TY  - JOUR
AU  - Putica, Katarina B.
AU  - Anđelković, Slađana D.
AU  - Trivić, Dragica D.
PY  - 2018
UR  - https://gery.gef.bg.ac.rs/handle/123456789/927
UR  - https://cherry.chem.bg.ac.rs/handle/123456789/201
AB  - Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics.
AB  - Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school
T1  - Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii
T1  - Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije
VL  - 67
IS  - 1
SP  - 75
EP  - 93
DO  - 10.5937/nasvas1801075P
UR  - https://hdl.handle.net/21.15107/rcub_gery_927
ER  - 

@article{
author = "Putica, Katarina B. and Anđelković, Slađana D. and Trivić, Dragica D.",
year = "2018",
abstract = "Since high school students tend to perceive organic chemistry as an subject that is difficult to understand, the aim of the research was to examine whether a contextual approach to teaching can improve conceptual understanding and application of knowledge from this chemistry subdiscipline among students of a high school of science and mathematics. For this purpose, a teaching experiment with parallel groups was carried out as part of instruction on the topic of Alcohols. The sample consisted of 163 third grade students at a high school of science and mathematics, with 82 students in the control group and 81 in the experimental group. The initial test, comprising problems similar to those in the textbook, showed that students in both groups had a similar level of prior knowledge about alcohols. However, in the final test, where students were expected to apply their newly acquired knowledge about alcohols to solving everyday problems and to provide a detailed explanation of the problem-solving process, students in the experimental group achieved a significantly higher overall percentage of correct responses and a significantly higher number of correct responses to most problems in the test relative to students in the control group. Since the results of the experiment indicate that a contextual approach to teaching fosters conceptual understanding and application of knowledge in the field of organic chemistry, this research could contribute to improving organic chemistry teaching in high schools of science and mathematics., Budući da srednjoškolci organsku hemiju doživljavaju kao apstraktan predmet čije je gradivo teško za razumevanje, cilj ovog istraživanja bio je da se utvrdi da li kontekstualni pristup nastavi može da unapredi konceptualno razumevanje i primenu znanja iz ove oblasti hemije kod učenika gimnazije prirodno-matematičkog smera. Posledično, u okviru obrade nastavne teme Alkoholi, sproveden je pedagoški eksperiment sa paralelnim grupama. Uzorak su činila 163 učenika trećeg razreda gimnazije prirodno-matematičkog smera (82 učenika u kontrolnoj i 81 učenik u eksperimentalnoj grupi). Na inicijalnom testu koji je sadržao zadatke nalik onima u udžbeniku ustanovljeno je da dve grupe imaju relativno ujednačeni nivo prethodno stečenih znanja o alkoholima. Međutim, na završnom testu gde je novostečena znanja o alkoholima trebalo primeniti u rešavanju problema iz svakodnevnog života i detaljno objasniti postupak rešavanja, učenici iz eksperimentalne grupe ostvarili su statistički značajno veći ukupan procenat tačnih odgovora i statistički značajno veći broj tačnih odgovora na većini zadataka iz ovog testa u odnosu na učenike iz kontrolne grupe. S obzirom na to da rezultati eksperimenta pokazuju da kontekstualni pristup nastavi podstiče konceptualno razumevanje i primenu znanja iz organske hemije, ovo istraživanje može da doprinese unapređivanju nastave organske hemije u gimnaziji prirodno-matematičkog smera.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school, Vlijanie kontekstual'nogo podhoda k obučeniju organičeskoj himii na ulučšenie konceptual'nogo ponimanija i primenenie znanija u učenikov gimnazii, Uticaj primene kontekstualnog pristupa u nastavi organske hemije na unapređivanje konceptualnog razumevanja i primenu znanja učenika prirodno-matematičkog smera gimnazije",
volume = "67",
number = "1",
pages = "75-93",
doi = "10.5937/nasvas1801075P",
url = "https://hdl.handle.net/21.15107/rcub_gery_927"
}

Putica, K. B., Anđelković, S. D.,& Trivić, D. D.. (2018). The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 67(1), 75-93.
https://doi.org/10.5937/nasvas1801075P
https://hdl.handle.net/21.15107/rcub_gery_927

Putica KB, Anđelković SD, Trivić DD. The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school. in Nastava i vaspitanje. 2018;67(1):75-93.
doi:10.5937/nasvas1801075P
https://hdl.handle.net/21.15107/rcub_gery_927 .

Putica, Katarina B., Anđelković, Slađana D., Trivić, Dragica D., "The effects of employing a contextual approach to teaching organic chemistry on improving conceptual understanding and knowledge application among students of a science and mathematics high school" in Nastava i vaspitanje, 67, no. 1 (2018):75-93,
https://doi.org/10.5937/nasvas1801075P .,
https://hdl.handle.net/21.15107/rcub_gery_927 .

TY  - JOUR
AU  - Lukić, Dobrila
AU  - Anđelković, Slađana
AU  - Vračar, Maja
PY  - 2018
UR  - https://gery.gef.bg.ac.rs/handle/123456789/905
AB  - Starting from the new education paradigm, which relies on constructivist and contextual approach, this paper will specify the tourism potential of the Djerdap National Park, which should develop young people’s skills for sustainable development. The main objective of this paper is to use the holistic approach, the analysis of tourism resources, their educational potential and types of educational tourism in the Djerdap National Park to emphasize the insufficiently utilized educational potential. This could help children and young people acquire knowledge, skills and develop their personality by promoting learning through experience, direct contact with the things they are learning about, research and project approach. The results of this study indicate the need to create educational programs for all ages, to improve accommodation capacities as well as educational materials, to better educate the guides on how to conduct ambient learning, project and research activities for all age groups. Emphasizing the importance of educational tourism, which could help education for sustainable development, the paper underlines the need for support from state level with promotion, activities, projects and sharing best practices.
PB  - University of Craiova, Faculty of Social Sciences, Department of Geography
T2  - Forum Geografic
T1  - Sustainable educational tourism potential of Djerdap National Park
T1  - Potențialul turismului educațional durabil al Parcului Național Djerdap
VL  - 17
IS  - 2
SP  - 160
EP  - 170
DO  - 10.5775/fg.2017.057.d
UR  - https://hdl.handle.net/21.15107/rcub_gery_905
ER  - 

@article{
author = "Lukić, Dobrila and Anđelković, Slađana and Vračar, Maja",
year = "2018",
abstract = "Starting from the new education paradigm, which relies on constructivist and contextual approach, this paper will specify the tourism potential of the Djerdap National Park, which should develop young people’s skills for sustainable development. The main objective of this paper is to use the holistic approach, the analysis of tourism resources, their educational potential and types of educational tourism in the Djerdap National Park to emphasize the insufficiently utilized educational potential. This could help children and young people acquire knowledge, skills and develop their personality by promoting learning through experience, direct contact with the things they are learning about, research and project approach. The results of this study indicate the need to create educational programs for all ages, to improve accommodation capacities as well as educational materials, to better educate the guides on how to conduct ambient learning, project and research activities for all age groups. Emphasizing the importance of educational tourism, which could help education for sustainable development, the paper underlines the need for support from state level with promotion, activities, projects and sharing best practices.",
publisher = "University of Craiova, Faculty of Social Sciences, Department of Geography",
journal = "Forum Geografic",
title = "Sustainable educational tourism potential of Djerdap National Park, Potențialul turismului educațional durabil al Parcului Național Djerdap",
volume = "17",
number = "2",
pages = "160-170",
doi = "10.5775/fg.2017.057.d",
url = "https://hdl.handle.net/21.15107/rcub_gery_905"
}

Lukić, D., Anđelković, S.,& Vračar, M.. (2018). Sustainable educational tourism potential of Djerdap National Park. in Forum Geografic
University of Craiova, Faculty of Social Sciences, Department of Geography., 17(2), 160-170.
https://doi.org/10.5775/fg.2017.057.d
https://hdl.handle.net/21.15107/rcub_gery_905

Lukić D, Anđelković S, Vračar M. Sustainable educational tourism potential of Djerdap National Park. in Forum Geografic. 2018;17(2):160-170.
doi:10.5775/fg.2017.057.d
https://hdl.handle.net/21.15107/rcub_gery_905 .

Lukić, Dobrila, Anđelković, Slađana, Vračar, Maja, "Sustainable educational tourism potential of Djerdap National Park" in Forum Geografic, 17, no. 2 (2018):160-170,
https://doi.org/10.5775/fg.2017.057.d .,
https://hdl.handle.net/21.15107/rcub_gery_905 .

TY  - JOUR
AU  - Vračar, Maja
AU  - Anđelković, Slađana
AU  - Arsić, Zvezdan
PY  - 2018
UR  - https://gery.gef.bg.ac.rs/handle/123456789/926
AB  - Starting from the current role of school in preparing students for life in a socially and culturally diverse world, this paper points out the need to change the paradigm a Članak predstavlja rezultat rada na projektu "Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji" (broj 179060), koje finansira Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije. towards an open constructivist curriculum and new learning strategies in the implementation of the concept of interculturality in the school context. Special attention has been devoted to developing intercultural competences of both students and teachers starting from the changes in the school culture, constructivist, contextual and integrated approach in viewing multicultural contents and activities. The paper presents two examples of the implementation of this concept which were created within the second component of the project entitled "the Support to Human Capital Development and Research -General Education and Human Capital Development -Razvionica" in schools in Serbia. The summary provides an outline of the pedagogical measures for supporting intercultural education, including the role of developing the school culture in that process.
AB  - Polazeći od savremene uloge škole u pripremanju učenika za život u soci-jalno i kulturno različitom svetu, u radu se ukazuje na potrebu menjanja para-digme ka otvorenom konstruktivističkom kurikulumu i novim strategijama učenja u uključivanju koncepta interkulturalnosti u školski kontekst. Po-sebna pažnja posvećena je izgradnji interkulturalnih kompetencija učenika, ali i nastavnika polazeći od promena u kulturi škole, konstruktivističkog, kontekstualnog i integracijskog pristupa u sagledavanju multikulturalnih sadržaja i aktivnosti. U radu smo prikazali dva primera implementacije ovog koncepta koja su nastala u okviru druge komponente projekta "Podrška razvoju ljudskog kapitala i istraživanja-Opšte obrazovanje i razvoj ljudskog kapita-la-Razvionica" u školama u Srbiji. U zaključku je dat osvrt na pedagoške me-re za podršku interkulturalnom obrazovanju i vaspitanju, uključujući i ulogu izgradnje školske kulture u tom procesu.
PB  - Niš : Univerzitet u Nišu
T2  - Teme
T1  - Intercultural perspective of schools in Serbia
T1  - Interkulturalna perspektiva škola u Srbiji
VL  - 42
IS  - 3
SP  - 917
EP  - 935
DO  - 10.22190/TEME1803917V
UR  - https://hdl.handle.net/21.15107/rcub_gery_926
ER  - 

@article{
author = "Vračar, Maja and Anđelković, Slađana and Arsić, Zvezdan",
year = "2018",
abstract = "Starting from the current role of school in preparing students for life in a socially and culturally diverse world, this paper points out the need to change the paradigm a Članak predstavlja rezultat rada na projektu "Modeli procenjivanja i strategije unapređivanja kvaliteta obrazovanja u Srbiji" (broj 179060), koje finansira Ministarstvo prosvete, nauke i tehnološkog razvoja Republike Srbije. towards an open constructivist curriculum and new learning strategies in the implementation of the concept of interculturality in the school context. Special attention has been devoted to developing intercultural competences of both students and teachers starting from the changes in the school culture, constructivist, contextual and integrated approach in viewing multicultural contents and activities. The paper presents two examples of the implementation of this concept which were created within the second component of the project entitled "the Support to Human Capital Development and Research -General Education and Human Capital Development -Razvionica" in schools in Serbia. The summary provides an outline of the pedagogical measures for supporting intercultural education, including the role of developing the school culture in that process., Polazeći od savremene uloge škole u pripremanju učenika za život u soci-jalno i kulturno različitom svetu, u radu se ukazuje na potrebu menjanja para-digme ka otvorenom konstruktivističkom kurikulumu i novim strategijama učenja u uključivanju koncepta interkulturalnosti u školski kontekst. Po-sebna pažnja posvećena je izgradnji interkulturalnih kompetencija učenika, ali i nastavnika polazeći od promena u kulturi škole, konstruktivističkog, kontekstualnog i integracijskog pristupa u sagledavanju multikulturalnih sadržaja i aktivnosti. U radu smo prikazali dva primera implementacije ovog koncepta koja su nastala u okviru druge komponente projekta "Podrška razvoju ljudskog kapitala i istraživanja-Opšte obrazovanje i razvoj ljudskog kapita-la-Razvionica" u školama u Srbiji. U zaključku je dat osvrt na pedagoške me-re za podršku interkulturalnom obrazovanju i vaspitanju, uključujući i ulogu izgradnje školske kulture u tom procesu.",
publisher = "Niš : Univerzitet u Nišu",
journal = "Teme",
title = "Intercultural perspective of schools in Serbia, Interkulturalna perspektiva škola u Srbiji",
volume = "42",
number = "3",
pages = "917-935",
doi = "10.22190/TEME1803917V",
url = "https://hdl.handle.net/21.15107/rcub_gery_926"
}

Vračar, M., Anđelković, S.,& Arsić, Z.. (2018). Intercultural perspective of schools in Serbia. in Teme
Niš : Univerzitet u Nišu., 42(3), 917-935.
https://doi.org/10.22190/TEME1803917V
https://hdl.handle.net/21.15107/rcub_gery_926

Vračar M, Anđelković S, Arsić Z. Intercultural perspective of schools in Serbia. in Teme. 2018;42(3):917-935.
doi:10.22190/TEME1803917V
https://hdl.handle.net/21.15107/rcub_gery_926 .

Vračar, Maja, Anđelković, Slađana, Arsić, Zvezdan, "Intercultural perspective of schools in Serbia" in Teme, 42, no. 3 (2018):917-935,
https://doi.org/10.22190/TEME1803917V .,
https://hdl.handle.net/21.15107/rcub_gery_926 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Dedjanski, Vojislav
AU  - Pejić, Biljana
PY  - 2018
UR  - https://gery.gef.bg.ac.rs/handle/123456789/949
AB  - Students' opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of fieldwork, which presents an important determinant of geographers' education. A total of 215 students evaluated pedagogical benefits of fieldwork in relation to didactic-methodical aspects such as: immediate contact with objects of knowledge; interdisciplinary study of a problem; application of various methods of teaching; enhancement of motivation for learning; improvement of social relations, and development of skills necessary for fieldwork. Research results indicate that students recognize and positively evaluate benefits of fieldwork. Final-year students as well as students who had more days of fieldwork evaluate benefits of fieldwork in a more positive way. Research results indicate the need to improve the quality of fieldwork and increase its share in the curriculum of the Faculty of Geography in accordance with the constructivist paradigm in education, which places a student at the centre of educational process, and fundamental principles of the Bologna Process.
PB  - Routledge Journals, Taylor & Francis Ltd, Abingdon
T2  - Journal of Geography In Higher Education
T1  - Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process
VL  - 42
IS  - 1
SP  - 110
EP  - 125
DO  - 10.1080/03098265.2017.1379058
UR  - https://hdl.handle.net/21.15107/rcub_gery_949
ER  - 

@article{
author = "Anđelković, Slađana and Dedjanski, Vojislav and Pejić, Biljana",
year = "2018",
abstract = "Students' opinion and assessment of the quality of teaching presents an important segment of the evaluation of the quality of teaching at university level in accordance with the principles of the Bologna Process. In this study, we have examined opinion of students at the Faculty of Geography, University of Belgrade on the pedagogical benefits of fieldwork, which presents an important determinant of geographers' education. A total of 215 students evaluated pedagogical benefits of fieldwork in relation to didactic-methodical aspects such as: immediate contact with objects of knowledge; interdisciplinary study of a problem; application of various methods of teaching; enhancement of motivation for learning; improvement of social relations, and development of skills necessary for fieldwork. Research results indicate that students recognize and positively evaluate benefits of fieldwork. Final-year students as well as students who had more days of fieldwork evaluate benefits of fieldwork in a more positive way. Research results indicate the need to improve the quality of fieldwork and increase its share in the curriculum of the Faculty of Geography in accordance with the constructivist paradigm in education, which places a student at the centre of educational process, and fundamental principles of the Bologna Process.",
publisher = "Routledge Journals, Taylor & Francis Ltd, Abingdon",
journal = "Journal of Geography In Higher Education",
title = "Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process",
volume = "42",
number = "1",
pages = "110-125",
doi = "10.1080/03098265.2017.1379058",
url = "https://hdl.handle.net/21.15107/rcub_gery_949"
}

Anđelković, S., Dedjanski, V.,& Pejić, B.. (2018). Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process. in Journal of Geography In Higher Education
Routledge Journals, Taylor & Francis Ltd, Abingdon., 42(1), 110-125.
https://doi.org/10.1080/03098265.2017.1379058
https://hdl.handle.net/21.15107/rcub_gery_949

Anđelković S, Dedjanski V, Pejić B. Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process. in Journal of Geography In Higher Education. 2018;42(1):110-125.
doi:10.1080/03098265.2017.1379058
https://hdl.handle.net/21.15107/rcub_gery_949 .

Anđelković, Slađana, Dedjanski, Vojislav, Pejić, Biljana, "Pedagogical benefits of fieldwork of the students at the Faculty of Geography in the light of the Bologna Process" in Journal of Geography In Higher Education, 42, no. 1 (2018):110-125,
https://doi.org/10.1080/03098265.2017.1379058 .,
https://hdl.handle.net/21.15107/rcub_gery_949 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Prnjat, Zorica
AU  - Arsić, Zvezdan
PY  - 2017
UR  - https://gery.gef.bg.ac.rs/handle/123456789/804
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - School as a factor of development of interculturalism
VL  - 97
IS  - 1
SP  - 109
EP  - 135
DO  - 10.2298/GSGD1701109A
UR  - https://hdl.handle.net/21.15107/rcub_gery_804
ER  - 

@article{
author = "Anđelković, Slađana and Prnjat, Zorica and Arsić, Zvezdan",
year = "2017",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "School as a factor of development of interculturalism",
volume = "97",
number = "1",
pages = "109-135",
doi = "10.2298/GSGD1701109A",
url = "https://hdl.handle.net/21.15107/rcub_gery_804"
}

Anđelković, S., Prnjat, Z.,& Arsić, Z.. (2017). School as a factor of development of interculturalism. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 97(1), 109-135.
https://doi.org/10.2298/GSGD1701109A
https://hdl.handle.net/21.15107/rcub_gery_804

Anđelković S, Prnjat Z, Arsić Z. School as a factor of development of interculturalism. in Glasnik Srpskog geografskog društva. 2017;97(1):109-135.
doi:10.2298/GSGD1701109A
https://hdl.handle.net/21.15107/rcub_gery_804 .

Anđelković, Slađana, Prnjat, Zorica, Arsić, Zvezdan, "School as a factor of development of interculturalism" in Glasnik Srpskog geografskog društva, 97, no. 1 (2017):109-135,
https://doi.org/10.2298/GSGD1701109A .,
https://hdl.handle.net/21.15107/rcub_gery_804 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Pavlović, Dragana
PY  - 2015
UR  - https://gery.gef.bg.ac.rs/handle/123456789/719
AB  - This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education stydies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - New media in teaching of geography: Literature review
VL  - 95
IS  - 4
SP  - 173
EP  - 195
DO  - 10.2298/GSGD1504173A
UR  - https://hdl.handle.net/21.15107/rcub_gery_719
ER  - 

@article{
author = "Anđelković, Slađana and Pavlović, Dragana",
year = "2015",
abstract = "This paper provides an overview of published scientific papers in refereed journals on the use of new media in teaching geography. Relevant previous research on the application of GIS in the process of teaching at the secondary and higher education is considered from critical aspects. The main objective of this theoretical study is to systematically and chronologicaly point to the central themes that were dealt with by researchers in the context of the study of GIS in teaching geography. Research has shown that the interest of researchers for GIS in education stydies is growing in line with the development of information and communication technologies, that study topics of the problem varied, and that the number of research and range of topics increases after 2000.",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "New media in teaching of geography: Literature review",
volume = "95",
number = "4",
pages = "173-195",
doi = "10.2298/GSGD1504173A",
url = "https://hdl.handle.net/21.15107/rcub_gery_719"
}

Anđelković, S.,& Pavlović, D.. (2015). New media in teaching of geography: Literature review. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 95(4), 173-195.
https://doi.org/10.2298/GSGD1504173A
https://hdl.handle.net/21.15107/rcub_gery_719

Anđelković S, Pavlović D. New media in teaching of geography: Literature review. in Glasnik Srpskog geografskog društva. 2015;95(4):173-195.
doi:10.2298/GSGD1504173A
https://hdl.handle.net/21.15107/rcub_gery_719 .

Anđelković, Slađana, Pavlović, Dragana, "New media in teaching of geography: Literature review" in Glasnik Srpskog geografskog društva, 95, no. 4 (2015):173-195,
https://doi.org/10.2298/GSGD1504173A .,
https://hdl.handle.net/21.15107/rcub_gery_719 .

TY  - CHAP
AU  - Анђелковић, Слађана
AU  - Јовановић, Славољуб
PY  - 2014
UR  - http://gery.gef.bg.ac.rs/handle/123456789/1662
AB  - У раду се са историјског, педагошког и методичко-дидактич
ког аспекта сагледава настава земљописа у основним школама у Србијиу
XIX веку. Сматрамо да ће проучавање ове теме допринети богаћењу исто
ријских и педагошко-дидактичких сазнања о настави земљописа као претечи савремене наставе географије у основној школи, као и расветљавању недовољно познатих чињеница из историје развоја наставе земљописа у основној школи, као и школе и просвете у Србији. Дескриптивним проучавањем зграђе из примарних и секундарних извора и: теоријском анализом проблема наставе разматрају се централна питања рада: заступљеност наставног предмета земљопис у плановим програмима, циљевима и задацима предмета, организација наставе, средства, методе, уџбеници, извештаји надзорника о стању настеве земљописа  у основним школама. Сазнања до којих смо дошли покушали смо да сагледамо у контексту значења које имају за разумевање и креирање савремене концепције географске наставе у основној школи
PB  - Београд : Географски институт "Јован Цвијић" САНУ
PB  - Београд : Институт за новију историју Србије
PB  - Београд : Институт за славистику Руске академије наука
T2  - Тематски зборник радова "Историја и географија : сусрети и прожимања", Београд
T1  - Настава земљописа у основним школама у Србији у XIX веку
SP  - 727
EP  - 742
UR  - https://hdl.handle.net/21.15107/rcub_gery_1662
ER  - 

@inbook{
author = "Анђелковић, Слађана and Јовановић, Славољуб",
year = "2014",
abstract = "У раду се са историјског, педагошког и методичко-дидактич
ког аспекта сагледава настава земљописа у основним школама у Србијиу
XIX веку. Сматрамо да ће проучавање ове теме допринети богаћењу исто
ријских и педагошко-дидактичких сазнања о настави земљописа као претечи савремене наставе географије у основној школи, као и расветљавању недовољно познатих чињеница из историје развоја наставе земљописа у основној школи, као и школе и просвете у Србији. Дескриптивним проучавањем зграђе из примарних и секундарних извора и: теоријском анализом проблема наставе разматрају се централна питања рада: заступљеност наставног предмета земљопис у плановим програмима, циљевима и задацима предмета, организација наставе, средства, методе, уџбеници, извештаји надзорника о стању настеве земљописа  у основним школама. Сазнања до којих смо дошли покушали смо да сагледамо у контексту значења које имају за разумевање и креирање савремене концепције географске наставе у основној школи",
publisher = "Београд : Географски институт "Јован Цвијић" САНУ, Београд : Институт за новију историју Србије, Београд : Институт за славистику Руске академије наука",
journal = "Тематски зборник радова "Историја и географија : сусрети и прожимања", Београд",
booktitle = "Настава земљописа у основним школама у Србији у XIX веку",
pages = "727-742",
url = "https://hdl.handle.net/21.15107/rcub_gery_1662"
}

Анђелковић, С.,& Јовановић, С.. (2014). Настава земљописа у основним школама у Србији у XIX веку. in Тематски зборник радова "Историја и географија : сусрети и прожимања", Београд
Београд : Географски институт "Јован Цвијић" САНУ., 727-742.
https://hdl.handle.net/21.15107/rcub_gery_1662

Анђелковић С, Јовановић С. Настава земљописа у основним школама у Србији у XIX веку. in Тематски зборник радова "Историја и географија : сусрети и прожимања", Београд. 2014;:727-742.
https://hdl.handle.net/21.15107/rcub_gery_1662 .

Анђелковић, Слађана, Јовановић, Славољуб, "Настава земљописа у основним школама у Србији у XIX веку" in Тематски зборник радова "Историја и географија : сусрети и прожимања", Београд (2014):727-742,
https://hdl.handle.net/21.15107/rcub_gery_1662 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2014
UR  - https://gery.gef.bg.ac.rs/handle/123456789/632
AB  - This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations.
Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems.
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - Nature as an inspiration and a context for learning and teaching
VL  - 94
IS  - 1
SP  - 57
EP  - 72
DO  - 10.2298/GSGD1401057A
UR  - https://hdl.handle.net/21.15107/rcub_gery_632
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2014",
abstract = "This paper is a position of contextual and holistic approach, and on the principles of constructivist theory examines the role of natural resources in the teaching and learning process. In the center of interest by the possibility of establishing a partnership relationship with nature in the process of teaching and learning, where nature appears as an asset, source and target classes. The aim is to get through the display and analysis of theoretical approaches to nature as a context for learning and teaching perceive from the perspective of affirmation contextual, holistic, active, investigative approach to teaching. This will promote new teaching strategies in order to change the classical approach to teaching and learning process and open up new opportunities to increase the share of after-school space in order to create teaching situations.
Results of the analysis of theoretical starting points in particular knowledge of the value of contextual and holistic learning, achieving partnership with nature, in favor of modern theories in which it promotes active student positions close to reality in the process of construction of knowledge systems.",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "Nature as an inspiration and a context for learning and teaching",
volume = "94",
number = "1",
pages = "57-72",
doi = "10.2298/GSGD1401057A",
url = "https://hdl.handle.net/21.15107/rcub_gery_632"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2014). Nature as an inspiration and a context for learning and teaching. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 94(1), 57-72.
https://doi.org/10.2298/GSGD1401057A
https://hdl.handle.net/21.15107/rcub_gery_632

Anđelković S, Stanisavljević-Petrović Z. Nature as an inspiration and a context for learning and teaching. in Glasnik Srpskog geografskog društva. 2014;94(1):57-72.
doi:10.2298/GSGD1401057A
https://hdl.handle.net/21.15107/rcub_gery_632 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "Nature as an inspiration and a context for learning and teaching" in Glasnik Srpskog geografskog društva, 94, no. 1 (2014):57-72,
https://doi.org/10.2298/GSGD1401057A .,
https://hdl.handle.net/21.15107/rcub_gery_632 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2013
UR  - https://gery.gef.bg.ac.rs/handle/123456789/576
AB  - On the level of the organization and methodology of teaching the constructivistic paradigm opens the door of school to stimulating spaces, ambiances where a direct contact with the objects of learning and the authenticity of the ambience are essential determinants of the teaching/learning process. The author's intention is to show, by a thorough account and critical analysis, that ambient classes should justifiably be more represented in school curricula. The central part of the paper deals with advantages and drawbacks of teaching in out-of classroom-ambiences recorded in research reports both from the world and our country. Research results, especially ascertainment about the value of the constructivistic, contextual, integrated approach to the curriculum and opening school to local environment, are in tune with modern tendencies which promote the need for changing and modernizing the teaching process, and can be used as a starting point for further research of different aspects of the ambient classes in our region.
AB  - Konstruktivistička paradigma na nivou organizacije i metodike nastave otvara vrata škole ka podsticajnim, stimulativnim prostorima, ambijentima, gde su direktan kontakt sa predmetima saznanja i autentičnost ambijenta bitne odrednice procesa učenja i poučavanja. Cilj rada je da se kroz prikaz i kritičku analizu teorijskih polazišta i refleksija u nastavnoj praksi ukaže na opravdanost sve većeg udela ambijentalne nastave u školskom kurikulumu. Centralni deo rada posvećen je sagledavanju prednosti i nedostataka nastave u vanučioničkim ambijentima u istraživanjima u svetu i kod nas. Rezultati istraživanja, posebno saznanja o vrednosti konstruktivističkog, kontekstualnog, integrisanog pristupa nastavnom kurikulumu, otvaranja škole prema lokalnoj sredini idu u prilog savremenim tendencijama koje promovišu potrebu za menjanjem i osavremenjavanjem nastavnog rada i mogu činiti polaznu osnovu za dalja istraživanja o različitim aspektima primene ambijentalne nastave na našim prostorima. / (ruski) Konstruktivistskaja paradigma na urovne organizacii i metodiki obučenija otkryvaet škol'nye dveri stimulirujuščim prostranstvam, srede, gde prjamoj kontakt s ob''ektami znanij i autentičnost' sredy javljajutsja važnymi faktorami, kotorye opredeljajut obučenie i učenie. Cel' dannoj raboty - provesti kritičeskij analiza teoretičeskih osnov i ih otraženij v pedagogičeskoj praktike i ukazat' na obosnovannost' uveličenija doli obučenija za predelami klassnoj komnaty v programmah obučenija. V central'noj časti raboty privoditsja ocenka preimuščestv i nedostatkov obučenija za predelami klassa na osnove issledovanij, provedennyh v mire i v našej strane. Rezul'taty issledovanija o značenii konstruktivistskogo, kontekstual'nogo i integrirovannogo podhodov k prepodavaniju učebnyh soderžanij, svjaz' školy i lokal'noj sredy -	vse ëto idet na pol'zu aktual'nym tendencijam, kotorye podčerkivajut neobhodimost' izmenenija i modernizacii obučenija. Polučennye rezul'taty mogut služit' osnovoj v dal'nejših issledovanijah dannoj problemy.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Learning and teaching out of classroom: Ambient classes
T1  - Učenie i obučenie za predelami klassa
T1  - Učenje i poučavanje van učionice - ambijentalna nastava
VL  - 62
IS  - 1
SP  - 39
EP  - 51
UR  - https://hdl.handle.net/21.15107/rcub_gery_576
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2013",
abstract = "On the level of the organization and methodology of teaching the constructivistic paradigm opens the door of school to stimulating spaces, ambiances where a direct contact with the objects of learning and the authenticity of the ambience are essential determinants of the teaching/learning process. The author's intention is to show, by a thorough account and critical analysis, that ambient classes should justifiably be more represented in school curricula. The central part of the paper deals with advantages and drawbacks of teaching in out-of classroom-ambiences recorded in research reports both from the world and our country. Research results, especially ascertainment about the value of the constructivistic, contextual, integrated approach to the curriculum and opening school to local environment, are in tune with modern tendencies which promote the need for changing and modernizing the teaching process, and can be used as a starting point for further research of different aspects of the ambient classes in our region., Konstruktivistička paradigma na nivou organizacije i metodike nastave otvara vrata škole ka podsticajnim, stimulativnim prostorima, ambijentima, gde su direktan kontakt sa predmetima saznanja i autentičnost ambijenta bitne odrednice procesa učenja i poučavanja. Cilj rada je da se kroz prikaz i kritičku analizu teorijskih polazišta i refleksija u nastavnoj praksi ukaže na opravdanost sve većeg udela ambijentalne nastave u školskom kurikulumu. Centralni deo rada posvećen je sagledavanju prednosti i nedostataka nastave u vanučioničkim ambijentima u istraživanjima u svetu i kod nas. Rezultati istraživanja, posebno saznanja o vrednosti konstruktivističkog, kontekstualnog, integrisanog pristupa nastavnom kurikulumu, otvaranja škole prema lokalnoj sredini idu u prilog savremenim tendencijama koje promovišu potrebu za menjanjem i osavremenjavanjem nastavnog rada i mogu činiti polaznu osnovu za dalja istraživanja o različitim aspektima primene ambijentalne nastave na našim prostorima. / (ruski) Konstruktivistskaja paradigma na urovne organizacii i metodiki obučenija otkryvaet škol'nye dveri stimulirujuščim prostranstvam, srede, gde prjamoj kontakt s ob''ektami znanij i autentičnost' sredy javljajutsja važnymi faktorami, kotorye opredeljajut obučenie i učenie. Cel' dannoj raboty - provesti kritičeskij analiza teoretičeskih osnov i ih otraženij v pedagogičeskoj praktike i ukazat' na obosnovannost' uveličenija doli obučenija za predelami klassnoj komnaty v programmah obučenija. V central'noj časti raboty privoditsja ocenka preimuščestv i nedostatkov obučenija za predelami klassa na osnove issledovanij, provedennyh v mire i v našej strane. Rezul'taty issledovanija o značenii konstruktivistskogo, kontekstual'nogo i integrirovannogo podhodov k prepodavaniju učebnyh soderžanij, svjaz' školy i lokal'noj sredy -	vse ëto idet na pol'zu aktual'nym tendencijam, kotorye podčerkivajut neobhodimost' izmenenija i modernizacii obučenija. Polučennye rezul'taty mogut služit' osnovoj v dal'nejših issledovanijah dannoj problemy.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Univerzitet u Beogradu - Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Learning and teaching out of classroom: Ambient classes, Učenie i obučenie za predelami klassa, Učenje i poučavanje van učionice - ambijentalna nastava",
volume = "62",
number = "1",
pages = "39-51",
url = "https://hdl.handle.net/21.15107/rcub_gery_576"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2013). Learning and teaching out of classroom: Ambient classes. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 62(1), 39-51.
https://hdl.handle.net/21.15107/rcub_gery_576

Anđelković S, Stanisavljević-Petrović Z. Learning and teaching out of classroom: Ambient classes. in Nastava i vaspitanje. 2013;62(1):39-51.
https://hdl.handle.net/21.15107/rcub_gery_576 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "Learning and teaching out of classroom: Ambient classes" in Nastava i vaspitanje, 62, no. 1 (2013):39-51,
https://hdl.handle.net/21.15107/rcub_gery_576 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2013
UR  - https://gery.gef.bg.ac.rs/handle/123456789/547
AB  - Development of communication technology and its use in educational purposes, led to the situation that students spend many hours in virtual reality without contacts with peers, and with natural and social environment. In this respect, in different context form the school, some other places (museums, galleries, zoos, botanical gardens, cultural institution, research centres), become more significant resources in the function of formal education and they have many possibilities for teaching and learning. Basic types of the reform changes have the tendency of democratization and decentralization with the aim of realizing the pedagogical and educational work of a better quality. In the paper, we are discussing possibilities of integrated ambient teaching in the function of holistic, integrated approach to teaching and learning as integral part of reformed processes at school. The aim of this paper is to point at the constructive elements of ambient teaching ambient authenticity, integrated approach in teaching, thematic planning and connecting the school with the close environment.
AB  - Razvoj komunikacione tehnologije i njeno korišćenje u obrazovne svrhe doveo je do toga da učenici veliki broj sati provode u virtuelnoj stvarnosti bez neposrednih kontakata sa vršnjacima, prirodom i društvenom sredinom. U tom smislu, u drugačijem kontekstu od školskog, ambijenti (muzeji, galerije, zoo-vrtovi, botaničke bašte, kulturne ustanove, istraživački centri) postaju sve značajniji resursi u funkciji formalnog obrazovanja i poseduju velike mogućnosti za učenje i poučavanje. Osnovni pravci reformskih promena imaju tendenciju demokratičnosti i decentralizacije u cilju ostvarivanja kvalitetnijeg vaspitanja i obrazovanja. U radu se razmatraju mogućnosti integrisane ambijentalne nastave u funkciji holističkog, integrativnog pristupa učenju i poučavanju kao sastavnog dela reformskih procesa u školi. Cilj ovog rada je da se ukaže na konstruktivne elemente ambijentalne nastave - autentičnost ambijenta, integracijski pristup u nastavi, tematsko planiranje i povezivanje škole sa neposrednim okruženjem.
PB  - Beograd : Univerzitet u Beogradu - Učiteljski fakultet
T2  - Inovacije u nastavi - časopis za savremenu nastavu
T1  - Integrated ambient teaching in the context of reform processes at school
T1  - Integrisana ambijentalna nastava u kontekstu reformskih procesa u školi
VL  - 26
IS  - 2
SP  - 100
EP  - 109
UR  - https://hdl.handle.net/21.15107/rcub_gery_547
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2013",
abstract = "Development of communication technology and its use in educational purposes, led to the situation that students spend many hours in virtual reality without contacts with peers, and with natural and social environment. In this respect, in different context form the school, some other places (museums, galleries, zoos, botanical gardens, cultural institution, research centres), become more significant resources in the function of formal education and they have many possibilities for teaching and learning. Basic types of the reform changes have the tendency of democratization and decentralization with the aim of realizing the pedagogical and educational work of a better quality. In the paper, we are discussing possibilities of integrated ambient teaching in the function of holistic, integrated approach to teaching and learning as integral part of reformed processes at school. The aim of this paper is to point at the constructive elements of ambient teaching ambient authenticity, integrated approach in teaching, thematic planning and connecting the school with the close environment., Razvoj komunikacione tehnologije i njeno korišćenje u obrazovne svrhe doveo je do toga da učenici veliki broj sati provode u virtuelnoj stvarnosti bez neposrednih kontakata sa vršnjacima, prirodom i društvenom sredinom. U tom smislu, u drugačijem kontekstu od školskog, ambijenti (muzeji, galerije, zoo-vrtovi, botaničke bašte, kulturne ustanove, istraživački centri) postaju sve značajniji resursi u funkciji formalnog obrazovanja i poseduju velike mogućnosti za učenje i poučavanje. Osnovni pravci reformskih promena imaju tendenciju demokratičnosti i decentralizacije u cilju ostvarivanja kvalitetnijeg vaspitanja i obrazovanja. U radu se razmatraju mogućnosti integrisane ambijentalne nastave u funkciji holističkog, integrativnog pristupa učenju i poučavanju kao sastavnog dela reformskih procesa u školi. Cilj ovog rada je da se ukaže na konstruktivne elemente ambijentalne nastave - autentičnost ambijenta, integracijski pristup u nastavi, tematsko planiranje i povezivanje škole sa neposrednim okruženjem.",
publisher = "Beograd : Univerzitet u Beogradu - Učiteljski fakultet",
journal = "Inovacije u nastavi - časopis za savremenu nastavu",
title = "Integrated ambient teaching in the context of reform processes at school, Integrisana ambijentalna nastava u kontekstu reformskih procesa u školi",
volume = "26",
number = "2",
pages = "100-109",
url = "https://hdl.handle.net/21.15107/rcub_gery_547"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2013). Integrated ambient teaching in the context of reform processes at school. in Inovacije u nastavi - časopis za savremenu nastavu
Beograd : Univerzitet u Beogradu - Učiteljski fakultet., 26(2), 100-109.
https://hdl.handle.net/21.15107/rcub_gery_547

Anđelković S, Stanisavljević-Petrović Z. Integrated ambient teaching in the context of reform processes at school. in Inovacije u nastavi - časopis za savremenu nastavu. 2013;26(2):100-109.
https://hdl.handle.net/21.15107/rcub_gery_547 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "Integrated ambient teaching in the context of reform processes at school" in Inovacije u nastavi - časopis za savremenu nastavu, 26, no. 2 (2013):100-109,
https://hdl.handle.net/21.15107/rcub_gery_547 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
AU  - Bugarski, Stevan
PY  - 2012
UR  - https://gery.gef.bg.ac.rs/handle/123456789/479
AB  - This paper shows the importance of Serbian Orthodox confessional primary schools to maintain continuity in the process of upbringing and education of the Serbs in Romania, as well as their outstanding role in preserving traditions, national and cultural identintety. The central questions of work related to the operation and organization of the Serbian Orthodox confessional elementary schools, primarily with the pedagogical aspect, in terms of their curricula, textbooks, teaching organizations, as well as control of work and school financing. Serbian Orthodox confessional school during the entire period of its existence, accompanied by numerous problems and difficulties. The establishment and development of school followed by poor material conditions for educational work, a lack of qualified personnel, war (no) opportunities and poverty of the majority Serbian population, which is in a complex constellation of post-war socio-political circumstances, led to the abolition of these schools. Although they worked in very difficult conditions, as the only schools where the teaching is performed in the native language, they have drawn a significant mark on the part of achieving continuity in education, preservation of culture and tradition of the Serbian population in Romania.
AB  - U radu se ukazuje na značaj srpskih pravoslavnih veroispovednih osnovnih škola za održanje kontinuiteta u procesu školovanja, vaspitanja i obrazovanja Srba na teritoriji Rumunije, kao i na njihovu izuzetnu ulogu u očuvanju tradicije, nacionalnog i kulturnog identiteta. Rad je usredsređen na delatnost i organizaciju srpskih pravoslavnih veroispovednih osnovnih škola, pre svega sa pedagoškog aspekta, u smislu analize nastavnih planova i programa, udžbenika, organizacije nastavnog rada, kontrole rada i finansiranja. Te škole su zacrtale značajan trag u ostvarivanju kontinuiteta u školovanju, očuvanju kulture i tradicije srpskog stanovništva u Rumuniji.
PB  - Matica srpska, Novi Sad
T2  - Zbornik Matice srpske za društvene nauke
T1  - Serbian orthodox confessional primary schools in Romania (1919-1948)
T1  - Srpske osnovne pravoslavne veroispovedne škole u Rumuniji (1919-1948)
IS  - 138
SP  - 71
EP  - 87
UR  - https://hdl.handle.net/21.15107/rcub_gery_479
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica and Bugarski, Stevan",
year = "2012",
abstract = "This paper shows the importance of Serbian Orthodox confessional primary schools to maintain continuity in the process of upbringing and education of the Serbs in Romania, as well as their outstanding role in preserving traditions, national and cultural identintety. The central questions of work related to the operation and organization of the Serbian Orthodox confessional elementary schools, primarily with the pedagogical aspect, in terms of their curricula, textbooks, teaching organizations, as well as control of work and school financing. Serbian Orthodox confessional school during the entire period of its existence, accompanied by numerous problems and difficulties. The establishment and development of school followed by poor material conditions for educational work, a lack of qualified personnel, war (no) opportunities and poverty of the majority Serbian population, which is in a complex constellation of post-war socio-political circumstances, led to the abolition of these schools. Although they worked in very difficult conditions, as the only schools where the teaching is performed in the native language, they have drawn a significant mark on the part of achieving continuity in education, preservation of culture and tradition of the Serbian population in Romania., U radu se ukazuje na značaj srpskih pravoslavnih veroispovednih osnovnih škola za održanje kontinuiteta u procesu školovanja, vaspitanja i obrazovanja Srba na teritoriji Rumunije, kao i na njihovu izuzetnu ulogu u očuvanju tradicije, nacionalnog i kulturnog identiteta. Rad je usredsređen na delatnost i organizaciju srpskih pravoslavnih veroispovednih osnovnih škola, pre svega sa pedagoškog aspekta, u smislu analize nastavnih planova i programa, udžbenika, organizacije nastavnog rada, kontrole rada i finansiranja. Te škole su zacrtale značajan trag u ostvarivanju kontinuiteta u školovanju, očuvanju kulture i tradicije srpskog stanovništva u Rumuniji.",
publisher = "Matica srpska, Novi Sad",
journal = "Zbornik Matice srpske za društvene nauke",
title = "Serbian orthodox confessional primary schools in Romania (1919-1948), Srpske osnovne pravoslavne veroispovedne škole u Rumuniji (1919-1948)",
number = "138",
pages = "71-87",
url = "https://hdl.handle.net/21.15107/rcub_gery_479"
}

Anđelković, S., Stanisavljević-Petrović, Z.,& Bugarski, S.. (2012). Serbian orthodox confessional primary schools in Romania (1919-1948). in Zbornik Matice srpske za društvene nauke
Matica srpska, Novi Sad.(138), 71-87.
https://hdl.handle.net/21.15107/rcub_gery_479

Anđelković S, Stanisavljević-Petrović Z, Bugarski S. Serbian orthodox confessional primary schools in Romania (1919-1948). in Zbornik Matice srpske za društvene nauke. 2012;(138):71-87.
https://hdl.handle.net/21.15107/rcub_gery_479 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, Bugarski, Stevan, "Serbian orthodox confessional primary schools in Romania (1919-1948)" in Zbornik Matice srpske za društvene nauke, no. 138 (2012):71-87,
https://hdl.handle.net/21.15107/rcub_gery_479 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2012
UR  - https://gery.gef.bg.ac.rs/handle/123456789/523
AB  - In the countries in which Serbian people is the minority population, the role of the teacher in Serbian schools is of a great significance for preserving culture, tradition and national identity. During the whole period of its existence, Serbian primary schools in Romania will face the problem of chronic shortage of professionals - teachers. This paper is on the role and significance of summer courses in preparing teachers for work in Serbian religious primary schools in Romania. Studying and analysis of pedagogical documents about preparation of teachers for teaching in the summer courses, we came to conclusion that these data represent significant pedagogical heritage, after all in the part of struggle for preserving continuity in schooling of Serbian teachers in the territory of the present Romania. Summer courses for preparation of teachers were held in Temishvar in the period 1920 -1929. During six courses, there were 18 candidates who managed to get teachers' diplomas at state teachers' colleges. In this way shortage of professionals was diminished in a way, and teachers' posts were filled with teachers who performed teaching in the mother tongue - Serbian language. Preparing professionals, summer courses gave and immense contribution to preserving Serbian Orthodox schools, at that time for the Serbian population, the only schools where mother tongue was used.
AB  - U zemljama u kojima srpski narod čini manjinsko stanovništvo, uloga učitelja u srpskim školama izuzetno je značajna za očuvanje kulture, tradicije i nacionalnog identiteta. Tokom čitavog perioda postojanja, srpske osnovne škole u Rumuniji bile su suočene sa problemom hroničnog nedostatka stručnih kadrova - učitelja. U radu se razmatra uloga i značaj letnjih tečajeva u pripremanju učitelja za rad u srpskim veroispovednim osnovnim školama u Rumuniji. Proučavanjem i analizom pedagoške dokumentacije o pripremanju učitelja za nastavu putem letnjih tečajeva, došli smo do zaključka da ovi podaci predstavljaju značajno pedagoško nasleđe, pre svega u delu borbe za očuvanje kontinuiteta u školovanju srpskog učiteljskog kadra na teritoriji današnje Rumunije. Letnji tečajevi za pripremanje učitelja održavani su u Temišvaru u periodu od 1920 do 1929. godine. Tokom šest tečajeva osposobljeno je 18 kandidata koji su uspeli da steknu učiteljske diplome na državnim učiteljskim školama. Na taj način je donekle ublažen nedostatak kadrova, a učiteljska mesta popunjena učiteljima koji su realizovali nastavu na maternjem - srpskom jeziku. Pripremanjem stručnih kadrova letnji tečajevi dali su značajan doprinos očuvanju srpskih pravoslavnih veroispovednih škola, u tom periodu za srpsko stanovništvo jedinih škola sa nastavom na maternjem jeziku.
PB  - Beograd : Forum pedagoga Srbije i Crne Gore
T2  - Pedagogija
T1  - Summer courses in the function of preparing teachers for work in Serbian religious schools in Romania
T1  - Letnji tečajevi u funkciji pripremanja učitelja za rad u srpskim veroispovednim školama u Rumuniji
VL  - 67
IS  - 2
SP  - 280
EP  - 289
UR  - https://hdl.handle.net/21.15107/rcub_gery_523
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2012",
abstract = "In the countries in which Serbian people is the minority population, the role of the teacher in Serbian schools is of a great significance for preserving culture, tradition and national identity. During the whole period of its existence, Serbian primary schools in Romania will face the problem of chronic shortage of professionals - teachers. This paper is on the role and significance of summer courses in preparing teachers for work in Serbian religious primary schools in Romania. Studying and analysis of pedagogical documents about preparation of teachers for teaching in the summer courses, we came to conclusion that these data represent significant pedagogical heritage, after all in the part of struggle for preserving continuity in schooling of Serbian teachers in the territory of the present Romania. Summer courses for preparation of teachers were held in Temishvar in the period 1920 -1929. During six courses, there were 18 candidates who managed to get teachers' diplomas at state teachers' colleges. In this way shortage of professionals was diminished in a way, and teachers' posts were filled with teachers who performed teaching in the mother tongue - Serbian language. Preparing professionals, summer courses gave and immense contribution to preserving Serbian Orthodox schools, at that time for the Serbian population, the only schools where mother tongue was used., U zemljama u kojima srpski narod čini manjinsko stanovništvo, uloga učitelja u srpskim školama izuzetno je značajna za očuvanje kulture, tradicije i nacionalnog identiteta. Tokom čitavog perioda postojanja, srpske osnovne škole u Rumuniji bile su suočene sa problemom hroničnog nedostatka stručnih kadrova - učitelja. U radu se razmatra uloga i značaj letnjih tečajeva u pripremanju učitelja za rad u srpskim veroispovednim osnovnim školama u Rumuniji. Proučavanjem i analizom pedagoške dokumentacije o pripremanju učitelja za nastavu putem letnjih tečajeva, došli smo do zaključka da ovi podaci predstavljaju značajno pedagoško nasleđe, pre svega u delu borbe za očuvanje kontinuiteta u školovanju srpskog učiteljskog kadra na teritoriji današnje Rumunije. Letnji tečajevi za pripremanje učitelja održavani su u Temišvaru u periodu od 1920 do 1929. godine. Tokom šest tečajeva osposobljeno je 18 kandidata koji su uspeli da steknu učiteljske diplome na državnim učiteljskim školama. Na taj način je donekle ublažen nedostatak kadrova, a učiteljska mesta popunjena učiteljima koji su realizovali nastavu na maternjem - srpskom jeziku. Pripremanjem stručnih kadrova letnji tečajevi dali su značajan doprinos očuvanju srpskih pravoslavnih veroispovednih škola, u tom periodu za srpsko stanovništvo jedinih škola sa nastavom na maternjem jeziku.",
publisher = "Beograd : Forum pedagoga Srbije i Crne Gore",
journal = "Pedagogija",
title = "Summer courses in the function of preparing teachers for work in Serbian religious schools in Romania, Letnji tečajevi u funkciji pripremanja učitelja za rad u srpskim veroispovednim školama u Rumuniji",
volume = "67",
number = "2",
pages = "280-289",
url = "https://hdl.handle.net/21.15107/rcub_gery_523"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2012). Summer courses in the function of preparing teachers for work in Serbian religious schools in Romania. in Pedagogija
Beograd : Forum pedagoga Srbije i Crne Gore., 67(2), 280-289.
https://hdl.handle.net/21.15107/rcub_gery_523

Anđelković S, Stanisavljević-Petrović Z. Summer courses in the function of preparing teachers for work in Serbian religious schools in Romania. in Pedagogija. 2012;67(2):280-289.
https://hdl.handle.net/21.15107/rcub_gery_523 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "Summer courses in the function of preparing teachers for work in Serbian religious schools in Romania" in Pedagogija, 67, no. 2 (2012):280-289,
https://hdl.handle.net/21.15107/rcub_gery_523 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2012
UR  - https://gery.gef.bg.ac.rs/handle/123456789/526
AB  - This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality.
AB  - U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti.
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - The development of the ecological paradigm: From school towards nature
T1  - Razvoj ekološke paradigme - od škole ka prirodi
VL  - 92
IS  - 3
SP  - 49
EP  - 68
UR  - https://hdl.handle.net/21.15107/rcub_gery_526
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2012",
abstract = "This work contemplates on the possibility of the development of the ecological paradigm through the process of learning in authentic natural environments. The support to the development of the ecological paradigm is given by the current reformatory processes in schools that increasingly promote the openness of schools and the transfer of the stuffy process into informal environments, natural and social surroundings. Natural surroundings are filled with new challenges and comprise a challenging environment for students where they can explore, experiment, realize the relationships between objects and occurrences in nature. Authentic natural surroundings are a new kind of lecturing situation where they are given a chance for situational, cooperative and studying through experience. Being in touch with nature has effect on the cognitive, affective and psychomotoric development of the students, also on the building of a new kind of attitude towards nature based on the interconnection and mutual conditionality., U radu se razmatra mogućnost razvoja ekološke paradigme kroz proces učenja u autentičnim prirodnim ambijentima. Podršku razvoju ekološke paradigme pružaju aktuelni reformski procesi u školi u kojima se sve više promoviše otvorenost škole i prenošenje procesa učenja u neformalne kontekste, prirodne i društvene ambijente. Prirodni ambijenti obiluju novim izazovima i čine za učenike provokativnu sredinu za istraživanje, eksperimentisanje, uočavanje odnosa među objektima i pojavama u prirodi. Autentični prirodni ambijenti su za učenike nova nastavna situacija u kojoj se nudi prilika za situaciono, iskustveno i kooperativno učenje. Dodir sa prirodom deluje na kognitivni, afektivni i psihomotorički razvoj učenika, izgradnju drugačijeg odnosa prema prirodi zasnovanog na međusobnoj povezanosti i uslovljenosti.",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "The development of the ecological paradigm: From school towards nature, Razvoj ekološke paradigme - od škole ka prirodi",
volume = "92",
number = "3",
pages = "49-68",
url = "https://hdl.handle.net/21.15107/rcub_gery_526"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2012). The development of the ecological paradigm: From school towards nature. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 92(3), 49-68.
https://hdl.handle.net/21.15107/rcub_gery_526

Anđelković S, Stanisavljević-Petrović Z. The development of the ecological paradigm: From school towards nature. in Glasnik Srpskog geografskog društva. 2012;92(3):49-68.
https://hdl.handle.net/21.15107/rcub_gery_526 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "The development of the ecological paradigm: From school towards nature" in Glasnik Srpskog geografskog društva, 92, no. 3 (2012):49-68,
https://hdl.handle.net/21.15107/rcub_gery_526 .

TY  - JOUR
AU  - Jovanović, Slavoljub
AU  - Živković, Ljiljana
AU  - Miljković, Olgica
AU  - Anđelković, Slađana
AU  - Živković, Nenad
PY  - 2011
UR  - https://gery.gef.bg.ac.rs/handle/123456789/452
AB  - The purpose of this study was to investigate whether and at which level the environmental knowledge, responsibility and behaviour are mutually interrelated. The study included 252 participants from 18 primary and secondary public schools of Belgrade, who, on the basis of certain criteria, can be considered representative for Serbia. A linear dependence was found between environmental knowledge and responsibility, as well as between responsibility and behaviour, whereas it was not present between knowledge and behaviour. Results indicate that formal and informal education in Serbia must be made more effective in upgrading environmental knowledge, personal moral norms and pro-environmental habits among young people.
PB  - Scibulcom Ltd
T2  - Journal of Environmental Protection and Ecology
T1  - Interdependence of the predictors of environmentally responsible behaviour
VL  - 12
IS  - 4 A
SP  - 2335
EP  - 2340
UR  - https://hdl.handle.net/21.15107/rcub_gery_452
ER  - 

@article{
author = "Jovanović, Slavoljub and Živković, Ljiljana and Miljković, Olgica and Anđelković, Slađana and Živković, Nenad",
year = "2011",
abstract = "The purpose of this study was to investigate whether and at which level the environmental knowledge, responsibility and behaviour are mutually interrelated. The study included 252 participants from 18 primary and secondary public schools of Belgrade, who, on the basis of certain criteria, can be considered representative for Serbia. A linear dependence was found between environmental knowledge and responsibility, as well as between responsibility and behaviour, whereas it was not present between knowledge and behaviour. Results indicate that formal and informal education in Serbia must be made more effective in upgrading environmental knowledge, personal moral norms and pro-environmental habits among young people.",
publisher = "Scibulcom Ltd",
journal = "Journal of Environmental Protection and Ecology",
title = "Interdependence of the predictors of environmentally responsible behaviour",
volume = "12",
number = "4 A",
pages = "2335-2340",
url = "https://hdl.handle.net/21.15107/rcub_gery_452"
}

Jovanović, S., Živković, L., Miljković, O., Anđelković, S.,& Živković, N.. (2011). Interdependence of the predictors of environmentally responsible behaviour. in Journal of Environmental Protection and Ecology
Scibulcom Ltd., 12(4 A), 2335-2340.
https://hdl.handle.net/21.15107/rcub_gery_452

Jovanović S, Živković L, Miljković O, Anđelković S, Živković N. Interdependence of the predictors of environmentally responsible behaviour. in Journal of Environmental Protection and Ecology. 2011;12(4 A):2335-2340.
https://hdl.handle.net/21.15107/rcub_gery_452 .

Jovanović, Slavoljub, Živković, Ljiljana, Miljković, Olgica, Anđelković, Slađana, Živković, Nenad, "Interdependence of the predictors of environmentally responsible behaviour" in Journal of Environmental Protection and Ecology, 12, no. 4 A (2011):2335-2340,
https://hdl.handle.net/21.15107/rcub_gery_452 .

TY  - JOUR
AU  - Anđelković, Slađana
AU  - Stanisavljević-Petrović, Zorica
PY  - 2011
UR  - https://gery.gef.bg.ac.rs/handle/123456789/401
AB  - In work, different possibilities are considered, which are offered by natural and social resources with the goal to change and modernize the teaching outside of the classroom in different environments. Modern teaching is based on the holistic, integrated approach in which the knowledge is viewed as a complete system in a constant process of transformation. Thus, the importance of the environment is asserted, the importance of the ambient in which the teaching process is being conducted. Authentic environment (natural and social resources) in which the teaching is realized, outside of the classroom, creates possibilities for learning through active working methods, independent research, exploration and noticing the relationships and connections. Teaching in the authentic environment offers a series of advantages for both the students and teacher-partners in the process of constructing a knowledge system. Using the resources and modern complex integration approach within the existing educational practice can significantly influence the modernization and innovation of the educational process, and can make the school, as a basic educational institution, a more suitable and more attractive for the generations to come.
AB  - U radu se razmatraju mogućnosti koje pružaju prirodni i društveni resursi u cilju menjanja i osavremenjivanja nastave van učionice u različitim ambijentima. Savremena nastava zasnovana je na holostičkom, integrisanom pristupu u kojem se znanje posmatra kao celovit sistem u stalnom procesu transformacije. Shodno tome, ističe se značaj okruženja, ambijenta u kome se nastavni proces odvija. Autentično okruženje (prirodni i društveni resursi) u kome se realizuje nastava van učionice stvara mogućnosti za učenje putem aktivnih metoda rada, kroz samostalno istraživanje, otkrivanje i uočavanje veza i odnosa. Nastava u autentičnom ambijentu nudi niz prednosti za učenike i nastavnike-partnere u procesu konstruisanja sistema znanja. Korišćenje resursa i savremenog integracijskog, kompleksnog pristupa u postojeću vaspitno-obrazovnu praksu može značajno uticati na osavremenjivanje i inoviranje nastavnog procesa, a školu kao bazičnu instituciju za vaspitanje i obrazovanje učiniti primerenijom i atraktivnijom za generacije koje dolaze.
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - The importance of the natural and social resources in the function of the integrational and ambiental approach within the school function innovation
T1  - Značaj prirodnih i društvenih resursa u funkciji integracijskog i ambijentalnog pristupa u inoviranju funkcija škole
VL  - 91
IS  - 1
SP  - 171
EP  - 193
UR  - https://hdl.handle.net/21.15107/rcub_gery_401
ER  - 

@article{
author = "Anđelković, Slađana and Stanisavljević-Petrović, Zorica",
year = "2011",
abstract = "In work, different possibilities are considered, which are offered by natural and social resources with the goal to change and modernize the teaching outside of the classroom in different environments. Modern teaching is based on the holistic, integrated approach in which the knowledge is viewed as a complete system in a constant process of transformation. Thus, the importance of the environment is asserted, the importance of the ambient in which the teaching process is being conducted. Authentic environment (natural and social resources) in which the teaching is realized, outside of the classroom, creates possibilities for learning through active working methods, independent research, exploration and noticing the relationships and connections. Teaching in the authentic environment offers a series of advantages for both the students and teacher-partners in the process of constructing a knowledge system. Using the resources and modern complex integration approach within the existing educational practice can significantly influence the modernization and innovation of the educational process, and can make the school, as a basic educational institution, a more suitable and more attractive for the generations to come., U radu se razmatraju mogućnosti koje pružaju prirodni i društveni resursi u cilju menjanja i osavremenjivanja nastave van učionice u različitim ambijentima. Savremena nastava zasnovana je na holostičkom, integrisanom pristupu u kojem se znanje posmatra kao celovit sistem u stalnom procesu transformacije. Shodno tome, ističe se značaj okruženja, ambijenta u kome se nastavni proces odvija. Autentično okruženje (prirodni i društveni resursi) u kome se realizuje nastava van učionice stvara mogućnosti za učenje putem aktivnih metoda rada, kroz samostalno istraživanje, otkrivanje i uočavanje veza i odnosa. Nastava u autentičnom ambijentu nudi niz prednosti za učenike i nastavnike-partnere u procesu konstruisanja sistema znanja. Korišćenje resursa i savremenog integracijskog, kompleksnog pristupa u postojeću vaspitno-obrazovnu praksu može značajno uticati na osavremenjivanje i inoviranje nastavnog procesa, a školu kao bazičnu instituciju za vaspitanje i obrazovanje učiniti primerenijom i atraktivnijom za generacije koje dolaze.",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "The importance of the natural and social resources in the function of the integrational and ambiental approach within the school function innovation, Značaj prirodnih i društvenih resursa u funkciji integracijskog i ambijentalnog pristupa u inoviranju funkcija škole",
volume = "91",
number = "1",
pages = "171-193",
url = "https://hdl.handle.net/21.15107/rcub_gery_401"
}

Anđelković, S.,& Stanisavljević-Petrović, Z.. (2011). The importance of the natural and social resources in the function of the integrational and ambiental approach within the school function innovation. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 91(1), 171-193.
https://hdl.handle.net/21.15107/rcub_gery_401

Anđelković S, Stanisavljević-Petrović Z. The importance of the natural and social resources in the function of the integrational and ambiental approach within the school function innovation. in Glasnik Srpskog geografskog društva. 2011;91(1):171-193.
https://hdl.handle.net/21.15107/rcub_gery_401 .

Anđelković, Slađana, Stanisavljević-Petrović, Zorica, "The importance of the natural and social resources in the function of the integrational and ambiental approach within the school function innovation" in Glasnik Srpskog geografskog društva, 91, no. 1 (2011):171-193,
https://hdl.handle.net/21.15107/rcub_gery_401 .

TY  - JOUR
AU  - Jovanović, Slavoljub
AU  - Živković, Ljiljana
AU  - Anđelković, Slađana
PY  - 2010
UR  - https://gery.gef.bg.ac.rs/handle/123456789/345
AB  - The paper analysis the contents of Geography textbooks which refer to the problems of the protection of the environment. The last publications of Geography textbooks for primary and secondary schools of the Zavod za udžbenike i nastavna sredstva (Belgrade) were used as a sample. With this study we wanted to check at what extent the contents of the environmental protection are present in the contemporary Geography textbooks and how much they contribute to the formation of the system of ecologic knowledge and ecologic conscience of students with their structure. The analysis has showed that the problems of the environmental protection in the analyzed textbooks are not present enough, that they are mostly covered in integrative way, sporadically and declaratively. Undefined ecologic concepts are twice as much presented as defined. The explanations of notions are more often supported by examples than by factographic data, although the number of examples is insufficient. Especially, the examples from close surroundings are missing. With their structure, the present contents do not provide knowledge on numerous problems on the protection of the environment and they do not influence the development of ecologic attitudes, emotions and habits in students. Practical implications of the study are shown in the way that the results and conclusions can stimulate the authors of textbooks to change the approach in planning the contents of the future Geography textbooks.
AB  - Rad se bavi analizom sadržaja udžbenika geografije koji se odnose na probleme zaštite životne sredine. Uzorak su činili poslednja izdanja udžbenika geografije za osnovnu i srednju školu Zavoda za udžbenike i nastavna sredstva iz Beograda. Istraživanjem smo želeli da proverimo koliko su sadržaji o zaštiti životne sredine prisutni u savremenim udžbenicima geografije i koliko oni svojom strukturom doprinose formiranju sistema ekoloških znanja i ekološke svesti učenika. Analiza je pokazala da problemi zaštite životne sredine u analiziranim udžbenicima nisu zastupljeni u dovoljnoj meri, da se najčešće obrađuju na integrativnom nivou, sporadično i deklarativno. Nedefinisani ekološki pojmovi su dvostruko više prisutni od definisanih. Objašnjenje pojmova je češće potkrepljeno primerima nego faktografskim podacima, mada je i broj primera nedovoljan. Naročito nedostaju primeri iz neposrednog okruženja. Svojom strukturom prisutni sadržaji ne pružaju znanja o mnogim problemima zaštite životne sredine i ne utiču na razvoj ekoloških stavova, emocija i navika kod učenika. Praktične implikacije istraživanja ogledaju se u tome što izneti rezultati i zaključci mogu da podstaknu autore udžbenika na promenu pristupa prilikom koncipiranja sadržaja budućih udžbenika geografije.
PB  - Beograd : Srpsko geografsko društvo
T2  - Glasnik Srpskog geografskog društva
T1  - Contents on the environmental protection in the geography textbooks for primary and secondary schools
T1  - Sadržaji o zaštiti životne sredine u udžbenicima geografije za osnovnu i srednju školu
VL  - 90
IS  - 1
SP  - 347
EP  - 375
UR  - https://hdl.handle.net/21.15107/rcub_gery_345
ER  - 

@article{
author = "Jovanović, Slavoljub and Živković, Ljiljana and Anđelković, Slađana",
year = "2010",
abstract = "The paper analysis the contents of Geography textbooks which refer to the problems of the protection of the environment. The last publications of Geography textbooks for primary and secondary schools of the Zavod za udžbenike i nastavna sredstva (Belgrade) were used as a sample. With this study we wanted to check at what extent the contents of the environmental protection are present in the contemporary Geography textbooks and how much they contribute to the formation of the system of ecologic knowledge and ecologic conscience of students with their structure. The analysis has showed that the problems of the environmental protection in the analyzed textbooks are not present enough, that they are mostly covered in integrative way, sporadically and declaratively. Undefined ecologic concepts are twice as much presented as defined. The explanations of notions are more often supported by examples than by factographic data, although the number of examples is insufficient. Especially, the examples from close surroundings are missing. With their structure, the present contents do not provide knowledge on numerous problems on the protection of the environment and they do not influence the development of ecologic attitudes, emotions and habits in students. Practical implications of the study are shown in the way that the results and conclusions can stimulate the authors of textbooks to change the approach in planning the contents of the future Geography textbooks., Rad se bavi analizom sadržaja udžbenika geografije koji se odnose na probleme zaštite životne sredine. Uzorak su činili poslednja izdanja udžbenika geografije za osnovnu i srednju školu Zavoda za udžbenike i nastavna sredstva iz Beograda. Istraživanjem smo želeli da proverimo koliko su sadržaji o zaštiti životne sredine prisutni u savremenim udžbenicima geografije i koliko oni svojom strukturom doprinose formiranju sistema ekoloških znanja i ekološke svesti učenika. Analiza je pokazala da problemi zaštite životne sredine u analiziranim udžbenicima nisu zastupljeni u dovoljnoj meri, da se najčešće obrađuju na integrativnom nivou, sporadično i deklarativno. Nedefinisani ekološki pojmovi su dvostruko više prisutni od definisanih. Objašnjenje pojmova je češće potkrepljeno primerima nego faktografskim podacima, mada je i broj primera nedovoljan. Naročito nedostaju primeri iz neposrednog okruženja. Svojom strukturom prisutni sadržaji ne pružaju znanja o mnogim problemima zaštite životne sredine i ne utiču na razvoj ekoloških stavova, emocija i navika kod učenika. Praktične implikacije istraživanja ogledaju se u tome što izneti rezultati i zaključci mogu da podstaknu autore udžbenika na promenu pristupa prilikom koncipiranja sadržaja budućih udžbenika geografije.",
publisher = "Beograd : Srpsko geografsko društvo",
journal = "Glasnik Srpskog geografskog društva",
title = "Contents on the environmental protection in the geography textbooks for primary and secondary schools, Sadržaji o zaštiti životne sredine u udžbenicima geografije za osnovnu i srednju školu",
volume = "90",
number = "1",
pages = "347-375",
url = "https://hdl.handle.net/21.15107/rcub_gery_345"
}

Jovanović, S., Živković, L.,& Anđelković, S.. (2010). Contents on the environmental protection in the geography textbooks for primary and secondary schools. in Glasnik Srpskog geografskog društva
Beograd : Srpsko geografsko društvo., 90(1), 347-375.
https://hdl.handle.net/21.15107/rcub_gery_345

Jovanović S, Živković L, Anđelković S. Contents on the environmental protection in the geography textbooks for primary and secondary schools. in Glasnik Srpskog geografskog društva. 2010;90(1):347-375.
https://hdl.handle.net/21.15107/rcub_gery_345 .

Jovanović, Slavoljub, Živković, Ljiljana, Anđelković, Slađana, "Contents on the environmental protection in the geography textbooks for primary and secondary schools" in Glasnik Srpskog geografskog društva, 90, no. 1 (2010):347-375,
https://hdl.handle.net/21.15107/rcub_gery_345 .