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Aims of education in the field of natural sciences and chemistry in the secondary school: The second part

Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo

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2008
222.pdf (129.6Kb)
Authors
Tomašević, Biljana
Trivić, Dragica
Bojović, Snežana D.
Article (Published version)
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Abstract
This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abiliti...es and skills.

U radu su prikazani i analizirani ciljevi nastave hemije i očekivani ishodi dati u nastavnim programima različitih zemlja: Slovenije, Engleske, Danske, Malte, Severne Karoline, Jute, Ontarija i Singapura. Postojanje precizno definisanih ciljeva i detaljno razrađenih i realno postavljenih ishoda, preduslov su kvalitetnog i uspešnog formiranja znanja u okviru nastavnog procesa. Ovim sagledani su suština, značenje, sadržaj i način definisanja ciljeva nastave hemije u različitim programima, shodno tome i njihova dalja razrada i operacionalizacija sve do ishoda i standarda. Takođe, praćena je i struktura nastavnih programa u kojima su oni izloženi. Rezultati analize ciljeva nastave hemije u različitim zemljama pokazuju ujednačene, zajedničke postavke na kojima treba graditi nastavu hemije. One se odnose na značaj eksperimentalnog rada u sticanju znanja, kao i neophodnost ovladavanja konkretnim sposobnostima i veštinama.
Keywords:
aims of learning chemistry / operation of aims / outcomes / curriculum / ciljevi učenja hemije / operacionalizacija ciljeva / ishodi / kurikulum / nastavni program
Source:
Pedagogija, 2008, 63, 2, 261-273
Funding / projects:
  • Nastava hemije i istorija nauke i nastave u Srbiji (RS-149028)

ISSN: 0031-3807

[ Google Scholar ]
Handle
https://hdl.handle.net/21.15107/rcub_cherry_224
URI
https://cherry.chem.bg.ac.rs/handle/123456789/224
Collections
  • Publikacije
Institution/Community
Hemijski fakultet
TY  - JOUR
AU  - Tomašević, Biljana
AU  - Trivić, Dragica
AU  - Bojović, Snežana D.
PY  - 2008
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/224
AB  - This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abilities and skills.
AB  - U radu su prikazani i analizirani ciljevi nastave hemije i očekivani ishodi dati u nastavnim programima različitih zemlja: Slovenije, Engleske, Danske, Malte, Severne Karoline, Jute, Ontarija i Singapura. Postojanje precizno definisanih ciljeva i detaljno razrađenih i realno postavljenih ishoda, preduslov su kvalitetnog i uspešnog formiranja znanja u okviru nastavnog procesa. Ovim sagledani su suština, značenje, sadržaj i način definisanja ciljeva nastave hemije u različitim programima, shodno tome i njihova dalja razrada i operacionalizacija sve do ishoda i standarda. Takođe, praćena je i struktura nastavnih programa u kojima su oni izloženi. Rezultati analize ciljeva nastave hemije u različitim zemljama pokazuju ujednačene, zajedničke postavke na kojima treba graditi nastavu hemije. One se odnose na značaj eksperimentalnog rada u sticanju znanja, kao i neophodnost ovladavanja konkretnim sposobnostima i veštinama.
T2  - Pedagogija
T1  - Aims of education in the field of natural sciences and chemistry in the secondary school: The second part
T1  - Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo
VL  - 63
IS  - 2
SP  - 261
EP  - 273
UR  - https://hdl.handle.net/21.15107/rcub_cherry_224
UR  - Kon_176
ER  - 
@article{
author = "Tomašević, Biljana and Trivić, Dragica and Bojović, Snežana D.",
year = "2008",
abstract = "This paper shows and analyses aims of teaching chemistry and expected outcomes are given in the curricula of different countries: Slovenia, England, Denmark, Malta, North Carolina, Yuta, Ontario and Singapore. Existence of precisely defined aims and outcomes planned in advance and in many details are the pre condition for quality and successful form of knowledge in the frame of the teaching process. The intention of this paper is to see the essence, meaning, contents and the ways of defining aims of teaching chemistry in different curricula, and concerning this their further processing and operation until outcomes and standards. We have also seen the structure of the curricula in which they are exposed. Results of the analyses of the aims of teaching chemistry in different countries show equal, common postulates upon which teaching chemistry should be built on. They refer to the importance of the experimental work in gaining knowledge, as well as necessity of mastering concrete abilities and skills., U radu su prikazani i analizirani ciljevi nastave hemije i očekivani ishodi dati u nastavnim programima različitih zemlja: Slovenije, Engleske, Danske, Malte, Severne Karoline, Jute, Ontarija i Singapura. Postojanje precizno definisanih ciljeva i detaljno razrađenih i realno postavljenih ishoda, preduslov su kvalitetnog i uspešnog formiranja znanja u okviru nastavnog procesa. Ovim sagledani su suština, značenje, sadržaj i način definisanja ciljeva nastave hemije u različitim programima, shodno tome i njihova dalja razrada i operacionalizacija sve do ishoda i standarda. Takođe, praćena je i struktura nastavnih programa u kojima su oni izloženi. Rezultati analize ciljeva nastave hemije u različitim zemljama pokazuju ujednačene, zajedničke postavke na kojima treba graditi nastavu hemije. One se odnose na značaj eksperimentalnog rada u sticanju znanja, kao i neophodnost ovladavanja konkretnim sposobnostima i veštinama.",
journal = "Pedagogija",
title = "Aims of education in the field of natural sciences and chemistry in the secondary school: The second part, Ciljevi obrazovanja u oblasti prirodnih nauka i hemije u srednjoj školi - II deo",
volume = "63",
number = "2",
pages = "261-273",
url = "https://hdl.handle.net/21.15107/rcub_cherry_224, Kon_176"
}
Tomašević, B., Trivić, D.,& Bojović, S. D.. (2008). Aims of education in the field of natural sciences and chemistry in the secondary school: The second part. in Pedagogija, 63(2), 261-273.
https://hdl.handle.net/21.15107/rcub_cherry_224
Tomašević B, Trivić D, Bojović SD. Aims of education in the field of natural sciences and chemistry in the secondary school: The second part. in Pedagogija. 2008;63(2):261-273.
https://hdl.handle.net/21.15107/rcub_cherry_224 .
Tomašević, Biljana, Trivić, Dragica, Bojović, Snežana D., "Aims of education in the field of natural sciences and chemistry in the secondary school: The second part" in Pedagogija, 63, no. 2 (2008):261-273,
https://hdl.handle.net/21.15107/rcub_cherry_224 .

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