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Bibliografija sadrži popis izdanja Centra za crkvene studije u Nišu i sastoji se iz dva dela: popis monografskih publikacija za period 2002 - 2009 obuhvata 31 bibliografsku jedinicu dok popis članaka u časopisu Crkvene studije obuhvata 155 jedinica za period 2002 - 2008. Drugi dio sadrži bibliografije članova Centra, znanstvenika, profesora te uglednih stručnjaka iz različitih oblasti znanosti.

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.

Aims of education at any level (primary or secondary) should meet the needs of society for suitable educational members and the needs of individuals for education which enable realization at the personal and professional level. There are general educational aim and the ones referring to the field of natural sciences and chemistry in different countries analyzed in this paper. These countries are Slovenia, England, Denmark, Malta, North Carolina (USA), Yuta (USA), Ontario (Canada) and Singapore. The aim was to study education within natural sciences and chemistry as an integral part of education on the high school level. Results of the analyses of the aims of education in discussed systems show which values are promoted in them, as well as general educational aims are in relation and aim of education in the field of natural sciences and chemistry. U ciljevima obrazovanja na svakom nivou (osnovnoškolskom ili srednjoškolskom) trebalo bi da se susretnu potrebe društva za odgovarajuće obrazovanim članovima i potrebe pojedinca za obrazovanjem koje omogućava realizaciju na ličnom i profesionalnom planu. U radu su prikazani i analizirani opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije u različitim zemljama: Sloveniji Engleskoj, Danskoj, Malti, Severnoj Karolini (SAD), Juti (SAD) Ontariju (Kanada) i Singapuru. Namera je bila da se sagleda obrazovanje u oblasti prirodnih nauka i hemije u okviru ukupnog obrazovanja na srednjoškolskom nivou. Rezultati analize ciljeva obrazovanja u razmatranim sistemima pokazuju koje se vrednosti njima promovišu, kao i u kom su odnosu opšteobrazovni ciljevi i ciljevi obrazovanja u oblasti prirodnih nauka i hemije.

The first for the development of the national economy (1947-1951) exercised the largest influence on the development of the Belgrade University. The need for sufficient number of educational staff initiated different steps aimed at increasing studying efficiency. Revolutionary enthusiasm, large number of enrollments and severe studying regime compensated for the lack of conditions for regular studying (space, educational staff and professional literature). The People’s Youth, as the main assistant of the Communist Party had the task to control the students and to motivate them to study and pass exams. The unrealistic and over-ambitious Five-Year Plan could not be fulfilled as a whole, but, given the circumstances, the results of the university education were good. Although the main concern with efficient studying, motivated by fast industrialization and the Five-Year Plan, lasted only for several years and almost completely ceased with the Comminform Resolution and the resolution of the Third Plenum of the Communist Party of Yugoslavia education and care for students were not neglected. However, its hub was transferred to where it belonged - to the University. U radu su prikazani pokušaji da se poveća efikasnost studiranja i odškoluje veliki broj stručnjaka u vreme realizacije Petogodišnjeg plana razvitka narodne privrede 1947-1951. godine.

The aim of this paper is to create/select those chemistry teaching and learning techniques which would enable the acquisition of permanent and applicable knowledge related to ‘Nonmetals and their compounds' in primary school, as well as to examine the efficiency of the selected techniques. First the study targets were defined, and then the method was selected including the tasks for students, i.e. the activities aimed at acquiring knowledge and skills defined in the targets. Bearing in mind different provisional aspects in our schools two approaches were accepted for the realization of the contents: one which could be realized in the existing provisional conditions, and another which requires better provision of teaching aids. What both approaches have in common is that learning is based on the results of experimenting. In the former approach (Approach A) ready knowledge was transmitted to students by discussions, various texts and demonstrational experiments. The latter approach (Approach B) was characterized by students' learning via individual research, independent experimenting and problem solving. The results of the final test showed that the students of the B group were more successful in identifying and explaining the essential changes in the experiments. Furthermore, a larger number of students in this group discovered relations between substance properties, how they can be made, and what possible reactions with other substances there may be. Cilj ovog rada jeste kreiranje/izbor metoda nastave i učenja hemije koje omogućavaju dolaženje do trajnih i primenljivih znanja iz teme "Nemetali i njihova jedinjenja" u osnovnoj školi i ispitivanje efikasnosti tih metoda. Najpre su definisani ciljevi učenja teme, a onda je izvršen izbor metoda rada, osmišljeni su zadaci za učenike, odnosno aktivnosti koje vode formiranju znanja i sposobnosti preciziranih u ciljevima. Imajući u vidu opremljenost naših škola, koncipirana su dva pristupa realizaciji sadržaja. Jedan koji bi mogao da se ostvari u okviru postojećih uslova u školama i drugi koji zahteva bolju opremljenost škole. Zajedničko za oba pristupa jeste učenje zasnovano na rezultatima ogleda. Prema prvom pristupu (pristup A) učenicima se prenose gotova znanja kroz razgovor, različite tekstove i demonstracione oglede. Drugi pristup (pristup B) karakteriše učenje kroz istraživanje, samostalni eksperimentalni rad i rešavanje problema. Rezultati završnog testiranja pokazali su da su učenici B-grupe bili uspešniji u uočavanju bitnih promena u ogledima i njihovom objašnjavanju. Takođe, veći broj ovih učenika povezivao je svojstva supstanci sa načinom njihovog dobijanja i sa mogućim reakcijama sa drugim supstancama.

After WWII there were many changes in secondary education and a number of major reforms were undertaken. For all of them it is characteristic that they were based on the ideological choices of the Communist Party. In accordance with the conclusions of the X Communist Party Congress, in the education reform of the 1970s, secondary grammar school was replaced by a form of school that had a task to supply the entire population of secondary school students with an equal and higher level of secondary education by introducing the so called 'common basis' in the first two-year phase and preparing students for work in the second phase. The work-oriented reform changed the education system radically, affected ail the curricula chemistry included. Once implemented contents are hard to get rid of and replaced later, which happened to chemistry syllabi and textbooks, too. Despite all the critiques regarding too voluminous and abstract programs almost all the contents introduced in 1977 can be found in current chemistry syllabi today. Posle Drugog svetskog rata izvršen je u Srbiji veliki broj promena u srednjem obrazovanju i nekoliko većih reformi. Za sve izmene u obrazovanju karakteristično je da su se temeljile na idejnim opredeljenjima Saveza komunista. Reformom iz sedamdesetih godina, izvršenom na osnovu zaključaka 10. Kongresa SKJ, ukinuta je gimnazija i formirana je jedinstvena srednja škola koja je imala zadatak da celokupnoj populaciji srednjoškolaca obezbedi viši nivo srednjeg obrazovanja kroz, tzv., zajedničku osnovu, a zatim, kroz drugu fazu, da ih osposobi za rad. Reforma kojom je uvedeno usmereno obrazovanje radikalno je izmenila dotadašnji sistem obrazovanja, što se odrazilo na sve programe prirodnih nauka, a naročito na nastavu hemije. Jednom uvedeni sadržaji u nastavu, teško se kasnije izbacuju ili zamenjuju drugim, što se desilo i sa programima i udžbenicima iz hemije. I pored kritike usmerenog obrazovanja, koja se odnosila na obimne i apstraktne programe, skoro sve ono što je uvedeno u nastavu 1977. godine ostalo je u programima do danas.

The paper describes: the methodology applied in the development of a new chemistry syllabus for the gymnasia oriented to the study of natural sciences and mathematics: the concept of studying chemistry at the secondary school level: the components of the new syllabus: and the results of the initial experimental research on the effects of studying by the use of the new syllabus. The results of the analysis of the chemistry syllabus currently used in Serbia, compared to those used in England and Wales France, the German province Hess and Slovenia were taken as the basis for the preparation of the proposed new syllabus whose main components include a) general aims of studying chemistry in gymnasia, b) general attainment standards for chemistry and evaluation of students, c) curriculum and contents, d) operational teaching plan, contents, outputs and knowledge and skills standards, e) normative requirements for work environment, laboratory equipment and teaching aids, and f) methodological and didactic instruction for the realization of the teaching process. The effects of studying according to the new syllabus were studied on a portion of the syllabus for the third year of gymnasium, i.e. on the theme 'From alcohol to carboxyl acids'. The experiment comprised two groups of students and the students in the experimental group scored a result which was for 16% better than the result of the students in the control group who used the currently prescribed syllabus. U radu je opisana metodologija koja je primenjena za donošenje novog nastavnog programa hemije za prirodno-matematički smer Gimnazije, koncepcija učenja hemije na gimnazijskom nivou, komponente novog nastavnog programa i rezultati prvog eksperimentalnog ispitivanja efekata učenja prema novom programu. Kao osnova za pripremu novog programa hemije poslužili su rezultati analize postojećeg programa hemije u Srbiji, kao i analiza odgovarajućih programa u Engleskoj i Velsu, Francuskoj, nemačkoj pokrajini Hes i Sloveniji. Glavne komponente novog programa jesu sledeće: (a) opšti ciljevi učenja hemije u gimnaziji, (6) opšti standardi ostvarenosti ishoda učenja hemije i ocenjivanja učenika, (v) globalni nastavni plan i sadržaji, (g) operativni nastavni plan, sadržaji, ishodi i standardi znanja i umenja, (d) normativ radnih prostorija, laboratorijske opreme i nastavnih sredstava i (đ) metodičko-didaktička uputstva za ostvarivanje programa. Efekti učenja prema novom programu ispitani su za deo programa III razreda, za nastavnu temu "Od alkohola do derivata karboksilnih kiselina". U pedagoškom eksperimentu sa paralelnim grupama, učenici iz eksperimentalne grupe, koji su hemiju učili prema novom programu, postigli su za 16% bolji ukupni rezultat od učenika kontrolne grupe, koji su radili prema važećem programu.

Aleksa Stanojević, secondary school science teacher, published several articles about crucial questions of teaching at the end of XIX century and at the beginning of XX century. This article summarizes his main ideas.

A comparative analysis of chemistry and vocational subjects syllabi for schools for nurses showed that the chemistry contents had not been selected according to the needs of the profession. Therefore, a different syllabus was structured and tested. This paper offers an example of a teaching unit (Solutions) in which it is shown how a more adequate content can be selected, and how teaching techniques can be altered to support the development of the skills relevant not only to pharmaceutical technicians but for everyday life as well. Class activities comprise different theoretical and practical tasks, the use of different literature, report writing, and oral presentations. The probing research shows that much better results can be achieved this way. The pupils were a great deal more motivated by the selected contents and class activities than by the presentations with a more traditional approach. Moreover, the pupils had the opportunity to cooperate, exchange knowledge and experiences, and help one another, all the things of great importance for their future profession, and active participation in social life. Komparativna analiza programa hemije i programa stručnih predmeta za medicinsku školu pokazala je da izbor sadržaja hemije nije vršen prema potrebama struke. Pored toga, nastavom hemije nije u potrebnoj meri omogućen razvoj veština bitnih za buduće zanimanje. Zato je napravljen novi program hemije za medicinsku školu. U radu je prikazano na primeru jedne nastavne teme (Rastvori) kako se može napraviti svrsishodniji izbor sadržaja i kako se može promeniti način rada na času u pravcu razvijanja veština bitnih za zanimanje farmaceutski tehničar, kao i za svakodnevni život. U obradi teme primenjene su metode aktivnog učenja. Aktivnosti učenika na času obuhvataju rešavanje različitih zadataka teorijskog i praktičnog karaktera, korišćenje raznovrsne literature, pisanje i izlaganje radova. Izvedeno sondažno istraživanje pokazalo je da se tako postižu daleko bolji rezultati. Pokazalo se da izabrani sadržaji i primenjeni način rada daleko više motivišu đake za učenje hemije, nego uobičajeni rad na časovima. Pored toga, oni su bili u prilici da sarađuju, razmenjuju znanja i iskustva, pomažu jedni drugima, što je veoma važno za njihov budući profesionalni rad i aktivno uključivanje u društveni život.

Criteria for selection of probiotic lactic acid bacteria are presented in this review paper. General characteristics, strain stability as well as functional and physiological aspects are pointed out in details. . U ovom preglednom radu prikazani su kriterijumi za selekciju bakterija mlečne kiseline sa probiotičkim delovanjem. Među brojnim kriterijumima detaljno su tretirani sledeći: opšte karakteristike, stabilnost sojeva i funkcionalni i fiziološki aspekti.

The paper presents the results of an extensive long range testing of pupils in elementary and secondary schools. the aim of he research was to obtain information on which basic chemical concepts are familiar to elementary school pupils, and what part of that knowledge retains in their memory long enough to enable them to go on with studying chemistry in secondary school more precisely, what remains in the memory of those pupils who were the best in elementary school. The results show that the majority of the pupils use the concepts mainly in a mechanical way, according to the memorized schemata, without perceiving and understanding the relations between the parts, or applying the acquired knowledge in new situations. Behind the high percentage of correct answers he mostly reproductions of definitions or whole chunks from textbooks, and well-rehearsed algorithms for solving recognizable chemical problems. There is no doubt that the contents of the chemistry curriculum should be red, but even more urgent is to change the mode of teaching. Memorizing theories and principles has become a purpose per se, and pupils can hardly see what use there is of such knowledge in the real world. The process should be reversed: the starting point should be a section of the 'real world' which, then, can be analyzed from the point of view of chemistry. The selection of such sections should be made according to the needs and interests of pupils. U radu su prikazani rezultati višegodišnjih testiranja učenika osnovne škole i gimnazije, s ciljem da se dobiju informacije koliko đaci u osnovnoj školi znaju osnovne hemijske pojmove i šta od tog znanja 'preostane' za nastavak učenja hemije u gimnaziji. Preciznije, šta preostane kod onih koji su hemiju najbolje znali u osnovnoj školi. Dobijeni rezultati pokazuju da se većina učenika sadržajima služi više mehanički, prema naučenim šemama nego što uočava veze i odnose među delovima gradiva i stečeno znanje primenjuje u novim situacijama. Iza visokih procenata tačnih odgovora uglavnom stoji nivo reprodukcije definicija ili delova sadržaja udžbenika reči profesora, ili dobro uvežbanih algoritama za rešavanje prepoznatljivih hemijskih problema. Nema sumnje da je potrebno smanjiti obim gradiva u nastavi hemije, ali je još važnije promeniti način rada. Učenje teorija i principa postalo je samo sebi svrha i učenicima je teško da uoče svrsishodnost tog znanja u realnom svetu. Zato treba krenuti od realnog sveta, omeđiti jedan deo i razmotriti ga sa stanovišta hemije. U izboru tih delova ne treba zanemariti što je učenicima zaista važno da znaju, kakve su njihove potrebe i interesovanja.

In this paper the elaboration of the concept of salt hydrolysis by cooperative studying with the first grade Gymnasia students (general secondary school; science – mathematics orientation; aged 15) is presented. Eight different experimental tasks had been prepared (for eight groups of students) the results of which, in combination with the previously acquired theoretical knowledge (Bronsted – Lowry theory), had been expected to enable students to form and internalize their own notions of salt hydrolysis. By comparing the acid – base properties of the aqueous solutions of the given salts (the selection of which had been made according to specific criteria), as well as the properties of their constituent cations and anions, the students were able to deduce which protolytic reactions take place in aqueous solutions of salts. Upon the completion of the experimental phase, and through extensive discussions on the results obtained by all the groups (a considerably larger number of examples than that which is usually used at the elaboration stage), the students were able to draw general conclusions on the properties of aqueous solutions of different salts. The effects of this approach were tested by a parallel-group pedagogic experiment. The approach was the most successful at the understanding level (61% of correct answers more in the experimental group than in the control group), as well as at the level of the active use of theoretical knowledge in explaining changes perceived in experiments (23% of correct answers more in the experimental group than in the control group).

This paper is about attitudes of pupils of the first form of secondary school towards chemistry classes. The poll was taken on the sample of 159 pupils in May, in the school year 1997/1998. There was noticed a considerable drop in the pupils' being successful in chemistry in the transition from elementary to secondary school. In elementary school more than a half of the subjects had excellent mark (five)of chemistry, while at the end of the first semester of the first form of secondary school only 7 of the polled pupils retained the same mark. The results of the poll showed that more than 50 of the subject did not understand in full two thirds of the covered material, that even more subjects found the chemistry course uninteresting, and that less than a half of them liked chemistry. The pupils want group instead of frontal way of work, more independent experimental work and discussions. Instead of abstract theoretical contents, they prefer those which would be connected to a greater extent with everyday life. U radu su prikazani rezultati ispitivanja stavova učenika prvog razreda gimnazije prema nastavi hemije. Anketirano je 159 učenika prirodno-matematičkog smera gimnazije. Anketiranje je izvedeno u maju školske 1997/98. godine. Pri prelasku iz osnovne u srednju školu uočava se veliki pad uspeha iz hemije anketiranih učenika. Više od polovine ispitanika imalo je u osnovnoj školi odličnu ocenu (pet)iz hemije, a na kraju prvog polugodišta prvog razreda tu ocenu zadržalo je svega 7. Rezultati ankete pokazali su da za više od 50 učenika dve trećine obrađenog sadržaja nije potpuno razumljivo, a još većem broju sadržaji nisu zanimljivi. Manje od polovine učenika voli hemiju. Učenici žele grupni rad umesto frontalnog načina rada, više samostalnog eksperimentalnog rada i diskutovanje. Umesto apstraktnih teorijskih sadržaja, oni žele sadržaje koji su u većoj meri povezani sa svakodnevnim životom.

A model for learning notions of the theme 'Substance structures was mated for the first grade mathematically oriented grammar school students. The main form of learning by the model is active learning. Students learn independently by solving problem situations. Printed material was prepared - lists on which the theme is dealt with Using this material in the class, the pupils entered the answers to the questions, their observation during demonstration perfumed by the teacher, hypotheses, equation of chemical reactions, explanations and conclusions. Work lists contain answers and explanations so that the students can check their answers themselves. Learning by this model, the students were places in situations in which they imitated the behavior of scientists and thus acquired new knowledge. The effects of learning by the model are examined through a pedagogical experiment with parallel groups. In the experimental group (127 students) teaching was carried out by the model, whereas in the control group (126 students) it was done by the textbooks. The overall achievement of the experimental group at the final test is statistically much higher (t=5,27) than the achievement of the control group. The test results show that the students in experimental group were more successful in solving problems on Al the three levels (perception and reproduction, understanding and application) than the students in the control group, the differences being greatest on the level of understanding (t=5,36), application (t=4,32) and finally perception and reproduction (t=2,51). Za učenike I razreda gimnazije prirodno-matematičkog smera sastavljen je model za usvajanje pojmova nastavne teme ' Struktura supstance'. Glavni oblik učenja prema modelu je aktivno učenje. Učenici samostalno dolaze do saznanja rešavanjem problemskih situacija. Pripremljen je štampani materijal - radni listovi u kojima je obrađena navedena tema. Koristeći ovaj materijal na času, učenici su upisivali odgovore na postavljena pitanja, svoja zapažanja prilikom demonstriranja ogleda od strane nastavnika, pretpostavke, jednačine hemijskih reakcija, objašnjenja i zaključke. Radni listovi sadrže odgovore i objašnjenja da bi učenici mogli samostalno da proveravaju ispravnost svojih odgovora. Učeći prema modelu, učenici su postavljeni i u situacije u kojima su oponašali mišljenje naučnika i tako dolazili do novog znanja. Efekti učenja prema modelu ispitani su putem pedagoškog eksperimenta sa paralelnim grupama. U eksperimentalnoj grupi (127 učenika) nastava je realizovana prema modelu, a u kontrolnoj grupi (126 učenika) prema udžbeniku. Ukupni uspeh eksperimentalne grupe na završnom testiranju statistički je značajno bolji (t=5,27) od uspeha kontrolne grupe Rezultati testiranja pokazuju da su učenici eksperimentalne grupe bolje rešavali zadatke na sva tri nivoa (prepoznavanja i reprodukcije, razumevanja i primene) od učenika kontrolne grupe, a razlike u uspehu najveće su na nivou razumevanja (t=5.36), zatim primene (1=4,32) i na kraju prepoznavanja i reprodukcije (t=2,51).

The object of analysis was M. Rakočević and R. Horvat's General Chemistry for the First Grade of Secondary School, Zavod za izdavanje udžbenika Novi Sad, Stručna Knjiga Beograd, 1992 Fifth edition). The analysis was carried out after the conception of Soviet research workers. The textual part of the book is made up of the basic text, the addition text and the explanations. The basic text makes 85.3 percent and includes: a) theoretical- cognitive texts with 220 notions, 162 of which are new to the pupils. 18 out of the total number of new notions are not defined, the definitions for the further 12 are inaccurate, while for other 15 they are incomplete. b) Instrumental-practical tests which include 19 solved tasks-examples, 24 descriptions of experiments, 8 of which present demonstrations whereas 16 are meant for individual work of students. Out of the total number of experiments, 17 are to aid generalization and acquisition of theoretical - cognitive information. The additional text makes 5.3 percent of the textual pert of the book. The last 9.4 percent of the textual part is left to the explanations. The extratextual components include: a) the apparatus for the organization of acquisition; b) illustrations; c) apparatus for orientation. According to the percentage and the relation-ship between the structural components the textbook can be said to meet the modern criteria. U radu je analiziran udžbenik M. Rakočevića i R. Horvat Opšta hemija za I razred srednje škole, Zavod za izdavanje udžbenika, Novi Sad, Naučna knjiga, Beograd, 1992 (peto izdanje). Analiza udžbenika izvršena je prema koncepciji sovjetskih istraživača. Tekstualni deo udžbenika čini osnovni tekst, dopunski tekst i pojašnjavajući tekst. Osnovni tekst koji čini 85,3% tekstualnog dela obuhvata: a) teorijsko-saznajne tekstove sa 220 pojmova od kojih su 162 nova za učenike; od ukupnog broja novih pojmova 18 nije definisano, za 12 pojmova definicije su neprecizne, a za 15 pojmova definicije su nepotpune i (b) instrumentalno- praktične testove, koji sadrže 19 urađenih zadataka - primera, 24 opisa ogleda od kojih su osam demonstracioni, a 16 predviđeni za samostalni učenički rad. Od ukupnog broja ogleda 17 je predviđeno i namenjeno uopštavanju i usvajanju teorijsko-saznajnih informacija. Dopunski tekst čini 5,3% tekstualnog dela udžbenika. Pojašnjavajući tekst čini 9,4% tekstualnog dela udžbenika. Vantekstualne komponente obuhvataju: (a) aparaturu organizacije usvajanja, (b) ilustrativni materijal i (c) aparaturu orijentacije. Prema procentualnom sastavu i međusobnom odnosu pojedinih strukturnih komponenata može se reći da udžbenik po strukturi odgovara savremenim kriterijumima.