Articles

2018.


Rodić, D., (2018). Best practices of assessment as a way to promote effective learning. Journal of Baltic Science Education, 17(5), 748–750.

Rodić, D., Rončević, T., Segedinac, M. (2018). The Accuracy of Macro–Submicro–Symbolic Language of Future Chemistry Teachers. Acta Chimica Slovenica, 65(2), 396–400. 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., Hrin, 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.