Dušica Milenković
Biographic Data
| ID | 8988111 |
|---|---|
| NAME | Dušica Milenković |
| GIVEN NAMES | Dušica |
| FAMILY NAME | Milenković |
| SIGNATURE | MILENKOVIĆ D |
| AFFILIATIONS | University of Novi Sad |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2017 |
| H-INDEX | 0 |
A model-driven approach to e-course management
This paper presents research on using a model-driven approach to the development and management of electronic courses. We propose a course management system which stores a course model represented as distinct machine-readable components containing domain knowledge of different course aspects. Based on this formally defined platform-independent source course model, the system programmatically generates a final course in different platform-specific…
Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks / Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipir…
This study was conducted with the aim to examine the effect of context on perceived cognitive load and students’ achievements in problem-solving tasks. It included 161 eighth-grade students. The tasks in the test, which was used as a measuring instrument for assessing knowledge, were designed at three levels of complexity: without context, with moderate and with rich context. Each task was followed by a 7-point Likert-type scale, as a measure of …
Cognitive Load at Different Levels of Chemistry Representations / Kognitivno opterećenje na različitim razinama kemijskih prikaza
The purpose of this study was to examine students' achievements and cognitive loads at different levels of chemistry representations. The research was carried out among students majoring in chemistry teaching. A test was used as a measuring instrument for knowledge evaluation. Each task contained three subtasks, in macroscopic, sub-microscopic and symbolic domain. Each subtask in the test was followed by a seven point Likert scale (ranging from '…
Application of Systemic Approach in Initial Teaching of Chemistry
Many studies carried out on the mole concept emphasize that students show significant difficulties in learning this concept. The aim of our research was to analyze those difficulties that students, who have their first contact with chemistry in school, encounter, and also to examine the usefulness of systemics as a graphical way of knowledge representation. The sample of the study included seventh grade students from a primary school in Novi Sad,…
No prominent works on this page.
Cognitive Load at Different Levels of Chemistry Representations / Kognitivno opterećenje na različitim razinama kemijskih prikaza
The purpose of this study was to examine students' achievements and cognitive loads at different levels of chemistry representations. The research was carried out among students majoring in chemistry teaching. A test was used as a measuring instrument for knowledge evaluation. Each task contained three subtasks, in macroscopic, sub-microscopic and symbolic domain. Each subtask in the test was followed by a seven point Likert scale (ranging from '…
Application of Systemic Approach in Initial Teaching of Chemistry
Many studies carried out on the mole concept emphasize that students show significant difficulties in learning this concept. The aim of our research was to analyze those difficulties that students, who have their first contact with chemistry in school, encounter, and also to examine the usefulness of systemics as a graphical way of knowledge representation. The sample of the study included seventh grade students from a primary school in Novi Sad,…
Evaluation of Context-Level Effect on Students’ Performance and Perceived Cognitive Load in Chemistry Problem-solving Tasks / Evaluacija utjecaja razine konteksta na učenička postignuća i samopercipir…
This study was conducted with the aim to examine the effect of context on perceived cognitive load and students’ achievements in problem-solving tasks. It included 161 eighth-grade students. The tasks in the test, which was used as a measuring instrument for assessing knowledge, were designed at three levels of complexity: without context, with moderate and with rich context. Each task was followed by a 7-point Likert-type scale, as a measure of …
A model-driven approach to e-course management
This paper presents research on using a model-driven approach to the development and management of electronic courses. We propose a course management system which stores a course model represented as distinct machine-readable components containing domain knowledge of different course aspects. Based on this formally defined platform-independent source course model, the system programmatically generates a final course in different platform-specific…
Engineering (3 works) · Mathematics education (3 works) · Psychology (3 works) · Cognition (2 works) · Cognitive Load (2 works) · Computer Science (2 works) · Developmental psychology (2 works) · Likert scale (2 works) · Neuroscience, Education and Cognitive Function (2 works) · Artificial Intelligence (1 work)