<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jasminka Korolija</style></author><author><style face="normal" font="default" size="100%">Jovica  V. Plavsic</style></author><author><style face="normal" font="default" size="100%">Ivana  M. Mladenovic</style></author><author><style face="normal" font="default" size="100%">Ljuba  M. Mandic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">A CONTRIBUTION TO SCIENCE FOR ALL: LEARNING ABOUT POLYMERS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">enquiry-based experiments</style></keyword><keyword><style  face="normal" font="default" size="100%">inclusive science</style></keyword><keyword><style  face="normal" font="default" size="100%">learning/teaching chemistry</style></keyword><keyword><style  face="normal" font="default" size="100%">secondary-level education</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399914737.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">17</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The 21st century is already marked as the century of synthetic polymer materials and their presence in our daily lives makes them unavoidable in chemistry education. The theme of Synthetic polymers is rather extensive, therefore only contents necessary to any student (individual) should be chosen. 
In the present paper, synthetic polymers are considered as a necessity in everyday life, in technology and economy of the contemporary world, as well as potential pollutants of the environment. Knowledge about basic procedures for polymer synthesis, their physical and chemical properties, ways of degradation, all this makes possible for every individual to properly choose and utilize various synthetic materials in diverse areas where they are used. This way provides the perception of the interactive relation between science and society.
The teaching of the theme Polymers enabled students to use knowledge of chemistry from various fields in a situation different from the one where it had been acquired and to link the concepts into a single system. The teaching of the theme proceeded through the discussion and enquiry-based experiments in work with small groups during two teaching hours (1.5 h). The investigation was carried out with a group of high school students (85). Statistically significant difference (p&lt;0.001) in the achieved results at final testing (73.4%) compared to initial testing (32.6%), especially in tasks related to comprehension and application of chemistry concepts, indicates that the tested method of work is applicable in school practice.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">107-118</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jasminka Korolija</style></author><author><style face="normal" font="default" size="100%">Snezana Rajic</style></author><author><style face="normal" font="default" size="100%">Ljuba  M. Mandic</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EDUCATION ABOUT DIET THROUGH CHEMISTRY LEARNING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">chemistry education</style></keyword><keyword><style  face="normal" font="default" size="100%">foodstuffs-teaching aid</style></keyword><keyword><style  face="normal" font="default" size="100%">primary school</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">November/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392298307.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">9</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">In the last century chemistry played an important role in improving the quality of living. However, uncontrolled application of many chemistry achievements has resulted in a range of problems (environment pollution, foods production…) requiring solution in the current century. Solving the problems, apart from chemists, should involve every individual who will take care of what he is taking or giving back to the living environment, who will take care of his health that well-balanced diet is one of the prerequisites for. Starting from the aforementioned, it was assumed that introduction of foodstuffs as teaching content and/or teaching aids in the teaching of chemistry, at different levels of education would provide for observation/problem solving of well-balanced diet and developing of chemistry literacy, vice versa. Therefore, the present paper examines possibilities of presenting various foodstuffs and additives at the beginning of teaching themes (transition to scientific concepts is best realized through spontaneous concepts), at the end of teaching themes (systematizing numerous scientific concepts) and within knowledge testing. Investigations were carried out with primary school students (103) by applying diverse teaching methods and forms of work. Such approach to learning (from spontaneous concepts through chemistry concepts to well-balanced diets, or from foodstuffs over spontaneous concepts to scientific ones) brought about the climate, where a student gets the impression that he only expands the knowledge he already possesses, the possibility of developing chemistry (scientific) literacy and accomplishment of education about importance of well-balanced diet. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">65-73</style></section></record></records></xml>