TY  - JOUR
AU  - Gutvajn, Nikoleta
AU  - Đerić, Ivana
AU  - Luković, Ivana
PY  - 2011
UR  - http://ipir.ipisr.org.rs/handle/123456789/187
AB  - In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the 'usual' methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one's own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process.
AB  - U poslednjih nekoliko godina, priprema mladih za buduću profesiju i proces traženja posla postaju vodeće teme u društvenim naukama i nezaobilazni segment brojnih evropskih politika u oblasti obrazovanja. Cilj našeg istraživanja bio je da se dobije potpuniji uvid u načine na koje studenti pedagogije opažaju vlastitu pripremljenost za budući profesionalni poziv i mogućnosti za pronalaženje posla u struci. Uzorkom je obuhvaćeno pedeset i tri studenta treće i četvrte godine Filozofskog fakulteta u Beogradu sa Odeljenja za pedagogiju. Za potrebe istraživanja konstruisan je upitnik sa pitanjima otvorenog tipa. S obzirom na to da je naša studija eksplorativnog karaktera, opredelili smo se za kvalitativnu analizu prikupljenog materijala. Nalazi istraživanja pokazuju da kod većine studenata preovlađuje uverenje o nedovoljnoj upotrebljivosti stečenih znanja i veština u budućem profesionalnom radu. Takvo uverenje studenata vodi doživljaju niske kompetentnosti za obavljanje buduće profesionalne uloge. Utvrđeno je da studenti koriste 'uobičajne' načine za traženje posla. Međutim, izbor ovih aktivnosti nije u dovoljnoj meri raznovrstan, pa su šanse studenata pedagogije za zaposlenje umanjene. Negativne percepcije vlastite pripremljenosti za buduću profesiju ukazuju na neophodnost efikasnije pripreme studenata pedagogije za budući poziv kroz uspostavljanje saradnje između institucija iz oblasti visokog obrazovanja, istraživačkih centara i sveta rada.
PB  - Institut za pedagoška istraživanja, Beograd
T2  - Zbornik Instituta za pedagoška istraživanja
T1  - Reflections of pedagogy students on their future profession and the job search process
T1  - Refleksije studenata pedagogije o budućoj profesiji i procesu traženja posla
EP  - 346
IS  - 2
SP  - 330
VL  - 43
UR  - https://hdl.handle.net/21.15107/rcub_ipir_187
ER  - 

@article{
author = "Gutvajn, Nikoleta and Đerić, Ivana and Luković, Ivana",
year = "2011",
abstract = "In recent years, preparation of youth for their future profession and the job search process have become the leading topics in social sciences and an inevitable segment of a number of European policies in the field of education. The goal of our research was to obtain a more comprehensive insight into the ways in which pedagogy students perceive their preparation for the future profession and the opportunities for finding a job in their field of study. The sample comprised fifty-three third- and fourth-year students from the Department of Pedagogy of the Faculty of Philosophy in Belgrade. For the purposes of the research, a questionnaire with open-ended questions was constructed. Since our study is explorative in nature, we opted for qualitative analysis of the collected material. Research findings indicate that the majority of students predominantly believe that the acquired knowledge and skills are insufficiently usable in future professional work. Such beliefs lead towards the feeling of low competence for performing the future professional role. It was established that students use the 'usual' methods for job search. However, the choice of these activities is not various enough, which consequently reduces the chances of pedagogy students to find employment. Negative perceptions of one's own preparation for future profession point out to the necessity of a more efficient preparation of pedagogy students for their future job through establishing cooperation between institutions in the field of high education, research centres and world of labour. Key words: pedagogy students, personal meanings, high education, professional competences and the job search process., U poslednjih nekoliko godina, priprema mladih za buduću profesiju i proces traženja posla postaju vodeće teme u društvenim naukama i nezaobilazni segment brojnih evropskih politika u oblasti obrazovanja. Cilj našeg istraživanja bio je da se dobije potpuniji uvid u načine na koje studenti pedagogije opažaju vlastitu pripremljenost za budući profesionalni poziv i mogućnosti za pronalaženje posla u struci. Uzorkom je obuhvaćeno pedeset i tri studenta treće i četvrte godine Filozofskog fakulteta u Beogradu sa Odeljenja za pedagogiju. Za potrebe istraživanja konstruisan je upitnik sa pitanjima otvorenog tipa. S obzirom na to da je naša studija eksplorativnog karaktera, opredelili smo se za kvalitativnu analizu prikupljenog materijala. Nalazi istraživanja pokazuju da kod većine studenata preovlađuje uverenje o nedovoljnoj upotrebljivosti stečenih znanja i veština u budućem profesionalnom radu. Takvo uverenje studenata vodi doživljaju niske kompetentnosti za obavljanje buduće profesionalne uloge. Utvrđeno je da studenti koriste 'uobičajne' načine za traženje posla. Međutim, izbor ovih aktivnosti nije u dovoljnoj meri raznovrstan, pa su šanse studenata pedagogije za zaposlenje umanjene. Negativne percepcije vlastite pripremljenosti za buduću profesiju ukazuju na neophodnost efikasnije pripreme studenata pedagogije za budući poziv kroz uspostavljanje saradnje između institucija iz oblasti visokog obrazovanja, istraživačkih centara i sveta rada.",
publisher = "Institut za pedagoška istraživanja, Beograd",
journal = "Zbornik Instituta za pedagoška istraživanja",
title = "Reflections of pedagogy students on their future profession and the job search process, Refleksije studenata pedagogije o budućoj profesiji i procesu traženja posla",
pages = "346-330",
number = "2",
volume = "43",
url = "https://hdl.handle.net/21.15107/rcub_ipir_187"
}

Gutvajn, N., Đerić, I.,& Luković, I.. (2011). Reflections of pedagogy students on their future profession and the job search process. in Zbornik Instituta za pedagoška istraživanja
Institut za pedagoška istraživanja, Beograd., 43(2), 330-346.
https://hdl.handle.net/21.15107/rcub_ipir_187

Gutvajn N, Đerić I, Luković I. Reflections of pedagogy students on their future profession and the job search process. in Zbornik Instituta za pedagoška istraživanja. 2011;43(2):330-346.
https://hdl.handle.net/21.15107/rcub_ipir_187 .

Gutvajn, Nikoleta, Đerić, Ivana, Luković, Ivana, "Reflections of pedagogy students on their future profession and the job search process" in Zbornik Instituta za pedagoška istraživanja, 43, no. 2 (2011):330-346,
https://hdl.handle.net/21.15107/rcub_ipir_187 .

TY  - JOUR
AU  - Đerić, Ivana
AU  - Luković, Ivana
AU  - Studen, Rajka
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/113
AB  - The paper is the result of the TIMSS 2007 (Trends in International Mathematics and Science Study) field trial conducted in 34 primary schools in the Republic of Serbia. The study included 1461 students of the eighth grade and 160 science teachers. Separate questionnaires for the students and the teachers were used in order to gather various data, including those related to contextual variables which determine the level and the quality of students' attainment. Analyzed were only basic characteristics of indoor and outdoor class activities, orientation towards research in teaching evaluation and homework assignments, and the use of the computer and the Internet in the teaching process. The data show that the students are not sufficiently encouraged towards independence in learning. Science teachers most commonly, resort to classical lecturing, and devote considerably less time to research class activities. Both the students and the teachers report to have scarce opportunities to use computers for educational purposes. Although science teachers hold that homework assignments contribute to better understanding of the teaching contents, they assign them less frequently compared to teachers of mathematics. It is noticeable that science teachers include students in the evaluation process more and more, which is an important segment of students 'participation in school life.
AB  - Rad je rezultat TIMSS 2007 (Trends in International Mathematics and Science Study) probnog istraživanja (field trial) koje je realizovano u 34 osnovne škole u Republici Srbiji. Istraživanjem je obuhvaćen 1.461 učenik osmog razreda i ukupno 160 nastavnika iz oblasti prirodnih nauka. Uz pomoć upitnika koji su namenjeni učenicima osmog razreda i nastavnicima prirodnih nauka prikupljani su, izmeću ostalog, podaci o kontekstualnim varijablama koje određuju nivo i kvalitet učeničkog postignuća. Razmatrane su osnovne karakteristike nastavnih aktivnosti u učionici i izvan učionice, orijentacija na istraživački pad u nastavi, ocenjivanje i domaći zadaci, kao i korišćenje kompjutera i interneta u nastavi prirodnih nauka. Analiza dobijenih podataka ukazuje na nedovoljno podsticanje učenika na samostalnost u školskom radu. Nastavnici prirodnih nauka najčešće primenjuju klasičan tip predavanja, dok znatno ređe posvećuju vreme naučnoistraživačkim aktivnostima u nastavi. Kada je reč o korišćenju kompjutera, učenici i nastavnici potvrđuju da retko imaju priliku da koriste kompjuter u obrazovne svrhe. Iako nastavnici prirodnih nauka misle da domaći zadaci doprinose dubljem razumevanju nastavnih sadržaja, znatno ih ređe zadaju u odnosu na nastavnike matematike. Uočeno je da nastavnici sve više uključuju učenike u proces vrednovanja, što je važan segment učeničke participacije u školskom životu.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Science teaching in Serbia in the context of the TIMSS-FT 2007 results
T1  - Realizacija nastave prirodnih nauka u Srbiji u kontekstu rezultata TIMSS-FT 2007
EP  - 55
IS  - 1
SP  - 40
VL  - 56
UR  - https://hdl.handle.net/21.15107/rcub_ipir_113
ER  - 

@article{
author = "Đerić, Ivana and Luković, Ivana and Studen, Rajka",
year = "2007",
abstract = "The paper is the result of the TIMSS 2007 (Trends in International Mathematics and Science Study) field trial conducted in 34 primary schools in the Republic of Serbia. The study included 1461 students of the eighth grade and 160 science teachers. Separate questionnaires for the students and the teachers were used in order to gather various data, including those related to contextual variables which determine the level and the quality of students' attainment. Analyzed were only basic characteristics of indoor and outdoor class activities, orientation towards research in teaching evaluation and homework assignments, and the use of the computer and the Internet in the teaching process. The data show that the students are not sufficiently encouraged towards independence in learning. Science teachers most commonly, resort to classical lecturing, and devote considerably less time to research class activities. Both the students and the teachers report to have scarce opportunities to use computers for educational purposes. Although science teachers hold that homework assignments contribute to better understanding of the teaching contents, they assign them less frequently compared to teachers of mathematics. It is noticeable that science teachers include students in the evaluation process more and more, which is an important segment of students 'participation in school life., Rad je rezultat TIMSS 2007 (Trends in International Mathematics and Science Study) probnog istraživanja (field trial) koje je realizovano u 34 osnovne škole u Republici Srbiji. Istraživanjem je obuhvaćen 1.461 učenik osmog razreda i ukupno 160 nastavnika iz oblasti prirodnih nauka. Uz pomoć upitnika koji su namenjeni učenicima osmog razreda i nastavnicima prirodnih nauka prikupljani su, izmeću ostalog, podaci o kontekstualnim varijablama koje određuju nivo i kvalitet učeničkog postignuća. Razmatrane su osnovne karakteristike nastavnih aktivnosti u učionici i izvan učionice, orijentacija na istraživački pad u nastavi, ocenjivanje i domaći zadaci, kao i korišćenje kompjutera i interneta u nastavi prirodnih nauka. Analiza dobijenih podataka ukazuje na nedovoljno podsticanje učenika na samostalnost u školskom radu. Nastavnici prirodnih nauka najčešće primenjuju klasičan tip predavanja, dok znatno ređe posvećuju vreme naučnoistraživačkim aktivnostima u nastavi. Kada je reč o korišćenju kompjutera, učenici i nastavnici potvrđuju da retko imaju priliku da koriste kompjuter u obrazovne svrhe. Iako nastavnici prirodnih nauka misle da domaći zadaci doprinose dubljem razumevanju nastavnih sadržaja, znatno ih ređe zadaju u odnosu na nastavnike matematike. Uočeno je da nastavnici sve više uključuju učenike u proces vrednovanja, što je važan segment učeničke participacije u školskom životu.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Science teaching in Serbia in the context of the TIMSS-FT 2007 results, Realizacija nastave prirodnih nauka u Srbiji u kontekstu rezultata TIMSS-FT 2007",
pages = "55-40",
number = "1",
volume = "56",
url = "https://hdl.handle.net/21.15107/rcub_ipir_113"
}

Đerić, I., Luković, I.,& Studen, R.. (2007). Science teaching in Serbia in the context of the TIMSS-FT 2007 results. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 56(1), 40-55.
https://hdl.handle.net/21.15107/rcub_ipir_113

Đerić I, Luković I, Studen R. Science teaching in Serbia in the context of the TIMSS-FT 2007 results. in Nastava i vaspitanje. 2007;56(1):40-55.
https://hdl.handle.net/21.15107/rcub_ipir_113 .

Đerić, Ivana, Luković, Ivana, Studen, Rajka, "Science teaching in Serbia in the context of the TIMSS-FT 2007 results" in Nastava i vaspitanje, 56, no. 1 (2007):40-55,
https://hdl.handle.net/21.15107/rcub_ipir_113 .

TY  - JOUR
AU  - Luković, Ivana
AU  - Studen, Rajka
AU  - Đurić, Ivana
PY  - 2007
UR  - http://ipir.ipisr.org.rs/handle/123456789/115
AB  - In this paper we are showing the context of the curriculum in the concept of research TIMSS 2007. Intention of authors is to check in which extent our curriculum for natural sciences is adjusted to TIMSS 2007 curriculum. Considering this, there were some replies of natural sciences teachers analyzed on the issues of the time realization of the main topics of the TIMSS test in the classes taken for research. Also, the achievement test is analyzed by showing main topics, and which were shown thought the domain of the contents and its dimensions. The test points at cognitive domain of natural sciences in order to point at particular topics of natural sciences and most TIMSS-FT classes were not analyzed until the beginning of the trial research. It is a general conclusion that there is a significant adjustment between TIMSS 2007 curriculum and teaching contents which in our country is predicted by the curriculum. .
AB  - U radu je prikazan kontekst kurikuluma u koncepciji istraživanja TIMSS 2007. Namera autora je da ispitaju u kojoj meri je nastavni program za predmete prirodnih nauka u našoj zemlji usaglašen s TIMSS 2007 kurikulumom. U skladu sa tim, analizirani su odgovori nastavnika prirodnih nauka u Srbiji na pitanje o vremenu realizacije glavnih tema TIMSS testa u odeljenjima obuhvaćenim ispitivanjem. Takođe, test postignuća analiziran je prikazom glavnih tema koje obuhvata, a koje su predstavljene kroz domene sadržaja i njihove dimenzije. Tekst se osvrće na kognitivne domene za oblast prirodnih nauka, kako bi se ukazalo na kognitivne sposobnosti i veštine koje za svaki od domena predviđa TIMSS kurikulum. Iako pojedine teme iz predmeta prirodnih nauka u većini TIMSS-FT odeljenja nisu obrađene do početka realizacije probnog istraživanja, opšti zaključak je da postoji značajna usaglašenost između TIMSS 2007 kurikuluma i nastavnih sadržaja koje u oblasti prirodnih nauka predviđa nastavni program u našoj zemlji. .
PB  - Forum pedagoga Srbije i Crne Gore, Beograd
T2  - Pedagogija
T1  - From teaching topics for natural sciences in Serbia to TIMSS 2007 curriculum
T1  - Od nastavnih tema za prirodne nauke u Srbiji do TIMSS 2007 kurikuluma
EP  - 217
IS  - 2
SP  - 206
VL  - 62
UR  - https://hdl.handle.net/21.15107/rcub_ipir_115
ER  - 

@article{
author = "Luković, Ivana and Studen, Rajka and Đurić, Ivana",
year = "2007",
abstract = "In this paper we are showing the context of the curriculum in the concept of research TIMSS 2007. Intention of authors is to check in which extent our curriculum for natural sciences is adjusted to TIMSS 2007 curriculum. Considering this, there were some replies of natural sciences teachers analyzed on the issues of the time realization of the main topics of the TIMSS test in the classes taken for research. Also, the achievement test is analyzed by showing main topics, and which were shown thought the domain of the contents and its dimensions. The test points at cognitive domain of natural sciences in order to point at particular topics of natural sciences and most TIMSS-FT classes were not analyzed until the beginning of the trial research. It is a general conclusion that there is a significant adjustment between TIMSS 2007 curriculum and teaching contents which in our country is predicted by the curriculum. ., U radu je prikazan kontekst kurikuluma u koncepciji istraživanja TIMSS 2007. Namera autora je da ispitaju u kojoj meri je nastavni program za predmete prirodnih nauka u našoj zemlji usaglašen s TIMSS 2007 kurikulumom. U skladu sa tim, analizirani su odgovori nastavnika prirodnih nauka u Srbiji na pitanje o vremenu realizacije glavnih tema TIMSS testa u odeljenjima obuhvaćenim ispitivanjem. Takođe, test postignuća analiziran je prikazom glavnih tema koje obuhvata, a koje su predstavljene kroz domene sadržaja i njihove dimenzije. Tekst se osvrće na kognitivne domene za oblast prirodnih nauka, kako bi se ukazalo na kognitivne sposobnosti i veštine koje za svaki od domena predviđa TIMSS kurikulum. Iako pojedine teme iz predmeta prirodnih nauka u većini TIMSS-FT odeljenja nisu obrađene do početka realizacije probnog istraživanja, opšti zaključak je da postoji značajna usaglašenost između TIMSS 2007 kurikuluma i nastavnih sadržaja koje u oblasti prirodnih nauka predviđa nastavni program u našoj zemlji. .",
publisher = "Forum pedagoga Srbije i Crne Gore, Beograd",
journal = "Pedagogija",
title = "From teaching topics for natural sciences in Serbia to TIMSS 2007 curriculum, Od nastavnih tema za prirodne nauke u Srbiji do TIMSS 2007 kurikuluma",
pages = "217-206",
number = "2",
volume = "62",
url = "https://hdl.handle.net/21.15107/rcub_ipir_115"
}

Luković, I., Studen, R.,& Đurić, I.. (2007). From teaching topics for natural sciences in Serbia to TIMSS 2007 curriculum. in Pedagogija
Forum pedagoga Srbije i Crne Gore, Beograd., 62(2), 206-217.
https://hdl.handle.net/21.15107/rcub_ipir_115

Luković I, Studen R, Đurić I. From teaching topics for natural sciences in Serbia to TIMSS 2007 curriculum. in Pedagogija. 2007;62(2):206-217.
https://hdl.handle.net/21.15107/rcub_ipir_115 .

Luković, Ivana, Studen, Rajka, Đurić, Ivana, "From teaching topics for natural sciences in Serbia to TIMSS 2007 curriculum" in Pedagogija, 62, no. 2 (2007):206-217,
https://hdl.handle.net/21.15107/rcub_ipir_115 .

TY  - JOUR
AU  - Milošević, Nikoleta
AU  - Luković, Ivana
PY  - 2006
UR  - http://ipir.ipisr.org.rs/handle/123456789/87
AB  - The paper presents partial findings of an extensive international project aimed at studying the trends in achievement of primary school students in the fields of mathematics and natural sciences. In Serbia, the research was carried out in May, 2003 and included 149 primary schools. The participants were 4.296 eighth grade students, 879 teachers and 149 principals. The basic question was: how is physics taught in our primary schools? Generally speaking, the results indicate that our students are not trained well enough to: a) connect knowledge from related fields, b) connect concepts into systems, c) apply theoretical knowledge in practical situations, or when solving new problems. Such low performance of our students in the stated domains is attributed to professional characteristics of their teachers, personal resources of the students, and the context in which the knowledge is acquired.
AB  - U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog projekta proučavanja obrazovnog postignuća učenika osnovnih škola u oblasti matematike i prirodnih nauka. Istraživanje je sprovedeno tokom maja 2003. godine na uzorku od 149 osnovnih škola u Srbiji. U istraživanju je učestvovalo 4.296 učenika osmog razreda, 879 nastavnika i 149 direktora škola. Osnovno pitanje koje se u radu postavlja jeste: kakvi su uslovi realizacije nastave fizike u našim osnovnim školama? U celini gledano, nalazi ukazuju na to da naši učenici nisu dovoljno osposobljeni da: (a) povezuju znanja iz srodnih oblasti, (b)povezuju pojmove u sisteme, (v) primenjuju teorijska znanja u praktičnim situacijama i u rešavanju novih problema. Nizak nivo znanja naših učenika u navedenim domenima dovodi se u vezu sa profesionalnim karakteristikama nastavnika, ličnim resursima učenika i kontekstom u kojem se znanja stiču.
PB  - Beograd : Pedagoško društvo Srbije
PB  - Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju
T2  - Nastava i vaspitanje
T1  - Learning context and achievement in physics
T1  - Kontekst učenja fizike i postignuće učenika
EP  - 154
IS  - 2
SP  - 136
VL  - 55
UR  - https://hdl.handle.net/21.15107/rcub_ipir_87
ER  - 

@article{
author = "Milošević, Nikoleta and Luković, Ivana",
year = "2006",
abstract = "The paper presents partial findings of an extensive international project aimed at studying the trends in achievement of primary school students in the fields of mathematics and natural sciences. In Serbia, the research was carried out in May, 2003 and included 149 primary schools. The participants were 4.296 eighth grade students, 879 teachers and 149 principals. The basic question was: how is physics taught in our primary schools? Generally speaking, the results indicate that our students are not trained well enough to: a) connect knowledge from related fields, b) connect concepts into systems, c) apply theoretical knowledge in practical situations, or when solving new problems. Such low performance of our students in the stated domains is attributed to professional characteristics of their teachers, personal resources of the students, and the context in which the knowledge is acquired., U radu su izloženi nalazi koji predstavljaju deo obimnog međunarodnog projekta proučavanja obrazovnog postignuća učenika osnovnih škola u oblasti matematike i prirodnih nauka. Istraživanje je sprovedeno tokom maja 2003. godine na uzorku od 149 osnovnih škola u Srbiji. U istraživanju je učestvovalo 4.296 učenika osmog razreda, 879 nastavnika i 149 direktora škola. Osnovno pitanje koje se u radu postavlja jeste: kakvi su uslovi realizacije nastave fizike u našim osnovnim školama? U celini gledano, nalazi ukazuju na to da naši učenici nisu dovoljno osposobljeni da: (a) povezuju znanja iz srodnih oblasti, (b)povezuju pojmove u sisteme, (v) primenjuju teorijska znanja u praktičnim situacijama i u rešavanju novih problema. Nizak nivo znanja naših učenika u navedenim domenima dovodi se u vezu sa profesionalnim karakteristikama nastavnika, ličnim resursima učenika i kontekstom u kojem se znanja stiču.",
publisher = "Beograd : Pedagoško društvo Srbije, Beograd : Filozofski fakultet, Institut za pedagogiju i andragogiju",
journal = "Nastava i vaspitanje",
title = "Learning context and achievement in physics, Kontekst učenja fizike i postignuće učenika",
pages = "154-136",
number = "2",
volume = "55",
url = "https://hdl.handle.net/21.15107/rcub_ipir_87"
}

Milošević, N.,& Luković, I.. (2006). Learning context and achievement in physics. in Nastava i vaspitanje
Beograd : Pedagoško društvo Srbije., 55(2), 136-154.
https://hdl.handle.net/21.15107/rcub_ipir_87

Milošević N, Luković I. Learning context and achievement in physics. in Nastava i vaspitanje. 2006;55(2):136-154.
https://hdl.handle.net/21.15107/rcub_ipir_87 .

Milošević, Nikoleta, Luković, Ivana, "Learning context and achievement in physics" in Nastava i vaspitanje, 55, no. 2 (2006):136-154,
https://hdl.handle.net/21.15107/rcub_ipir_87 .