<?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%">Saša A. Horvat</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">THE ROLE OF COMPLEXITY IN TEACHING</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%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">complex relationship</style></keyword><keyword><style  face="normal" font="default" size="100%">modern teaching process</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative problems</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2020</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2020</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2020/457-1607329369.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">78</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Why complex problems are important in the modern teaching process? How to determine how complex a task or content is? The key to complexity lies in the origin of life. With the increase in complexity, from simple compounds, complex compounds were formed and from complex compounds life was formed. It is the same in teaching, by solving simple problems basic concepts are formed, and the growing complexity of the problem leads to the formation of knowledge. But as all started from simple and later everything got more complex in Praoceaa, can it be determined what the complex task is made of? What are the conditions that influenced the formation of life on Earth, what are the conditions that affect how the student experiences the complexity of the problem task? Does the assessment of a task have to take into account the subjective component or characteristics of the problem solver? Is there a difference between the complexity and difficulty of the problem? </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Editorial</style></work-type><section><style face="normal" font="default" size="100%">881-883</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%">Yordanka  Stefanova</style></author><author><style face="normal" font="default" size="100%">Maria  Minevska</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CONSTRUCTIVIST LEARNING: DESCRIPTION, EXPLANATION, PREDICTION IN A CHEMISTRY CLASSROOM</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%">chemical education</style></keyword><keyword><style  face="normal" font="default" size="100%">constructivism</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/2014/457-1399915404.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%">Scientific description, explanation, prediction as cognitive procedures are inherent to science and deal with understanding the phenomena in the world around us. This explains the fact many studies exist on the nature of scientific description, explanation, prediction and the relationship between them.
In the majority of studies on description and explanation in teaching, the emphasis is placed on the role of the teacher as explainer of chemical phenomena and less attention is paid to student’s activity in description and explanation of studied phenomena. 
In this article we try to overcome such one-sidedness in addressing these cognitive procedures. We discuss the relationship between description, explanation, prediction in the study of chemical phenomena in high school, as well as the activity of teacher and student in constructing them. Taking into account the purposes of chemistry teaching, the characteristics of chemistry knowledge, the necessity of student-oriented training, the possibilities for change of learning environment, we propose a methodical model for description, explanation, prediction in the study of chemical substances and phenomena in the light of the basic ideas of constructivism.
</style></abstract><work-type><style face="normal" font="default" size="100%">Original Article</style></work-type><section><style face="normal" font="default" size="100%">196-202</style></section></record></records></xml>