TY  - CONF
AU  - Baucal, Aleksandar
AU  - Pavlović Babić, Dragica
AU  - Altaras Dimitrijević, Ana
AU  - Krstić, Ksenija
AU  - Jolić Marjanović, Zorana
AU  - Stepanović Ilić, Ivana
AU  - Videnović, Marina
AU  - Jošić, Smiljana
AU  - Nikitović, Tijana
AU  - Mojović Zdravković, Kristina
AU  - Rajić, Milana
AU  - Ivanović, Jovan
PY  - 2022
UR  - http://ipir.ipisr.org.rs/handle/123456789/863
AB  - The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.
PB  - Serbia : Faculty of Technical Sciences Čačak
C3  - Technics and informatics in education – TIE 2022
T1  - From collaboration to solutions: Encouraging collaborative problem solving through school practice
EP  - 472
SP  - 470
DO  - 10.46793/TIE22.470B
ER  - 

@conference{
author = "Baucal, Aleksandar and Pavlović Babić, Dragica and Altaras Dimitrijević, Ana and Krstić, Ksenija and Jolić Marjanović, Zorana and Stepanović Ilić, Ivana and Videnović, Marina and Jošić, Smiljana and Nikitović, Tijana and Mojović Zdravković, Kristina and Rajić, Milana and Ivanović, Jovan",
year = "2022",
abstract = "The aim of this paper is to present a viable, psychologically based framework designed for systematical promotion of the adolescents’ capacities for collaborative problem solving and possibilities for their cultivation through everyday school practice. Specifically, a model for designing teacher-training programs is proposed, wherein several elements of effective collaborative problem solving are drawn together.",
publisher = "Serbia : Faculty of Technical Sciences Čačak",
journal = "Technics and informatics in education – TIE 2022",
title = "From collaboration to solutions: Encouraging collaborative problem solving through school practice",
pages = "472-470",
doi = "10.46793/TIE22.470B"
}

Baucal, A., Pavlović Babić, D., Altaras Dimitrijević, A., Krstić, K., Jolić Marjanović, Z., Stepanović Ilić, I., Videnović, M., Jošić, S., Nikitović, T., Mojović Zdravković, K., Rajić, M.,& Ivanović, J.. (2022). From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022
Serbia : Faculty of Technical Sciences Čačak., 470-472.
https://doi.org/10.46793/TIE22.470B

Baucal A, Pavlović Babić D, Altaras Dimitrijević A, Krstić K, Jolić Marjanović Z, Stepanović Ilić I, Videnović M, Jošić S, Nikitović T, Mojović Zdravković K, Rajić M, Ivanović J. From collaboration to solutions: Encouraging collaborative problem solving through school practice. in Technics and informatics in education – TIE 2022. 2022;:470-472.
doi:10.46793/TIE22.470B .

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, "From collaboration to solutions: Encouraging collaborative problem solving through school practice" in Technics and informatics in education – TIE 2022 (2022):470-472,
https://doi.org/10.46793/TIE22.470B . .

TY  - JOUR
AU  - Baucal, Aleksandar
AU  - Pavlović-Babić, Dragica
AU  - Jošić, Smiljana
PY  - 2018
UR  - http://ipir.ipisr.org.rs/handle/123456789/302
AB  - Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them.
PB  - Springer, New York
T2  - European Journal of Psychology of Education
T1  - Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way
EP  - 487
IS  - 3
SP  - 467
VL  - 33
DO  - 10.1007/s10212-018-0371-3
ER  - 

@article{
author = "Baucal, Aleksandar and Pavlović-Babić, Dragica and Jošić, Smiljana",
year = "2018",
abstract = "Why do students give incorrect answers in PISA? What are the reasons for giving incorrect answers? Do all incorrect answers reflect only the lack of competence or might even a competent child make a mistake? The aim of this article is to contribute to a better understanding of these issues. In the current investigation, we selected six students who responded incorrectly to one PISA question in mathematics or science when they solved it individually. Then, we analyzed their understanding of the PISA task and their reasoning about it through a dialogical problem solving in triads to identify why they made an incorrect answer. Moreover, we tried to determine how the shared peer interaction might change the understanding and reasoning of the child and enable her/him to solve the task. The results of this study illustrate the differences between incorrect answers reflecting lack of competence and those incorrect answers, which appear for some other reasons. Based on the dialogical problem solving approach, we analyzed these two types of incorrect answers and the reasoning trajectories behind them.",
publisher = "Springer, New York",
journal = "European Journal of Psychology of Education",
title = "Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way",
pages = "487-467",
number = "3",
volume = "33",
doi = "10.1007/s10212-018-0371-3"
}

Baucal, A., Pavlović-Babić, D.,& Jošić, S.. (2018). Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way. in European Journal of Psychology of Education
Springer, New York., 33(3), 467-487.
https://doi.org/10.1007/s10212-018-0371-3

Baucal A, Pavlović-Babić D, Jošić S. Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way. in European Journal of Psychology of Education. 2018;33(3):467-487.
doi:10.1007/s10212-018-0371-3 .

Baucal, Aleksandar, Pavlović-Babić, Dragica, Jošić, Smiljana, "Dialogical PISA: correct answers are all alike, every incorrect answer is incorrect in its own way" in European Journal of Psychology of Education, 33, no. 3 (2018):467-487,
https://doi.org/10.1007/s10212-018-0371-3 . .

TY  - CHAP
AU  - Kovač-Cerović, Tinde
AU  - Pavlović-Babić, Dragica
AU  - Jokić, Tijana
AU  - Jovanović, Olja
AU  - Jovanović, Vitomir
PY  - 2016
UR  - http://ipir.ipisr.org.rs/handle/123456789/634
AB  - The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, Olja
Jovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:
selected findings, presents selected findings of the first comprehensive evaluation of inclusive
education in Serbia, five years after its systemic introduction. This evaluation is based on indicators
defined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742
teachers. The structure of the framework, which implies predefined indicators and criteria, as well as
the assessment of that same indicator by various informants, enabled the identification of the areas
which are strong points in our education system, as well as areas that require immediate system
development. The results of the monitoring constitute a reliable basis for improving the policy and
practice of inclusive education in Serbia.
PB  - Belgrade : Institute for Educational Research
PB  - Belgrade : Faculty of Teacher Education
PB  - Volgograd : Volgograd State Socio-Pedagogical University
T2  - Challenges and perspectives of inclusive education
T1  - First comprehensive monitoring of inclusive education in Serbia: selected findings
EP  - 19
SP  - 15
UR  - https://hdl.handle.net/21.15107/rcub_ipir_634
ER  - 

@inbook{
author = "Kovač-Cerović, Tinde and Pavlović-Babić, Dragica and Jokić, Tijana and Jovanović, Olja and Jovanović, Vitomir",
year = "2016",
abstract = "The paper authored by Tinde Kovač-Cerović, Dragica Pavlović-Babić, Tijana Jokić, Olja
Jovanović and Vitomir Jovanović First comprehensive monitoring of inclusive education in Serbia:
selected findings, presents selected findings of the first comprehensive evaluation of inclusive
education in Serbia, five years after its systemic introduction. This evaluation is based on indicators
defined by the Framework for monitoring inclusive education in Serbia. The research was conducted on a representative sample of 28 schools, and it encompassed 1537 students, 794 parents and 742
teachers. The structure of the framework, which implies predefined indicators and criteria, as well as
the assessment of that same indicator by various informants, enabled the identification of the areas
which are strong points in our education system, as well as areas that require immediate system
development. The results of the monitoring constitute a reliable basis for improving the policy and
practice of inclusive education in Serbia.",
publisher = "Belgrade : Institute for Educational Research, Belgrade : Faculty of Teacher Education, Volgograd : Volgograd State Socio-Pedagogical University",
journal = "Challenges and perspectives of inclusive education",
booktitle = "First comprehensive monitoring of inclusive education in Serbia: selected findings",
pages = "19-15",
url = "https://hdl.handle.net/21.15107/rcub_ipir_634"
}

Kovač-Cerović, T., Pavlović-Babić, D., Jokić, T., Jovanović, O.,& Jovanović, V.. (2016). First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education
Belgrade : Institute for Educational Research., 15-19.
https://hdl.handle.net/21.15107/rcub_ipir_634

Kovač-Cerović T, Pavlović-Babić D, Jokić T, Jovanović O, Jovanović V. First comprehensive monitoring of inclusive education in Serbia: selected findings. in Challenges and perspectives of inclusive education. 2016;:15-19.
https://hdl.handle.net/21.15107/rcub_ipir_634 .

Kovač-Cerović, Tinde, Pavlović-Babić, Dragica, Jokić, Tijana, Jovanović, Olja, Jovanović, Vitomir, "First comprehensive monitoring of inclusive education in Serbia: selected findings" in Challenges and perspectives of inclusive education (2016):15-19,
https://hdl.handle.net/21.15107/rcub_ipir_634 .