Roots of chemical engineering in Middle Europe lead to the first mining and metallurgy academies, established in VIII century in Upper Hungaria and in Bohemian Kingdom. Chemical engineering skills originate from ancient Egyptian handicraft, alchemy, technical chemistry, pneumochemistry and phlogiston chemistry. Development of mining and metallurgy coincided with great scientific discoveries and industrial revolution. In Middle Europe, the first such academies were opened in St. Joachimstahl and in Schemnitz, and the first Serbian mining engineers Djordje Branković, Vasilije Božić and Stevan Pavlović studied, as well as the first chemistry professor of the High School in Belgrade, Mihajlo Rašković. Eminent professors were employed by the Schemnitz academy, such as: Nicol Jacquin, Giovanni Scopoli, Ignaz von Born and Christian Doppler. It is important to emphasize that Shemnitz practiced the first modern, practical laboratory education. In VIII century, Schemnitz Mining and metallurgy academy was the most contemporary educational insistution for engineers. However, in XIX century, mining and metallurgy academies stagnated, due to the replacement of professional academies with polytechnic schools, technical universities and scientific research institutes
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 'extremely easy' to 'extremely difficult') for the evaluation of cognitive load. A parallel analysis of the obtained results has shown that students' evaluations of cognitive load are in accordance with the accomplishments achieved on the test. Students have estimated that the greatest cognitive load corresponds to sub-microscopic level, which resulted in the lowest achievements. The results have also shown that there are no major differences in the average students' achievements in macroscopic and symbolic level, which are also in line with the evaluated cognitive load. Hence, it can be concluded that the students are able to review the cognitive processes and to evaluate the difficulty of the task.Key words: chemical concepts; cognitive load; evaluation; triplet relationship.---SažetakSvrha ovog istraživanja bila je ispitati postignuća studenata i kognitivno opterećenje na različitim razinama kemijskih prikaza. Istraživanje je provedeno među studentima koji će u budućnosti biti nastavnici kemije. Mjerni instrument koji se koristio za vrednovanje znanja bio je test. Svaki zadatak sastojao se od tri podzadatka, u makroskopskoj, submikroskopskoj i simboličkoj domeni. Svaki podzadatak sadržavao je Likertovu skalu od sedam stupnjeva, koja je omogućavala ispitanicima da ocijene tvrdnje ovisno o tome smatraju li da su one „iznimno lagane“, pa sve do onih za koje smatraju da su „iznimno teške“. Paralelna analiza dobivenih rezultata pokazala je da je način na koji su studenti vrednovali kognitivno opterećenje bila u skladu s njhovim postignućima na testu. Studenti su smatrali da je najveće kognitivno opterećenje ono vezano uz submikroskopsku razinu, što je rezultiralo njihovim najslabijim postignućima. Rezultati su također pokazali da ne postoje značajne razlike u prosječnim postignućima studenata na makroskopskoj i simboličkoj razini, što je također u skladu s vrednovanim kognitivnim opterećenjem. Stoga se može zaključiti da su studenti sposobni proučiti kognitivne procese i procijeniti težinu zadatka. Ključne riječi: kemijski pojmovi; kognitivno opterećenje; trostruka veza; vrednovanje
In this paper, organizational forms, methods of education and suggested, as well as the technical means for the realization of the permanent eco-chemical education of the workers employed in the currently most developed branches of chemical industry in the area of the Novi Sad (oil industry, soap and detergent industry and mineral fertilizer industry). The possibility of combination of the methods of education and their implementation for the purposes of the widening of the existing eco-chemical knowledge and acquisition of the new one is crucial. Methodology that has been suggested could be applied informing the models of the permanent eco-chemical education of the workers in the studied branches of chemical industry. With the creation of the model, the level of the quality of the knowledge and education of the employees would increase. Also, this would enable the workers to keep up with the latest scientific and technological achievements and to put them in the practice. With the adequate model of the eco-chemical education a closer connection between institutes of science and working organizations, and also with the workers engaged in chemical industry should be created.
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