in both tests). For one of the eight tasks
which had been done better, the difference in the percentage of correct answers was statistically
significant. The analysis of worksheets showed that the percentage of students who had provided a correct
answer decreased as the complexity of the mental processes required from the students increased, while
the percentage of the ones who did not provide an answer increased. The analysis of the answers in the
interviews pointed out the problems in connecting the symbolic, submicroscopic and macroscopic level of
representing substances and their changes. In the postponed testing, the students had better achievements
in seven tasks compared to the pre-test, and in two tasks compared to the post-test. The statistically
significant difference in the percentage of correct answers, which was found by comparing the results of
the post-test and the pre-test, was also found for the same task when the results of the postponed test and
the pre-test were compared. That task could be related with the observed demonstration experiments.",
publisher = "Weizmann Institute of Science, EuChemS, The Israel Chemical Society, IUPAC",
journal = "15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book",
title = "The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5810"
}

Trivić, D.,& Milanović, V. D.. (2020). The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds. in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book
Weizmann Institute of Science..
https://hdl.handle.net/21.15107/rcub_cherry_5810

Trivić D, Milanović VD. The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds. in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book. 2020;.
https://hdl.handle.net/21.15107/rcub_cherry_5810 .

Trivić, Dragica, Milanović, Vesna D., "The macroscopic, submicroscopic and symbolic level of physical and chemical changes of substances in the reasoning of thirteen-year-olds" in 15 European Conference on Research in Chemical Education (ECRICE 2020 Webinar) Excellence and Innovation in Chemistry Teaching & Learning Abstract Book (2020),
https://hdl.handle.net/21.15107/rcub_cherry_5810 .

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2020
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5850
AB  - The aim of this research was to investigate the attitudes of fourteen-year-old students towards
science, scientific-research work and the importance of scientific work. The following research questions
were raised:
(i) What are students’ views on science and scientific-research work?
(ii) What are students’ attitudes towards the contribution of scientific work to the development of an
individual and the society?
(iii) What are students’ preferences towards science?
A total of 275 students (146 boys and 129 girls) from six primary schools in Belgrade participated
in this research. The research instrument was a questionnaire through which the following data were
collected: (i) students’ views on science, experiments and the main activities of scientists in natural and
social sciences; (ii) students’ attitudes towards the importance of scientific work for an individual and the
society; (iii) if there were some scientists and scientific discoveries that had made an impression on
students and if they themselves wanted to pursue a career in science in the future.
Based on the answers to the question What is science? it can be concluded that a larger
percentage of students perceives science as dynamic (the answers which point out study, research,
experimenting, making discoveries) than as static (the answers in which science is defined as a set of
knowledge or as a discipline). In students’ opinion, experiment is a part of scientific-research work, it
involves working under artificial, strictly controlled conditions (in a laboratory) and it most often involves
working with substances. Conducting experiments is one of the major activities of scientists, while other
activities mentioned also include the ones which are characteristic of scientific-research work, such as:
observation, analyzing, constructing and testing hypotheses, proving and deduction. Students have
identified certain similarities and differences in the activities done by scientists in natural and social
sciences. In their opinion, regardless of whether a scientist conducts research in the field of natural or
social sciences, he is hard-working, persistent and dedicated to his work, he has a thirst for knowledge,
conducts research and makes new discoveries.
The participants consider science important, both for them personally and for the society in
general. According to their answers, science is important because it enables the acquisition of new
knowledge and the development of an individual and the society and because it provides answers to many
questions.
The largest number of participants admire the discovery of electricity, and accordingly Nikola
Tesla is the scientist whom the largest number of students admire. The periodic table of elements is the
discovery in the field of chemistry which has impressed the students, while Mendeleev is the second most
favourite scientist. It can be observed that students do not have any role models among today’s scientists.
Both the discoveries which relate to modern technologies and the discoveries which represented a
revolution in the development of the society have been mentioned in the students’ answers. Students’
attitudes towards their future career in science are divided. A lack of interest in science or their own poor
achievements in science subjects are the most common reasons for not seeing themselves as scientists in
the future. A statistically significant correlation between a student’s chemistry grade and his/her desire to
pursue a career in science and a correlation between the participant’s gender and the affinity for the
profession of a scientist (in girls’ favour) have been confirmed. In both cases the correlation is weak.
PB  - Weizmann Institute of Science
PB  - EuChemS
PB  - The Israel Chemical Society
PB  - IUPAC
C3  - 15 European Conference on Research in Chemical Education (ECRICE 2020), Excellence and Innovation in Chemistry Teaching & Learning
T1  - What do fourteen-year-olds think of science and scientific-research work?
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5850
ER  - 

@conference{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2020",
abstract = "The aim of this research was to investigate the attitudes of fourteen-year-old students towards
science, scientific-research work and the importance of scientific work. The following research questions
were raised:
(i) What are students’ views on science and scientific-research work?
(ii) What are students’ attitudes towards the contribution of scientific work to the development of an
individual and the society?
(iii) What are students’ preferences towards science?
A total of 275 students (146 boys and 129 girls) from six primary schools in Belgrade participated
in this research. The research instrument was a questionnaire through which the following data were
collected: (i) students’ views on science, experiments and the main activities of scientists in natural and
social sciences; (ii) students’ attitudes towards the importance of scientific work for an individual and the
society; (iii) if there were some scientists and scientific discoveries that had made an impression on
students and if they themselves wanted to pursue a career in science in the future.
Based on the answers to the question What is science? it can be concluded that a larger
percentage of students perceives science as dynamic (the answers which point out study, research,
experimenting, making discoveries) than as static (the answers in which science is defined as a set of
knowledge or as a discipline). In students’ opinion, experiment is a part of scientific-research work, it
involves working under artificial, strictly controlled conditions (in a laboratory) and it most often involves
working with substances. Conducting experiments is one of the major activities of scientists, while other
activities mentioned also include the ones which are characteristic of scientific-research work, such as:
observation, analyzing, constructing and testing hypotheses, proving and deduction. Students have
identified certain similarities and differences in the activities done by scientists in natural and social
sciences. In their opinion, regardless of whether a scientist conducts research in the field of natural or
social sciences, he is hard-working, persistent and dedicated to his work, he has a thirst for knowledge,
conducts research and makes new discoveries.
The participants consider science important, both for them personally and for the society in
general. According to their answers, science is important because it enables the acquisition of new
knowledge and the development of an individual and the society and because it provides answers to many
questions.
The largest number of participants admire the discovery of electricity, and accordingly Nikola
Tesla is the scientist whom the largest number of students admire. The periodic table of elements is the
discovery in the field of chemistry which has impressed the students, while Mendeleev is the second most
favourite scientist. It can be observed that students do not have any role models among today’s scientists.
Both the discoveries which relate to modern technologies and the discoveries which represented a
revolution in the development of the society have been mentioned in the students’ answers. Students’
attitudes towards their future career in science are divided. A lack of interest in science or their own poor
achievements in science subjects are the most common reasons for not seeing themselves as scientists in
the future. A statistically significant correlation between a student’s chemistry grade and his/her desire to
pursue a career in science and a correlation between the participant’s gender and the affinity for the
profession of a scientist (in girls’ favour) have been confirmed. In both cases the correlation is weak.",
publisher = "Weizmann Institute of Science, EuChemS, The Israel Chemical Society, IUPAC",
journal = "15 European Conference on Research in Chemical Education (ECRICE 2020), Excellence and Innovation in Chemistry Teaching & Learning",
title = "What do fourteen-year-olds think of science and scientific-research work?",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5850"
}

Milanović, V. D.,& Trivić, D.. (2020). What do fourteen-year-olds think of science and scientific-research work?. in 15 European Conference on Research in Chemical Education (ECRICE 2020), Excellence and Innovation in Chemistry Teaching & Learning
Weizmann Institute of Science..
https://hdl.handle.net/21.15107/rcub_cherry_5850

Milanović VD, Trivić D. What do fourteen-year-olds think of science and scientific-research work?. in 15 European Conference on Research in Chemical Education (ECRICE 2020), Excellence and Innovation in Chemistry Teaching & Learning. 2020;.
https://hdl.handle.net/21.15107/rcub_cherry_5850 .

Milanović, Vesna D., Trivić, Dragica, "What do fourteen-year-olds think of science and scientific-research work?" in 15 European Conference on Research in Chemical Education (ECRICE 2020), Excellence and Innovation in Chemistry Teaching & Learning (2020),
https://hdl.handle.net/21.15107/rcub_cherry_5850 .

TY  - CONF
AU  - Милановић, Весна Д.
AU  - Тривић, Драгица
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5852
AB  - Како у учионици уз учење научних садржаја, подстаћи учење о природи научног знања и научноистраживачког рада? Бројни су радови у којима се препоручују садржаји из историје хемије као погодан контекст за учење научних појмова и учење о природи науке, тј. за развој обе компоненте научне писмености. Садржаји из историје науке пружају увид ученицима у развој научних идеја, у процес који је доводио до одређених сазнања, у начин резоновања научника, и могу подстаћи ученике да преиспитају сопствени резон и знање. Уграђивање садржаја из историје науке у наставни процес може помоћи ученицима да увиде да је наука резултат људске активности, да научно знање зависи од расположивих доказа, да се стално проверава и развија, тј. да је његова природа променљива.
Аргументовање је активност која је уграђена у научноистраживачки рад, али и у образовни процес. Аргументовано дискутовање је једна од вештина које чине научну писменост. Пружање разноврсних ослонаца ученицима за резоновање, за развој критичког мишљења и способности да формулишу аргументе у научном контексту, може допринети постизању циљева образовања у области природних наука, укључујући и хемију.
Имајући у виду претходно речено, изведено је истраживање са ученицима узраста 14 година приликом учења прве теме у области органске хемије - Увод у органску хемију, с циљем да се испитају: (а) ефекти наставних ситуација у којима ученици продукују аргументе за и против у вези са садржајима из историје развоја органске хемије, на ниво знања о саставу, структури и општим својствима органских једињења; (б) ефекти примењеног начина рада на опажање променљиве природе науке; (в) сложеност и тачност ученичких аргумената. Процењено је да се садржаји из историје развоја органске хемије могу прилагодити предзнању ученика узраста 14 година и, уз претходно знање, да могу послужити као основа за формулисање аргумената.
Иако ефекти наставе која укључује садржаје из историје науке нису занемарљиви, њено планирање и подстицање учења у историјском контексту представља посебан изазов, јер је потребно ученицима модерног доба указати на релевантност открића из претходних векова.
PB  - Београд : Српско хемијско друштво
C3  - Априлски дани о настави хемије, 30. Стручно усавршавање за наставнике хемије и 3. Kонференција методике наставе хемије
T1  - Увод у органску хемију у контексту историје хемије
SP  - 15
EP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5852
ER  - 

@conference{
author = "Милановић, Весна Д. and Тривић, Драгица",
year = "2019",
abstract = "Како у учионици уз учење научних садржаја, подстаћи учење о природи научног знања и научноистраживачког рада? Бројни су радови у којима се препоручују садржаји из историје хемије као погодан контекст за учење научних појмова и учење о природи науке, тј. за развој обе компоненте научне писмености. Садржаји из историје науке пружају увид ученицима у развој научних идеја, у процес који је доводио до одређених сазнања, у начин резоновања научника, и могу подстаћи ученике да преиспитају сопствени резон и знање. Уграђивање садржаја из историје науке у наставни процес може помоћи ученицима да увиде да је наука резултат људске активности, да научно знање зависи од расположивих доказа, да се стално проверава и развија, тј. да је његова природа променљива.
Аргументовање је активност која је уграђена у научноистраживачки рад, али и у образовни процес. Аргументовано дискутовање је једна од вештина које чине научну писменост. Пружање разноврсних ослонаца ученицима за резоновање, за развој критичког мишљења и способности да формулишу аргументе у научном контексту, може допринети постизању циљева образовања у области природних наука, укључујући и хемију.
Имајући у виду претходно речено, изведено је истраживање са ученицима узраста 14 година приликом учења прве теме у области органске хемије - Увод у органску хемију, с циљем да се испитају: (а) ефекти наставних ситуација у којима ученици продукују аргументе за и против у вези са садржајима из историје развоја органске хемије, на ниво знања о саставу, структури и општим својствима органских једињења; (б) ефекти примењеног начина рада на опажање променљиве природе науке; (в) сложеност и тачност ученичких аргумената. Процењено је да се садржаји из историје развоја органске хемије могу прилагодити предзнању ученика узраста 14 година и, уз претходно знање, да могу послужити као основа за формулисање аргумената.
Иако ефекти наставе која укључује садржаје из историје науке нису занемарљиви, њено планирање и подстицање учења у историјском контексту представља посебан изазов, јер је потребно ученицима модерног доба указати на релевантност открића из претходних векова.",
publisher = "Београд : Српско хемијско друштво",
journal = "Априлски дани о настави хемије, 30. Стручно усавршавање за наставнике хемије и 3. Kонференција методике наставе хемије",
title = "Увод у органску хемију у контексту историје хемије",
pages = "15-15",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5852"
}

Милановић, В. Д.,& Тривић, Д.. (2019). Увод у органску хемију у контексту историје хемије. in Априлски дани о настави хемије, 30. Стручно усавршавање за наставнике хемије и 3. Kонференција методике наставе хемије
Београд : Српско хемијско друштво., 15-15.
https://hdl.handle.net/21.15107/rcub_cherry_5852

Милановић ВД, Тривић Д. Увод у органску хемију у контексту историје хемије. in Априлски дани о настави хемије, 30. Стручно усавршавање за наставнике хемије и 3. Kонференција методике наставе хемије. 2019;:15-15.
https://hdl.handle.net/21.15107/rcub_cherry_5852 .

Милановић, Весна Д., Тривић, Драгица, "Увод у органску хемију у контексту историје хемије" in Априлски дани о настави хемије, 30. Стручно усавршавање за наставнике хемије и 3. Kонференција методике наставе хемије (2019):15-15,
https://hdl.handle.net/21.15107/rcub_cherry_5852 .

TY  - GEN
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5025
AB  - The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.
PB  - Univesity of Belgrade - Teacher Education Faculty
T2  - Inovacije u nastavi
T1  - The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 

@misc{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "The aim of this paper was to compare the effectiveness of the problem-based teaching method
with traditional receptive teaching in the field of natural sciences. Bearing in mind the most frequent problems pupils are faced with when learning natural sciences, and that these problems are mainly the consequence of traditional receptive teaching, four research hypotheses have been proposed in the paper: compared to the traditional receptive teaching, problem-based teaching method promotes better understanding of the academic content of natural sciences (H1), a more positive attitude of students toward natural sciences (H2), better self-regulation of the learning of natural sciences (H3), and a better academic achievement of students in the field natural sciences (H4). The academic achievement of students in the field of natural sciences was considered solely as a quantitative aspect of students’ performance, which is why understanding, as one of the levels of qualitative aspect of students’ performance, was considered in a separate hypothesis. In order to verify these hypotheses, meta-analysis was conducted. For the purpose of conducting this meta-analysis, the results obtained from 23 scientific papers were used to calculate corresponding mean values of ES for each of the hypotheses. On the basis of the calculated mean values of ES, all four hypotheses, as well as the great potential of the problem-based method to improve the quality of teaching in the field of natural sciences, have been verified.",
publisher = "Univesity of Belgrade - Teacher Education Faculty",
journal = "Inovacije u nastavi",
title = "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}

Putica, K.,& Trivić, D.. (2019). The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi
Univesity of Belgrade - Teacher Education Faculty., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P

Putica K, Trivić D. The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences. in Inovacije u nastavi. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .

Putica, Katarina, Trivić, Dragica, "The Effects of the Implementation of the Problem Solving Learning Method in Teaching Natural Sciences" in Inovacije u nastavi, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .

TY  - JOUR
AU  - Putica, Katarina
AU  - Trivić, Dragica
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5026
AB  - Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.
PB  - Универзитет у Београду -  Учитељски факултет
T2  - Иновације у настави
T1  - Ефекти примене методе учења путем решавања проблема у настави природних наука
VL  - 32
IS  - 4
SP  - 21
EP  - 31
DO  - 10.5937/inovacije1904021P
ER  - 

@article{
author = "Putica, Katarina and Trivić, Dragica",
year = "2019",
abstract = "Циљ овог рада био је да се упореди ефективност наставе засноване на примени методе учења путем решавања проблема и традиционалне рецептивне наставе у области природних наука. Имајући у виду најчешће проблеме са којима се ученици суочавају приликом учења природних наука, а за које је утврђено да су у великој мери последица традиционалне рецептивне наставе, постављене су четири истраживачке хипотезе: примена методе учења путем решавања проблема доводи до бољег разумевања градива природних наука (Х1), позитивнијег односа ученика према природним наукама (Х2), боље саморегулације процеса учења природних наука (Х3) и бољих академских постигнућа ученика у области природних наука (Х4) у односу на рецептивну наставу. Академска постигнућа ученика у области природних наука разматрана су искључиво као квантитативни аспект успешности ученика, због чега је разумевање, као један од нивоа квалитативног аспекта успешности, разматрано у посебној хипотези. Да би се проверила тачност постављених хипотеза, примењена је метаанализa, за чију израду су искоришћени резултати из двадесет три научна рада, на основу којих су, за сваку од хипотеза, израчунате одговарајуће средње вредности ES. На основу ових вредности потврђена је тачност све четири постављене хипотезе, а тиме и велики потенцијал методе учења путем решавања проблема да унапреди квалитет наставе у области природних наука.",
publisher = "Универзитет у Београду -  Учитељски факултет",
journal = "Иновације у настави",
title = "Ефекти примене методе учења путем решавања проблема у настави природних наука",
volume = "32",
number = "4",
pages = "21-31",
doi = "10.5937/inovacije1904021P"
}

Putica, K.,& Trivić, D.. (2019). Ефекти примене методе учења путем решавања проблема у настави природних наука. in Иновације у настави
Универзитет у Београду -  Учитељски факултет., 32(4), 21-31.
https://doi.org/10.5937/inovacije1904021P

Putica K, Trivić D. Ефекти примене методе учења путем решавања проблема у настави природних наука. in Иновације у настави. 2019;32(4):21-31.
doi:10.5937/inovacije1904021P .

Putica, Katarina, Trivić, Dragica, "Ефекти примене методе учења путем решавања проблема у настави природних наука" in Иновације у настави, 32, no. 4 (2019):21-31,
https://doi.org/10.5937/inovacije1904021P . .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Džinović, Milanka
AU  - Milanović, Vesna D.
AU  - Živković, Ljiljana S.
PY  - 2019
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/3371
AB  - The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.
T2  - Journal of Baltic Science Education
T1  - Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning
VL  - 18
IS  - 4
SP  - 620
EP  - 633
DO  - 10.33225/jbse/19.18.620
ER  - 

@article{
author = "Trivić, Dragica and Džinović, Milanka and Milanović, Vesna D. and Živković, Ljiljana S.",
year = "2019",
abstract = "The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers’ awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants’ lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.",
journal = "Journal of Baltic Science Education",
title = "Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning",
volume = "18",
number = "4",
pages = "620-633",
doi = "10.33225/jbse/19.18.620"
}

Trivić, D., Džinović, M., Milanović, V. D.,& Živković, L. S.. (2019). Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning. in Journal of Baltic Science Education, 18(4), 620-633.
https://doi.org/10.33225/jbse/19.18.620

Trivić D, Džinović M, Milanović VD, Živković LS. Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning. in Journal of Baltic Science Education. 2019;18(4):620-633.
doi:10.33225/jbse/19.18.620 .

Trivić, Dragica, Džinović, Milanka, Milanović, Vesna D., Živković, Ljiljana S., "Cooperation of the pre-service chemistry and geography teachers on an interdisciplinary lesson planning" in Journal of Baltic Science Education, 18, no. 4 (2019):620-633,
https://doi.org/10.33225/jbse/19.18.620 . .

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5111
AB  - The content knowledge of pre-service chemistry teachers which includes, among others domains of chemistry, the knowledge about the history of chemistry, represents the basis for the formation of pedagogical content knowledge of teachers. Pedagogical content knowledge is a part of chemistry teachers’ competences that can be defined as a combination of pedagogy and the content of chemistry, including the history of chemistry as well. According to that we created the workshops within the framework of course of the history of chemistry for the pre-service chemistry teachers with the aim to enable them to gain insight into development of chemistry through different historical periods and, in the same time, to offer them the models for their future work with school students on elaboration of chemistry concepts from historical point of view. The workshops comprised different pre-service chemistry teachers’ activities, for example: work with different sources of historical facts, creating a timeline, performing different roles in quizzes (competitors, items creators, moderator, and supervisors of the accuracy of the answers). The work within the workshops has potential to improve the pre-service chemistry teachers understanding on development of chemistry knowledge. The workshops could be also adapted for students of different ages and level of education.
C3  - 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts
T1  - History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers
SP  - 36
EP  - 36
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5111
ER  - 

@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2019",
abstract = "The content knowledge of pre-service chemistry teachers which includes, among others domains of chemistry, the knowledge about the history of chemistry, represents the basis for the formation of pedagogical content knowledge of teachers. Pedagogical content knowledge is a part of chemistry teachers’ competences that can be defined as a combination of pedagogy and the content of chemistry, including the history of chemistry as well. According to that we created the workshops within the framework of course of the history of chemistry for the pre-service chemistry teachers with the aim to enable them to gain insight into development of chemistry through different historical periods and, in the same time, to offer them the models for their future work with school students on elaboration of chemistry concepts from historical point of view. The workshops comprised different pre-service chemistry teachers’ activities, for example: work with different sources of historical facts, creating a timeline, performing different roles in quizzes (competitors, items creators, moderator, and supervisors of the accuracy of the answers). The work within the workshops has potential to improve the pre-service chemistry teachers understanding on development of chemistry knowledge. The workshops could be also adapted for students of different ages and level of education.",
journal = "12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts",
title = "History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers",
pages = "36-36",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5111"
}

Trivić, D.,& Milanović, V. D.. (2019). History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers. in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts, 36-36.
https://hdl.handle.net/21.15107/rcub_cherry_5111

Trivić D, Milanović VD. History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers. in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts. 2019;:36-36.
https://hdl.handle.net/21.15107/rcub_cherry_5111 .

Trivić, Dragica, Milanović, Vesna D., "History of chemistry as a part of pedagogical content knowledge of pre-service chemistry teachers" in 12th International Conference on the History of Chemistry, Maastricht
2019 : Book of Abstracts (2019):36-36,
https://hdl.handle.net/21.15107/rcub_cherry_5111 .

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  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2019
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5113
AB  - During the past fifteen years, students of the University of Belgrade - Faculty of Teacher Education
learned chemistry within the course Introduction to Natural Sciences. In the realization of this course, teachers from three faculties of the University of Belgrade (the Faculty of Biology, the Faculty of Physics and the Faculty of Chemistry) were engaged. Elementary teachers educate children ages 6 (or 7) to 10. At the beginning of work we usually faced with the situation that the elementary preservice teachers did not like chemistry and they did not feel confident in their knowledge of chemistry. Because of that during the previous period we continually developed syllabus for chemistry teaching and learning within science education of elementary teachers and changed the activities in the classroom in order to improve their knowledge, skills and attitudes toward chemistry and to prepare them to teach chemistry contents within science effectively.
In this presentation the structure of syllabus for elementary pre-service teachers’ education in
chemistry, the directions of its development, the activities in the classroom, as well as the formative
and summative assessment will be shown. We will also consider the problems and obstacles in the
education of elementary teachers in the field of chemistry and sciences that are, despite our efforts, remain unresolved.
C3  - European Variety In Chemistry Education 2019: Abstract Booklet
T1  - The chemistry education of the elementary pre-service teachers
SP  - 46
EP  - 46
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5113
ER  - 

@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2019",
abstract = "During the past fifteen years, students of the University of Belgrade - Faculty of Teacher Education
learned chemistry within the course Introduction to Natural Sciences. In the realization of this course, teachers from three faculties of the University of Belgrade (the Faculty of Biology, the Faculty of Physics and the Faculty of Chemistry) were engaged. Elementary teachers educate children ages 6 (or 7) to 10. At the beginning of work we usually faced with the situation that the elementary preservice teachers did not like chemistry and they did not feel confident in their knowledge of chemistry. Because of that during the previous period we continually developed syllabus for chemistry teaching and learning within science education of elementary teachers and changed the activities in the classroom in order to improve their knowledge, skills and attitudes toward chemistry and to prepare them to teach chemistry contents within science effectively.
In this presentation the structure of syllabus for elementary pre-service teachers’ education in
chemistry, the directions of its development, the activities in the classroom, as well as the formative
and summative assessment will be shown. We will also consider the problems and obstacles in the
education of elementary teachers in the field of chemistry and sciences that are, despite our efforts, remain unresolved.",
journal = "European Variety In Chemistry Education 2019: Abstract Booklet",
title = "The chemistry education of the elementary pre-service teachers",
pages = "46-46",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5113"
}

Trivić, D.,& Milanović, V. D.. (2019). The chemistry education of the elementary pre-service teachers. in European Variety In Chemistry Education 2019: Abstract Booklet, 46-46.
https://hdl.handle.net/21.15107/rcub_cherry_5113

Trivić D, Milanović VD. The chemistry education of the elementary pre-service teachers. in European Variety In Chemistry Education 2019: Abstract Booklet. 2019;:46-46.
https://hdl.handle.net/21.15107/rcub_cherry_5113 .

Trivić, Dragica, Milanović, Vesna D., "The chemistry education of the elementary pre-service teachers" in European Variety In Chemistry Education 2019: Abstract Booklet (2019):46-46,
https://hdl.handle.net/21.15107/rcub_cherry_5113 .

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 .

TY  - CONF
AU  - Милановић, Весна Д.
AU  - Тривић, Драгица
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5853
AB  - Проверавање ученичких постигнућа саставни је део наставног процеса и у великој мери обликује начин на који учиници уче. Ученичка постигнућа зависе од примењеног начина проверавања. Тако на пример, ученици који остварују висока постигнућа приликом једног начина проверавања не показују једнаку успешност уколико се начин проверавања промени. Због тога би требало размотрити различите стратегије проверавања и приближити их већем броју ученика.
Садржаји из историје хемије могу служити као контекст за учење хемијских концепата и разумевање природе науке. Такође, контекст историје хемије може се применити и приликом проверавања ученичких постигнућа. Циљ овог истраживања био је да се испитају идеје ученика о хемијским реакцијама и тешкоћама у разумевању закона одржања масе у тим реакцијама кроз приступ који подразумева садржаје из историје хемије. Помоћу текстова, који су били саставни део употребљеног инструмента, ученицима је презентован рад три научника, Лавоазјеа, Ландолта и Ломоносова, у вези са законом одржања масе. Текстови су кроз историјски контекст пружали информације потребне за решавање задатака који су се налазили у наставку инструмента, а који су захтевали предвиђање резултата, формулисање објашњења, извођење закључака, повезивање хемијског знања са ситуацијама из свакодневног живота.
У истраживању су учествовали ученици различитог узраста (укупно 301 ученик) и то: 90 ученика седмог разреда, 107 ученика осмог разреда основне школе и 104 ученика другог разреда гимназије природно-математичког смера.
Постигнућа ученика нису била висока ни у једној групи ученика, а генерално гледано, најуспешнији су били ученици другог разреда гимназије. Информације из историје хемије, о раду три научника у вези са законом одржања масе, неким ученицима биле су корисне приликом формулисања одговора, док другим ученицима, са развијеним мисконцепцијама, нису биле значајне. Тешкоће ученика у разумевању закона одржања масе најчешће су биле повезане са предвиђањем и објашњењем промене масе у отвореном реакционом систему и то углавном у оном где је гас реактант. На основу ученичких одговора, запажено је да су ученици често пружали објашњења у виду дословне формулације закона одржања масе, без критичког разматрања информација доступних у текстовима или задацима.
PB  - Београд : Српско хемијско друштво
C3  - Априлски дани о настави хемије, 29. Стручно усавршавање за наставнике хемије и 2. Kонференција методике наставе хемије
T1  - Епизоде из историје хемије - контекст за проверавање ученичких постигнућа
SP  - 9
EP  - 9
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5853
ER  - 

@conference{
author = "Милановић, Весна Д. and Тривић, Драгица",
year = "2018",
abstract = "Проверавање ученичких постигнућа саставни је део наставног процеса и у великој мери обликује начин на који учиници уче. Ученичка постигнућа зависе од примењеног начина проверавања. Тако на пример, ученици који остварују висока постигнућа приликом једног начина проверавања не показују једнаку успешност уколико се начин проверавања промени. Због тога би требало размотрити различите стратегије проверавања и приближити их већем броју ученика.
Садржаји из историје хемије могу служити као контекст за учење хемијских концепата и разумевање природе науке. Такође, контекст историје хемије може се применити и приликом проверавања ученичких постигнућа. Циљ овог истраживања био је да се испитају идеје ученика о хемијским реакцијама и тешкоћама у разумевању закона одржања масе у тим реакцијама кроз приступ који подразумева садржаје из историје хемије. Помоћу текстова, који су били саставни део употребљеног инструмента, ученицима је презентован рад три научника, Лавоазјеа, Ландолта и Ломоносова, у вези са законом одржања масе. Текстови су кроз историјски контекст пружали информације потребне за решавање задатака који су се налазили у наставку инструмента, а који су захтевали предвиђање резултата, формулисање објашњења, извођење закључака, повезивање хемијског знања са ситуацијама из свакодневног живота.
У истраживању су учествовали ученици различитог узраста (укупно 301 ученик) и то: 90 ученика седмог разреда, 107 ученика осмог разреда основне школе и 104 ученика другог разреда гимназије природно-математичког смера.
Постигнућа ученика нису била висока ни у једној групи ученика, а генерално гледано, најуспешнији су били ученици другог разреда гимназије. Информације из историје хемије, о раду три научника у вези са законом одржања масе, неким ученицима биле су корисне приликом формулисања одговора, док другим ученицима, са развијеним мисконцепцијама, нису биле значајне. Тешкоће ученика у разумевању закона одржања масе најчешће су биле повезане са предвиђањем и објашњењем промене масе у отвореном реакционом систему и то углавном у оном где је гас реактант. На основу ученичких одговора, запажено је да су ученици често пружали објашњења у виду дословне формулације закона одржања масе, без критичког разматрања информација доступних у текстовима или задацима.",
publisher = "Београд : Српско хемијско друштво",
journal = "Априлски дани о настави хемије, 29. Стручно усавршавање за наставнике хемије и 2. Kонференција методике наставе хемије",
title = "Епизоде из историје хемије - контекст за проверавање ученичких постигнућа",
pages = "9-9",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5853"
}

Милановић, В. Д.,& Тривић, Д.. (2018). Епизоде из историје хемије - контекст за проверавање ученичких постигнућа. in Априлски дани о настави хемије, 29. Стручно усавршавање за наставнике хемије и 2. Kонференција методике наставе хемије
Београд : Српско хемијско друштво., 9-9.
https://hdl.handle.net/21.15107/rcub_cherry_5853

Милановић ВД, Тривић Д. Епизоде из историје хемије - контекст за проверавање ученичких постигнућа. in Априлски дани о настави хемије, 29. Стручно усавршавање за наставнике хемије и 2. Kонференција методике наставе хемије. 2018;:9-9.
https://hdl.handle.net/21.15107/rcub_cherry_5853 .

Милановић, Весна Д., Тривић, Драгица, "Епизоде из историје хемије - контекст за проверавање ученичких постигнућа" in Априлски дани о настави хемије, 29. Стручно усавршавање за наставнике хемије и 2. Kонференција методике наставе хемије (2018):9-9,
https://hdl.handle.net/21.15107/rcub_cherry_5853 .

TY  - JOUR
AU  - Putica, Katarina
AU  - Anđelković, Slađana D.
AU  - Trivić, Dragica
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/201
AB  - Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics.
AB  - Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.
T2  - Nastava i vaspitanje
T1  - The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school
T1  - Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii)
T1  - Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije
VL  - 67
IS  - 1
SP  - 75
EP  - 93
DO  - 10.5937/nasvas1801075P
ER  - 

@article{
author = "Putica, Katarina and Anđelković, Slađana D. and Trivić, Dragica",
year = "2018",
abstract = "Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics., Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.",
journal = "Nastava i vaspitanje",
title = "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school, Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii), Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije",
volume = "67",
number = "1",
pages = "75-93",
doi = "10.5937/nasvas1801075P"
}

Putica, K., Anđelković, S. D.,& Trivić, D.. (2018). The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje, 67(1), 75-93.
https://doi.org/10.5937/nasvas1801075P

Putica K, Anđelković SD, Trivić D. The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje. 2018;67(1):75-93.
doi:10.5937/nasvas1801075P .

Putica, Katarina, Anđelković, Slađana D., Trivić, Dragica, "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school" in Nastava i vaspitanje, 67, no. 1 (2018):75-93,
https://doi.org/10.5937/nasvas1801075P . .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
AU  - Sefer, Jasmina
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2162
AB  - The aim of this study is to explore the possible use of the indicators of creative thinking, taken from the Trefoil concept, in the field of chemistry when assessing students' performance, determining the potential for creative development and providing directions for further work. In this way, chemistry instruction might contribute to encouraging the creative abilities of students necessary in the modern, fast-paced world. There is the question of whether the indicators of creative thinking can be useful in evaluating students' achievements in the situation of solving open-ended tasks in the field of chemistry and the kinds of results achieved by students. The research sample included 97 eight-grade students from two primary schools in Belgrade. The research was conducted at the end of the eighth grade in the school year 2016/17, after the entire chemistry curriculum for primary school had been covered. An appropriate achievement test was constructed and then implemented. The obtained results indicate that a large number (30%) of students are capable of formulating several acceptable answers to the given open-ended task, which is a characteristic of divergent thinking in sciences. This finding is even more relevant if we bear in mind that the students from this sample did not have any similar type of demands or experiences in previous classes. This points to the fact that there is a significant potential for developing creative thinking, which might be realised if students solved open-ended tasks more frequently.
PB  - Inst Pedagoska Istrazivanja, Belgrade
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm
VL  - 50
IS  - 1
SP  - 50
EP  - 71
DO  - 10.2298/ZIPI1801050T
ER  - 

@article{
author = "Trivić, Dragica and Milanović, Vesna D. and Sefer, Jasmina",
year = "2018",
abstract = "The aim of this study is to explore the possible use of the indicators of creative thinking, taken from the Trefoil concept, in the field of chemistry when assessing students' performance, determining the potential for creative development and providing directions for further work. In this way, chemistry instruction might contribute to encouraging the creative abilities of students necessary in the modern, fast-paced world. There is the question of whether the indicators of creative thinking can be useful in evaluating students' achievements in the situation of solving open-ended tasks in the field of chemistry and the kinds of results achieved by students. The research sample included 97 eight-grade students from two primary schools in Belgrade. The research was conducted at the end of the eighth grade in the school year 2016/17, after the entire chemistry curriculum for primary school had been covered. An appropriate achievement test was constructed and then implemented. The obtained results indicate that a large number (30%) of students are capable of formulating several acceptable answers to the given open-ended task, which is a characteristic of divergent thinking in sciences. This finding is even more relevant if we bear in mind that the students from this sample did not have any similar type of demands or experiences in previous classes. This points to the fact that there is a significant potential for developing creative thinking, which might be realised if students solved open-ended tasks more frequently.",
publisher = "Inst Pedagoska Istrazivanja, Belgrade",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm",
volume = "50",
number = "1",
pages = "50-71",
doi = "10.2298/ZIPI1801050T"
}

Trivić, D., Milanović, V. D.,& Sefer, J.. (2018). Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm. in Zbornik Instituta za pedagoška istraživanja
Inst Pedagoska Istrazivanja, Belgrade., 50(1), 50-71.
https://doi.org/10.2298/ZIPI1801050T

Trivić D, Milanović VD, Sefer J. Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm. in Zbornik Instituta za pedagoška istraživanja. 2018;50(1):50-71.
doi:10.2298/ZIPI1801050T .

Trivić, Dragica, Milanović, Vesna D., Sefer, Jasmina, "Students' Achievements in the Field of Chemistry According to the Indicators of Creativity from  the Trefoil Education Paradigm" in Zbornik Instituta za pedagoška istraživanja, 50, no. 1 (2018):50-71,
https://doi.org/10.2298/ZIPI1801050T . .

TY  - JOUR
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2018
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/2238
AB  - The aim of this research was to investigate whether pupils aged 13, at the end of their first year of studying chemistry, are capable of perceiving the macroscopic and the submicroscopic level of the previously learned contents on chemical reactions, and whether they relate them to the chemical equations (the symbolic representation). Another aim was to establish how much demonstration experiments contribute to a better linking of the mentioned levels. The research featured 69 pupils of the seventh grade from three primary schools. The pre-test was conducted, following which experiments were demonstrated, and the post-testing was carried out in the end. After the intervention, a total of 12 pupils were interviewed about which aspects of chemical reactions they thought of based on the chemical equations. A statistically significant difference in two out of five requirements of the post-test, compared to the pre-test, indicate that the demonstration experiments may contribute to a better linking of three levels of representing chemical reactions. However, when one compares the pupils' answers in the test and in the interview, it can be observed that the correct answers in the test are not always based on understanding the concepts in connection with the chemical reaction.
PB  - Serbian Chemical Soc, Belgrade
T2  - Journal of the Serbian Chemical Society
T1  - The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds
VL  - 83
IS  - 10
SP  - 1177
EP  - 1192
DO  - 10.2298/JSC171220055T
ER  - 

@article{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2018",
abstract = "The aim of this research was to investigate whether pupils aged 13, at the end of their first year of studying chemistry, are capable of perceiving the macroscopic and the submicroscopic level of the previously learned contents on chemical reactions, and whether they relate them to the chemical equations (the symbolic representation). Another aim was to establish how much demonstration experiments contribute to a better linking of the mentioned levels. The research featured 69 pupils of the seventh grade from three primary schools. The pre-test was conducted, following which experiments were demonstrated, and the post-testing was carried out in the end. After the intervention, a total of 12 pupils were interviewed about which aspects of chemical reactions they thought of based on the chemical equations. A statistically significant difference in two out of five requirements of the post-test, compared to the pre-test, indicate that the demonstration experiments may contribute to a better linking of three levels of representing chemical reactions. However, when one compares the pupils' answers in the test and in the interview, it can be observed that the correct answers in the test are not always based on understanding the concepts in connection with the chemical reaction.",
publisher = "Serbian Chemical Soc, Belgrade",
journal = "Journal of the Serbian Chemical Society",
title = "The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds",
volume = "83",
number = "10",
pages = "1177-1192",
doi = "10.2298/JSC171220055T"
}

Trivić, D.,& Milanović, V. D.. (2018). The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds. in Journal of the Serbian Chemical Society
Serbian Chemical Soc, Belgrade., 83(10), 1177-1192.
https://doi.org/10.2298/JSC171220055T

Trivić D, Milanović VD. The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds. in Journal of the Serbian Chemical Society. 2018;83(10):1177-1192.
doi:10.2298/JSC171220055T .

Trivić, Dragica, Milanović, Vesna D., "The macroscopic, submicroscopic and symbolic level in explanations of a chemical reaction provided by thirteen-year olds" in Journal of the Serbian Chemical Society, 83, no. 10 (2018):1177-1192,
https://doi.org/10.2298/JSC171220055T . .

TY  - CONF
AU  - Milanović, Vesna D.
AU  - Trivić, Dragica
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5108
AB  - The development of students’ abilities to formulate arguments, reason and think critically in scientific context is one of the goals of science education [1]. Episodes from the history of chemistry can serve as that scientific context. The research was conducted with the aim of examining students’ ability to apply the newly acquired knowledge about composition, structure and general properties of organic compounds to formulating arguments for and against the views of the scientists who had contributed to the development of organic chemistry in the 19th century. A total of 43 students aged 14 participated in this research in the school year 2017/18. Firstly, the students individually read the text about the composition, structure and general properties of organic compounds and how these compounds are different from inorganic compounds. After that, they listened to audio-voice recordings in which the views of scientists who are given the credit for the development of organic chemistry were interpreted (Jоns Jacob Berzelius, Friedrich Wоhler, Antoine - Laurent de Lavoisier, Friedrich August Kekulе von Stradonitz and Archibald Scott Couper). After each recording, students were expected to individually estimate whether the presented views of the scientists would be acceptable today or not and to write arguments for and against. The students were given the opportunity to use the text they had previously read as the source of information for formulating arguments. In this approach the students were in a position to apply the acquired knowledge in order to estimate the views of the scientists, and to improve their high-order cognitive skills.
A conclusion supported by at least one justification was labelled as an argument in the analysis of students’ answers in this research. The structure and contents of arguments were evaluated jointly on a 0-to-5 scale according to the modified version of the methodology described in the literature [2]. One third of the total number of produced arguments contains a conclusion, justification and additional explanation of the justification. At the same time, this kind of argument is the most frequent. Based on the obtained results it can be concluded that the episodes from the history of chemistry in combination with some other sources of information can serve as a fruitful context for formulating arguments and stimulating high-order cognitive skills.
References:
[1] D. Katchevich, A. Hofstein, R. Mamlok-Naaman, Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments, Res. Sci. Educ. 43 (1) (2013) 317-345.
[2] A. Zohar, F. Nemet, Fostering Students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics. J. Res. Sci. Teach. 39 (1) (2002) 35-62.
C3  - Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018
T1  - Students' Argumentation Skills Expressed in the Context of the History of Chemistry
SP  - 57
EP  - 67
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5108
ER  - 

@conference{
author = "Milanović, Vesna D. and Trivić, Dragica",
year = "2018",
abstract = "The development of students’ abilities to formulate arguments, reason and think critically in scientific context is one of the goals of science education [1]. Episodes from the history of chemistry can serve as that scientific context. The research was conducted with the aim of examining students’ ability to apply the newly acquired knowledge about composition, structure and general properties of organic compounds to formulating arguments for and against the views of the scientists who had contributed to the development of organic chemistry in the 19th century. A total of 43 students aged 14 participated in this research in the school year 2017/18. Firstly, the students individually read the text about the composition, structure and general properties of organic compounds and how these compounds are different from inorganic compounds. After that, they listened to audio-voice recordings in which the views of scientists who are given the credit for the development of organic chemistry were interpreted (Jоns Jacob Berzelius, Friedrich Wоhler, Antoine - Laurent de Lavoisier, Friedrich August Kekulе von Stradonitz and Archibald Scott Couper). After each recording, students were expected to individually estimate whether the presented views of the scientists would be acceptable today or not and to write arguments for and against. The students were given the opportunity to use the text they had previously read as the source of information for formulating arguments. In this approach the students were in a position to apply the acquired knowledge in order to estimate the views of the scientists, and to improve their high-order cognitive skills.
A conclusion supported by at least one justification was labelled as an argument in the analysis of students’ answers in this research. The structure and contents of arguments were evaluated jointly on a 0-to-5 scale according to the modified version of the methodology described in the literature [2]. One third of the total number of produced arguments contains a conclusion, justification and additional explanation of the justification. At the same time, this kind of argument is the most frequent. Based on the obtained results it can be concluded that the episodes from the history of chemistry in combination with some other sources of information can serve as a fruitful context for formulating arguments and stimulating high-order cognitive skills.
References:
[1] D. Katchevich, A. Hofstein, R. Mamlok-Naaman, Argumentation in the Chemistry Laboratory: Inquiry and Confirmatory Experiments, Res. Sci. Educ. 43 (1) (2013) 317-345.
[2] A. Zohar, F. Nemet, Fostering Students’ Knowledge and Argumentation Skills through Dilemmas in Human Genetics. J. Res. Sci. Teach. 39 (1) (2002) 35-62.",
journal = "Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018",
title = "Students' Argumentation Skills Expressed in the Context of the History of Chemistry",
pages = "57-67",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5108"
}

Milanović, V. D.,& Trivić, D.. (2018). Students' Argumentation Skills Expressed in the Context of the History of Chemistry. in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018, 57-67.
https://hdl.handle.net/21.15107/rcub_cherry_5108

Milanović VD, Trivić D. Students' Argumentation Skills Expressed in the Context of the History of Chemistry. in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018. 2018;:57-67.
https://hdl.handle.net/21.15107/rcub_cherry_5108 .

Milanović, Vesna D., Trivić, Dragica, "Students' Argumentation Skills Expressed in the Context of the History of Chemistry" in Извор: 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018 (2018):57-67,
https://hdl.handle.net/21.15107/rcub_cherry_5108 .

TY  - CONF
AU  - Trivić, Dragica
AU  - Milanović, Vesna D.
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5107
AB  - A lot of chemistry teachers express their concern regarding the thinking levels their students use. They wonder how to improve the higher level thinking skills of their students. Teachers are usually satisfied with the students’ convergent thinking during the problem solving, i.e. when they apply the main chemistry ideas logically and produce one correct answer. The key problem of this research is the divergent thinking of primary and secondary school students when they solve open-ended designed chemistry problems, with the contribution of logical, critical and evaluative thinking. Divergent thinking is defined using indicators such as: (i) fluency – the ability to think of many ideas or many possible solutions to a problem, and (ii) flexibility – the ability to use ideas in a new, different, and unusual way 1.
The first examination was conducted with primary school students aged 14 in the school year 2016/2017. The obtained results have shown that 30% of students were able to formulate more acceptable responses to the given open-ended chemistry problems, i.e. the fluency and flexibility of students’ answers were indicated. This finding is important because the students from this sample had not had this kind of experience and demands in their previous education. In addition, the primary school students showed that they could combine the previously acquired knowledge of chemistry, connect it with everyday life, and thus find original answers.
The second examination was conducted with secondary school students aged 16 in the school year 2017/2018. It was shown that about 30% of the secondary school students were able to produce different responses in the items which did not require chemical calculations. As far as stoichiometric calculations are concerned, the percentage of students who were able to formulate more acceptable responses to the given open-ended chemistry problems was less than 10%.
The results of these studies can be used to further develop the approaches which support the divergent thinking of primary and secondary school students in teaching chemistry, as well as to monitor and evaluate the effects of such work by evaluating students' achievements in open-ended problems.
References:
[1] J. P. Guilford, Characteristics of Creativity (1973) (PDF Download Available). Retrieved February 5, 2017 from the World Wide Web http://files.eric.ed.gov/fulltext/ED080171.pdf
C3  - 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018
T1  - Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems
SP  - 81
EP  - 81
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5107
ER  - 

@conference{
author = "Trivić, Dragica and Milanović, Vesna D.",
year = "2018",
abstract = "A lot of chemistry teachers express their concern regarding the thinking levels their students use. They wonder how to improve the higher level thinking skills of their students. Teachers are usually satisfied with the students’ convergent thinking during the problem solving, i.e. when they apply the main chemistry ideas logically and produce one correct answer. The key problem of this research is the divergent thinking of primary and secondary school students when they solve open-ended designed chemistry problems, with the contribution of logical, critical and evaluative thinking. Divergent thinking is defined using indicators such as: (i) fluency – the ability to think of many ideas or many possible solutions to a problem, and (ii) flexibility – the ability to use ideas in a new, different, and unusual way 1.
The first examination was conducted with primary school students aged 14 in the school year 2016/2017. The obtained results have shown that 30% of students were able to formulate more acceptable responses to the given open-ended chemistry problems, i.e. the fluency and flexibility of students’ answers were indicated. This finding is important because the students from this sample had not had this kind of experience and demands in their previous education. In addition, the primary school students showed that they could combine the previously acquired knowledge of chemistry, connect it with everyday life, and thus find original answers.
The second examination was conducted with secondary school students aged 16 in the school year 2017/2018. It was shown that about 30% of the secondary school students were able to produce different responses in the items which did not require chemical calculations. As far as stoichiometric calculations are concerned, the percentage of students who were able to formulate more acceptable responses to the given open-ended chemistry problems was less than 10%.
The results of these studies can be used to further develop the approaches which support the divergent thinking of primary and secondary school students in teaching chemistry, as well as to monitor and evaluate the effects of such work by evaluating students' achievements in open-ended problems.
References:
[1] J. P. Guilford, Characteristics of Creativity (1973) (PDF Download Available). Retrieved February 5, 2017 from the World Wide Web http://files.eric.ed.gov/fulltext/ED080171.pdf",
journal = "14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018",
title = "Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems",
pages = "81-81",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5107"
}

Trivić, D.,& Milanović, V. D.. (2018). Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems. in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018, 81-81.
https://hdl.handle.net/21.15107/rcub_cherry_5107

Trivić D, Milanović VD. Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems. in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018. 2018;:81-81.
https://hdl.handle.net/21.15107/rcub_cherry_5107 .

Trivić, Dragica, Milanović, Vesna D., "Convergent - Divergent Thinking of Primary and Secondary School Students Associated with Open-Ended Chemistry Problems" in 14th European Conference on Research in Chemical Education, Book of Abstracts WARSAW, POLAND 2 nd – 6 th September, 2018 (2018):81-81,
https://hdl.handle.net/21.15107/rcub_cherry_5107 .

TY  - CONF
AU  - Trivić, Dragica
PY  - 2018
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5106
AB  - Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.
PB  - Croatian Chemical Society
C3  - 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia
T1  - Peer-assessment as a form of formative assessment in chemistry classroom
SP  - 13
EP  - 14
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5106
ER  - 

@conference{
author = "Trivić, Dragica",
year = "2018",
abstract = "Peer-assessment is one form of formative assessment which can be described generally as a process whereby students evaluate, or are evaluated by, their peers. Peer-assessment has a potential to support the development of students’ skills to form judgements based on understanding of the intended learning outcomes and the criteria according to which their achievements could be estimated. According to the outcomes and criteria students can give feedback to one another and consider where they need to go and what is the best way to get there. On the other side, this kind of assessment can provide teachers with additional information on individual performance in group work. The conditions under which peer-assessment occurs differ, a diversity of methods can be applied, and many different outcomes can enrich. Peer-assessment are associated with the key competences that students should develop during the educational process and incorporates critical thinking, creativity, initiative, problem-solving, risk assessment and decision-making.",
publisher = "Croatian Chemical Society",
journal = "4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia",
title = "Peer-assessment as a form of formative assessment in chemistry classroom",
pages = "13-14",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5106"
}

Trivić, D.. (2018). Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia
Croatian Chemical Society., 13-14.
https://hdl.handle.net/21.15107/rcub_cherry_5106

Trivić D. Peer-assessment as a form of formative assessment in chemistry classroom. in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia. 2018;:13-14.
https://hdl.handle.net/21.15107/rcub_cherry_5106 .

Trivić, Dragica, "Peer-assessment as a form of formative assessment in chemistry classroom" in 4th Croatian Workshop on Chemical Education, November 7th - 10th, 2018, Split, Croatia (2018):13-14,
https://hdl.handle.net/21.15107/rcub_cherry_5106 .

TY  - CONF
AU  - Милановић, Весна Д.
AU  - Тривић, Драгица
PY  - 2017
UR  - http://cherry.chem.bg.ac.rs/handle/123456789/5854
AB  - Резултати бројних истраживања показују да ученици науку доживљавају као тешку, неинтересантну и као скуп чињеница које немају практичну примену. Како би се тај тренд променио све више истраживача у области образовања у природним наукама препоручује укључивање садржаја из историје науке у наставну праксу. Истраживачи истичу предности историјског контекста за учење о природи науке, која се сматра интегралном компонентом научне писмености, и за развијање позитивних ставова према науци, док допринос овог контекста дубљем разумевању научних концепата још увек није довољно испитан.
Успех имплементације садржаја из историје науке у наставну праксу зависи од ставова наставника о овом приступу, њиховог познавања садржаја из историје науке, као и избора садржаја из историје науке који могу бити употребљени у учионици. Фокус историјских садржаја не треба да буде само на презентовању биографија научника, на причама о добро познатим открићима, на реконструкцији догађаја кроз које се наука идеализује према унапред одређеној методологији, већ на науци као процесу. Садржаји из историје науке треба да буду презентовани тако да ученици кроз њих могу да сагледају етапе кроз које су научници пролазили како би дошли до открића што доприноси развоју научног мишљења код ученика.
Иако ученици могу да сагледају бројне карактеристике природе науке и граде разумевање основних научних концепата кроз историјску перспективу, успех оваквог учења зависи од мотивације ученика за учење садржаја науке у историјском контексту и способности увиђања релевантности историјских садржаја за живот у савременом друштву.
У оквиру ове презентације биће изложени методологија и резултати неколико истраживања реализованих са наставницима хемије и ученицима основне и средње школе. Резултати истраживања у којима узорак чине наставници хемије показују да наставници у малој мери користе садржаје из историје хемије у наставној пракси. Кроз приказ методологије и резултата истраживања реализованих са ученицима седмог и осмог разреда основне школе и другог разреда гимназије биће саопштени начини примене садржаја из историје хемије у наставној пракси за учење хемијских појмова и проверавање ученичких постигнућа.
PB  - Београд : Српско хемијско друштво
C3  - Априлски дани о настави хемије, 28. Стручно усавршавање за наставнике хемије и 1. Kонференција методике наставе хемије
T1  - Историја хемије у настави хемије из угла истраживача, наставника и ученика
SP  - 10
EP  - 10
UR  - https://hdl.handle.net/21.15107/rcub_cherry_5854
ER  - 

@conference{
author = "Милановић, Весна Д. and Тривић, Драгица",
year = "2017",
abstract = "Резултати бројних истраживања показују да ученици науку доживљавају као тешку, неинтересантну и као скуп чињеница које немају практичну примену. Како би се тај тренд променио све више истраживача у области образовања у природним наукама препоручује укључивање садржаја из историје науке у наставну праксу. Истраживачи истичу предности историјског контекста за учење о природи науке, која се сматра интегралном компонентом научне писмености, и за развијање позитивних ставова према науци, док допринос овог контекста дубљем разумевању научних концепата још увек није довољно испитан.
Успех имплементације садржаја из историје науке у наставну праксу зависи од ставова наставника о овом приступу, њиховог познавања садржаја из историје науке, као и избора садржаја из историје науке који могу бити употребљени у учионици. Фокус историјских садржаја не треба да буде само на презентовању биографија научника, на причама о добро познатим открићима, на реконструкцији догађаја кроз које се наука идеализује према унапред одређеној методологији, већ на науци као процесу. Садржаји из историје науке треба да буду презентовани тако да ученици кроз њих могу да сагледају етапе кроз које су научници пролазили како би дошли до открића што доприноси развоју научног мишљења код ученика.
Иако ученици могу да сагледају бројне карактеристике природе науке и граде разумевање основних научних концепата кроз историјску перспективу, успех оваквог учења зависи од мотивације ученика за учење садржаја науке у историјском контексту и способности увиђања релевантности историјских садржаја за живот у савременом друштву.
У оквиру ове презентације биће изложени методологија и резултати неколико истраживања реализованих са наставницима хемије и ученицима основне и средње школе. Резултати истраживања у којима узорак чине наставници хемије показују да наставници у малој мери користе садржаје из историје хемије у наставној пракси. Кроз приказ методологије и резултата истраживања реализованих са ученицима седмог и осмог разреда основне школе и другог разреда гимназије биће саопштени начини примене садржаја из историје хемије у наставној пракси за учење хемијских појмова и проверавање ученичких постигнућа.",
publisher = "Београд : Српско хемијско друштво",
journal = "Априлски дани о настави хемије, 28. Стручно усавршавање за наставнике хемије и 1. Kонференција методике наставе хемије",
title = "Историја хемије у настави хемије из угла истраживача, наставника и ученика",
pages = "10-10",
url = "https://hdl.handle.net/21.15107/rcub_cherry_5854"
}

Милановић, В. Д.,& Тривић, Д.. (2017). Историја хемије у настави хемије из угла истраживача, наставника и ученика. in Априлски дани о настави хемије, 28. Стручно усавршавање за наставнике хемије и 1. Kонференција методике наставе хемије
Београд : Српско хемијско друштво., 10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5854

Милановић ВД, Тривић Д. Историја хемије у настави хемије из угла истраживача, наставника и ученика. in Априлски дани о настави хемије, 28. Стручно усавршавање за наставнике хемије и 1. Kонференција методике наставе хемије. 2017;:10-10.
https://hdl.handle.net/21.15107/rcub_cherry_5854 .

Милановић, Весна Д., Тривић, Драгица, "Историја хемије у настави хемије из угла истраживача, наставника и ученика" in Априлски дани о настави хемије, 28. Стручно усавршавање за наставнике хемије и 1. Kонференција методике наставе хемије (2017):10-10,
https://hdl.handle.net/21.15107/rcub_cherry_5854 .