2023.
Horvat, S., Popović, V., Rodić, D., Rončević, T. (2023). Analysis of the initial education of chemistry teachers and their attitudes towards teaching in the Republic of Serbia. Journal of the Serbian Chemical Society, 88(7-8), 793–810. doi: 10.2298/JSC220822039H
Habiddin, H., Herunata, H., Sulistina, O., Haetami, A., Maysara, M., Rodić, D. (2023). Pictorial based learning: Promoting conceptual change in chemical kinetics. Journal of the Serbian Chemical Society, 88(1), 97–111. doi: 10.2298/JSC220403070H
Horvat, S., Rodić, D., Jović, N., Rončević, T., Babić-Kekez, S. (2023). Validation of the strategy for determining the numerical rating of the cognitive complexity of exam items in the field of chemical kinetics. Center for Educational Policy Studies Journal, (in press). doi: 10.26529/cepsj..0
2022.
Bogdanović, I., Rodić, D., Rončević, T. Stanisavljević, J., Zouhor, Z. (2022). The effects of modified know-want-learn strategy in mixed-gender lower secondary physics education. Journal of Baltic Science Education, 21(3), 366–380. doi: 10.33225/jbse/22.21.366
Bogdanović, I., Stanisavljević, J., Rodić, D., Rončević, T., Zouhor, Z. (2022). The impact of using the modified Know-Want-Learn strategy in physics teaching on students’ metacognition. South African Journal of Education, 42(4), 1–4. doi: 10.15700/saje.v42n4a2096
Rodić, D., Horvat, S. (2022). Chemistry education in the Balkan region: trends, challenges and opportunities. Journal of Baltic Science Education, 21(6A), 1124–1125. doi: 10.33225/jbse/22.21.1124
Rončević, T., Rodić, D., Horvat, S. (2022). Investigation of students’ conceptual understanding in organic chemistry through systemic synthesis questions. In N. Graulich and G. Shultz, Student Reasoning in Organic Chemistry. Advances in Chemistry Education Series, Royal Society of Chemistry. doi: 10.1039/9781839167782-00214
Horvat, S., Rončević, T., Rodić, D. (2022). Analiza pedagoško-metoičkog obrazovanja i stavova o nastavničkoj profesiji nastavnika. Hemijski pregled, 63(5-6), 105–112. (in serbian)
2021.
Bogdanović, I., Rodić, D., Rončević, T. Stanisavljević, J., Zouhor, Z. (2021). The Relationship between elementary students’ physics performance and metacognition regarding using modified know-want-learn strategy. International Journal of Science and Mathematics Education, 20(7), 1907–1926. doi: 10.1007/s10763-021-10231-9
Horvat, S., Mihajlović, J., Rončević, T., Rodić, D. (2021). Procedure for the assessment of cognitive complexity: development and implementation in the topic “hydrolysis of salts”. Macedonian Journal of Chemistry and Chemical Engineering, 40(1), 119–130. doi: 10.20450/mjcce.2021.2240
2020.
Rodić, M., Rodić, D. (2020). Plans vs reality: reflections on chemical crystallography online teaching during COVID-19. Journal of Chemical Education, 97(9), 3038–3041. doi: 10.1021/acs.jchemed.0c00585
Segedinac, M., Rodić, D., Rončević, T., Horvat, S., Adamov, J. (2020). The development of research in the field of chemistry education at the University of Novi Sad since the breakup of the Socialist Federal Republic of Yugoslavia. Center for Educational Policy Studies Journal, 10(1), 103–124. doi: 10.26529/cepsj.729
Horvat, S., Rončević, T., Arsenović, D., Rodić, D., Segedinac, M. (2020). Validatioin of the Procedure for the Assessment of Cognitive Complexity of Chemical Technology Problem Tasks. Journal of Baltic Science Education, 19(1), 64–75. doi: 10.33225/jbse/20.19.64
2019.
Rončević, T., Sedlar, A., Rodić, D., Segedinac, M. (2019). Hybrid images as part of the primary school chemistry class instruction: mastering the concepts of amino acids and proteins. Biochemistry and Molecular Biology Education, 47(6), 644–655. doi: 10.1002/bmb.21294
Rončević, T., Ćuk, Ž., Rodić, D., Segedinac, M., Horvat, S. (2019). An Analysis of the High School Students’ Abilities to Read Realistic, Conventional, and Hybrid Images in General Chemistry. Journal of Baltic Science Education, 18(6), 943–954. doi: 10.33225/jbse/19.18.943
2018.
Rodić, D., (2018). Best practices of assessment as a way to promote effective learning. Journal of Baltic Science Education, 17(5), 748–750. doi: 10.33225/jbse/18.17.748
Rodić, D., Rončević, T., Segedinac, M. (2018). The Accuracy of Macro–Submicro–Symbolic Language of Future Chemistry Teachers. Acta Chimica Slovenica, 65(2), 394–400. doi: 10.17344/acsi.2017.4139
Segedinac, M., Horvat, S., Rodić, D., Rončević, T., Savić, G. (2018). Using knowledge space theory to compare expected and real knowledge spaces in learning stoichiometry. Chemistry Education Research and Practice, 19(3), 670–680. doi: 10.1039/C7RP00162B
Hrin, T., Milenković, D., Segedinac, M. (2018). Diagnosing the quality of high school students’ and pre-service chemistry teachers’ cognitive structures in organic chemistry by using students’ generated systemic synthesis questions. Chemistry Education Research and Practice, 19(1), 305–318. doi: 10.1039/C7RP00162B
Savić, G., Segedinac, M. Milenković, D., Hrin, T., Segedinac, M. (2018). A model driven approach to e-courses management. Australasian Journal of Educational Technology, 34(1), 14–29. doi: 10.14742/ajet.3124
2017.
Horvat, S., Rodić, D., Segedinac, M., Rončević, T. (2017). Evaluation of cognitive complexity of tasks for the topic Hydrogen exponent in the solutions of acids and bases. Journal of Subject Didactics, 2(1), 33–45. doi: 10.5281/zenodo.1238972
Hrin, T., Milenković, D., Segedinac, M., Horvat, S. (2017). Systems thinking in chemistry classroom: the influence of systemic synthesis questions on its development and assessment. Thinking Skills and Creativity, 23, 175–187. doi: 10.1016/j.tsc.2017.01.003
Hrin, T., Milenkovic, D., Segedinac, M. (2017). Examining systems thinking through the application of systemic approach in the secondary school chemistry teaching. African Journal of Chemical Education, 7(3), 66–81.
2016.
Hrin, T., Milenković, D., Segedinac, M., Horvat, S. (2016). Enhancement and assessment of students’ systems thinking skills by application of systemic synthesis questions in the organic chemistry course. Journal of the Serbian Chemical Society, 81(12), 1455–1471. doi: 10.2298/JSC160811097H
Milenković, D., Hrin, T., Segedinac, M., Horvat, S. (2016). Development of a three-tier test as a valid diagnostic tool for identification of misconceptions related to carbohydrates. Journal of Chemical Education, 93(9), 1514–1520. doi: 10.1021/acs.jchemed.6b00261
Milenković, D., Segedinac, M., Hrin, T., Horvat, S. (2016). The impact of instructional strategy based on the triplet model of content representation on elimination of students’ misconceptions regarding inorganic reactions. Journal of the Serbian Chemical Society, 81(6), 717–728. doi: 10.2298/JSC150812021M
Horvat, S., Segedinac, M., Milenković, D., Hrin, T. (2016). Development of procedure for the assessment of cognitive complexity of stoichiometric tasks. Macedonian Journal of Chemistry and Chemical Engineering, 35(2), 275–284. doi: 10.20450/mjcce.2016.893
Hrin, T., Fahmy, A.F., Segedinac, M., Milenković, D. (2016). Systemic synthesis questions [SSynQs] as tools to help students to build their cognitive structures in a systemic manner. Research in Science Education, 46(4), 525–546. doi: 10.1007/s11165-015-9470-1
Hrin, T., Milenković, D., Segedinac, M. (2016). The effect of systemic synthesis questions [SSynQs] on students’ performance and meaningful learning in secondary organic chemistry teaching. International Journal of Science and Mathematics Education, 14(5), 805–824. doi: 10.1007/s10763-015-9620-y
Milenković, D., Hrin, T., Segedinac, M., Horvat, S. (2016). Identification of misconceptions through multiple choice tasks at municipal chemistry competition test. Journal of Subject Didactics, 1(1), 3–12. doi: 10.5281/zenodo.55468
Hrin, T., Segedinac, M., Milenković, D., Popović, M., Bogdanović, I. (2016). Analiza ilustrativnosti u osnovnoškolskim udžbenicima hemije. Vaspitanje i obrazovanje, 41(1), 71–84. (in Serbian)
2015.
Milenković, D., Segedinac, M., Hrin, T., Gajić, G. (2015). Evaluation of context-level effect on students’ performance and perceived cognitive load in chemistry problem-solving tasks. Croatian Journal of Education, 17(4), 959–982. doi: 10.15516/cje.v17i4.1212
Hrin, T., Segedinac, M., Milenković, D., Horvat S. (2015). The influence of instructional method on students’ achievement and mental effort: Systemic versus traditional approach in secondary organic chemistry teaching. Nastava i vaspitanje, 64(4), 634–644. doi: 10.5937/nasvas1504631H
2014.
Milenković, D., Segedinac, M., Hrin, T. (2014). Increasing high school students’ performance and reducing cognitive load through an instructional strategy based on the interaction of multiple levels of knowledge representation. Journal of Chemical Education, 91(9), 1409–1416. doi: 10.1021/ed400805p
Milenković, D., Segedinac, M., Hrin, T., Cvjetićanin, S. (2014). Cognitive load in different levels of chemistry representations. Croatian Journal of Education, 16(3), 699–722.
Hrin, T., Milenković, D., Babić-Kekez, S., Segedinac, M. (2014). Application of systemic approach in initial teaching of chemistry: learning the mole concept. Croatian Journal of Education, 16(si 3), 175–209.
Hrin, T., Segedinac, M., Milenković, D., Spasić, T. (2014). Efikasnost rješavanja različitih tipova zadataka kod učenika osnovnoškolskog uzrasta iz nastavne teme „Rastvori“. Vaspitanje i obrazovanje, 39(4), 111–120. (in Serbian)
Hrin, T., Segedinac, M., Milenković, D. (2014). Primjena sistemičkog pristupa u egzemplarnoj nastavi organske hemije. Vaspitanje i obrazovanje, 39(2), 143–153. (in Serbian)
2013.
Milenković, D., Segedinac, M., Hrin, T., Papović, S. (2013). Kognitivno opterećenje u simboličkom domenu reprezentacije znanja u osnovnoškolskoj nastavi hemije. Vaspitanje i obrazovanje, 38(1), 101–110. (in Serbian)
Milenković, D., Segedinac, M., Gajić, G., Šarčev Ćebić, M. (2013). Uticaj konteksta na kognitivno opterećenje učenika u nastavnoj temi Hemijska ravnoteža. Vaspitanje i obrazovanje, 38(4), 93–103. (in Serbian)
Hrin, T., Segedinac, M., Milenković, D. (2013). Development of ontological knowledge representation: learning hydrocarbons with double bonds at the secondary level. African Journal of Chemical Education, 3(2), 76–90.