TY  - CHAP
AU  - Gutvajn, Nikoleta
AU  - Kovačević Lepojević, Marina
AU  - Miščević, Gordana
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/650
AB  - Gotovo da nema modela kojim se objašnjava delovanje kontekstualnih varijabli na
akademsko postignuće učenika iz matematike i prirodnih nauka a da se ne ističe da
motivacija ima posrednu ulogu u tom procesu (Fan & Williams, 2018; Ismail, Samsudin,
Amin, Kamarudin, Daud & H alim, 2018). Dakle, reč je o konstruktu koji je veoma važan
za tumačenje postignuća učenika iz matematike i prirodnih nauka. S obzirom na to da je
uočen opšti trend opadanja motivacije za učenje matematike sa uzrastom (Michaelides,
Brown, Eklöf & Papanastasiou, 2019), neophodno je utvrditi koji faktori utiču na slabljenje
motivacije kako bi se kod učenika razvijali pozitivniji stavovi prema učenju matematike.
PB  - Beograd : Institut za pedagoška istraživanja
T2  - TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka
T1  - Školska klima i motivacija za učenje matematike i prirodnih nauka: medijacija vršnjačkog nasilja
EP  - 123
SP  - 107
UR  - https://hdl.handle.net/21.15107/rcub_ipir_650
ER  - 

@inbook{
author = "Gutvajn, Nikoleta and Kovačević Lepojević, Marina and Miščević, Gordana",
year = "2021",
abstract = "Gotovo da nema modela kojim se objašnjava delovanje kontekstualnih varijabli na
akademsko postignuće učenika iz matematike i prirodnih nauka a da se ne ističe da
motivacija ima posrednu ulogu u tom procesu (Fan & Williams, 2018; Ismail, Samsudin,
Amin, Kamarudin, Daud & H alim, 2018). Dakle, reč je o konstruktu koji je veoma važan
za tumačenje postignuća učenika iz matematike i prirodnih nauka. S obzirom na to da je
uočen opšti trend opadanja motivacije za učenje matematike sa uzrastom (Michaelides,
Brown, Eklöf & Papanastasiou, 2019), neophodno je utvrditi koji faktori utiču na slabljenje
motivacije kako bi se kod učenika razvijali pozitivniji stavovi prema učenju matematike.",
publisher = "Beograd : Institut za pedagoška istraživanja",
journal = "TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka",
booktitle = "Školska klima i motivacija za učenje matematike i prirodnih nauka: medijacija vršnjačkog nasilja",
pages = "123-107",
url = "https://hdl.handle.net/21.15107/rcub_ipir_650"
}

Gutvajn, N., Kovačević Lepojević, M.,& Miščević, G.. (2021). Školska klima i motivacija za učenje matematike i prirodnih nauka: medijacija vršnjačkog nasilja. in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka
Beograd : Institut za pedagoška istraživanja., 107-123.
https://hdl.handle.net/21.15107/rcub_ipir_650

Gutvajn N, Kovačević Lepojević M, Miščević G. Školska klima i motivacija za učenje matematike i prirodnih nauka: medijacija vršnjačkog nasilja. in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka. 2021;:107-123.
https://hdl.handle.net/21.15107/rcub_ipir_650 .

Gutvajn, Nikoleta, Kovačević Lepojević, Marina, Miščević, Gordana, "Školska klima i motivacija za učenje matematike i prirodnih nauka: medijacija vršnjačkog nasilja" in TIMSS 2019 u Srbiji : rezultati međunarodnog istraživanja postignuća učenika četvrtog razreda osnovne škole iz matematike i prirodnih nauka (2021):107-123,
https://hdl.handle.net/21.15107/rcub_ipir_650 .

TY  - CHAP
AU  - Miščević, Gordana
AU  - Blagdanić, Sanja
AU  - Bošnjak Stepanović, Marija
PY  - 2021
UR  - http://ipir.ipisr.org.rs/handle/123456789/655
AB  - The paper Knowledge in shadow - misconceptions related to light phenomena 
that are retained in spite of education by Gordana Miščević, Sanja Blagdanić and 
Marija Bošnjak Stepanović emphasizes the need to point out the importance of 
initiating science education at an early age. In both children and adults, knowledge 
related to natural phenomena is created through interaction with the environment 
and through social interaction (with adults and peers), as well as through formal 
and informal learning situations. The aim of this research is to identify the 
frequency of various misconceptions related to light phenomena in fourth-grade 
students and primary school class teachers. Findings of this research reveal that 
the majority of students show a misconception related to the apparent change of 
the Sun’s position during daylight. Teachers mostly show no dilemma regarding 
shadow shape, and the same holds true for approximately two thirds of students. 
Additional findings are presented and discussed in the paper. Teachers should 
have an insight into the most frequent and typical misconceptions of students 
in order to identify them and react to them adequately. One of the main roles 
of the educational system is to identify these misconceptions and help students 
overcome them
PB  - Belgrade : Institute for Educational Research
T2  - Problems and perspectives of contemporary education
T1  - Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education
EP  - 51
SP  - 35
UR  - https://hdl.handle.net/21.15107/rcub_ipir_655
ER  - 

@inbook{
author = "Miščević, Gordana and Blagdanić, Sanja and Bošnjak Stepanović, Marija",
year = "2021",
abstract = "The paper Knowledge in shadow - misconceptions related to light phenomena 
that are retained in spite of education by Gordana Miščević, Sanja Blagdanić and 
Marija Bošnjak Stepanović emphasizes the need to point out the importance of 
initiating science education at an early age. In both children and adults, knowledge 
related to natural phenomena is created through interaction with the environment 
and through social interaction (with adults and peers), as well as through formal 
and informal learning situations. The aim of this research is to identify the 
frequency of various misconceptions related to light phenomena in fourth-grade 
students and primary school class teachers. Findings of this research reveal that 
the majority of students show a misconception related to the apparent change of 
the Sun’s position during daylight. Teachers mostly show no dilemma regarding 
shadow shape, and the same holds true for approximately two thirds of students. 
Additional findings are presented and discussed in the paper. Teachers should 
have an insight into the most frequent and typical misconceptions of students 
in order to identify them and react to them adequately. One of the main roles 
of the educational system is to identify these misconceptions and help students 
overcome them",
publisher = "Belgrade : Institute for Educational Research",
journal = "Problems and perspectives of contemporary education",
booktitle = "Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education",
pages = "51-35",
url = "https://hdl.handle.net/21.15107/rcub_ipir_655"
}

Miščević, G., Blagdanić, S.,& Bošnjak Stepanović, M.. (2021). Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education. in Problems and perspectives of contemporary education
Belgrade : Institute for Educational Research., 35-51.
https://hdl.handle.net/21.15107/rcub_ipir_655

Miščević G, Blagdanić S, Bošnjak Stepanović M. Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education. in Problems and perspectives of contemporary education. 2021;:35-51.
https://hdl.handle.net/21.15107/rcub_ipir_655 .

Miščević, Gordana, Blagdanić, Sanja, Bošnjak Stepanović, Marija, "Knowledge in shadow – misconceptions related to light phenomena that are retained in spite of education" in Problems and perspectives of contemporary education (2021):35-51,
https://hdl.handle.net/21.15107/rcub_ipir_655 .