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11 results on '"Pavlović-Babić, Dragica"'

1. PEER Training: Building successful collaborative problem-Solving Skills in Adolescents

Author

Baucal, Aleksandar, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Rajić, Milana, Krstić, Ksenija, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Pavlović Babić, Dragica, Nikitović, Tijana, Mojović Zdravković, Kristina, Ivanović, Jovan, Baucal, Aleksandar, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Rajić, Milana, Krstić, Ksenija, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Pavlović Babić, Dragica, Nikitović, Tijana, Mojović Zdravković, Kristina, and Ivanović, Jovan

Abstract

This paper presents a PEER training program aimed at building and strengthening collaboration and problem-solving skills among adolescents. The program is integral to the PEERSolvers project (https://peersolvers.f.bg.ac.rs) and follows the PEER model designed to enhance successful collaboration among adolescents. The training includes the four main segments of the PEER model. The first segment focuses on formulating and establishing rules for constructive dialogue and exchange (E) of ideas.The second involves recognising and respecting personality (P) and individual differences in teamwork. The third addresses skills of emotional intelligence (E), promoting the importance of proper recognition, understanding and regulation of emotions during collaboration. Finally, the fourth part of the training deals with team member’s ability to use external resources (R), primarily digital data sources, to scaffold problem-solving. Each segment is a three-hour block, with an introductory and concluding session and includes a series of group exercises and interactive tasks. The conceptualisation of the training in accordance with the PEER model offers a novel and comprehensive approach to collaborative problem-solving aimed to equip both researchers and teachers with evidence-based tools for enhancing students’ collaborative problem-solving skills. The training was carried out in six Belgrade high schools (3 grammar schools and three vocational schools), involving approximately 21 second-year students per school. Trainer experiences confirm that the training can be conducted successfully according to the planned scenario. Also, the trainees found the training relevant and felt confident enough to engage in it.

Published
2024

2. Saradnjom do rešenja: Priručnik za realizaciju PEER modela rešavanja problema putem saradnje

Author

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, 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, and Ivanović, Jovan

Abstract

Ovaj priručnik predstavlja rezultat predanog rada i istraživanja u okviru projekta Saradnjom do rešenja: PEER model osnaživanja mladih za konstruktivni dijalog i timski rad. Istraživači sa Filozofskog fakulteta Univerziteta u Beogradu i Instituta za pedagoška istraživanja iz Beograda, uz finansijsku podršku Fonda za nauku Republike Srbije, došli su na ideju da kreiraju program koji bi pomogao adolescentima da bolje sarađuju prilikom rešavanja složenih problema i zadataka. Oslanjajući se na znanja iz sociokulturne psihologije, psihologije individualnih razlika, razvojne psihologije i obrazovnih nauka formulisali smo jedinstven PEER model zajedničkog rešavanja problema. Kroz mnoge sate istraživanja, razvoja materijala i interakcije sa mladima, zajedno smo oblikovali PEER model kao i ovaj priručnik. Ovaj model polazi od toga da je za kvalitetnu i produktivnu saradnju potrebno voditi računa o sledećim aspektima saradnje: 1) osobine ličnosti (Personality), 2) emocionalna inteligencija (Emotional inteligence), 3) razmena ideja putem dijaloga (Exchange) i 4) dostupni resursi (Resources). Svakom slovu PEER modela u ovom priručniku posvetili smo jedno poglavlje. U poglavljima je kratko objašnjen svaki element modela, a zatim su prikazane aktivnosti koje podržavaju razvoj saradnje kod mladih. Kroz sinergiju ovih elemenata, mladi ne samo da formulišu bolja rešenja, već i unapređuju lične kompetencije neophodne za uspešnu saradnju. Naša želja je da ova publikacija bude inspiracija i resurs za sve koji su posvećeni razvoju mladih i unapređenju veština zajedničkog rešavanja problema. Priručnik je pre svega namenjen profesionalcima koji rade sa mladima i koriste grupni rad kao metod u realizaciji aktivnosti za učesnike, bilo da je u pitanju školski ili vanškolski kontekst. Psiholozi, pedagozi, stručni saradnici, nastavnici, vaspitači1 i ostali koji se bave razvojem mladih pronaći će u ovom priručniku korisne smernice i alate usmerene na podržavanje mladih u razvoju njihovih veštin

Published
2024

3. One Attempt to Measure Collaboration Between Students During Group Work

Author

Videnović, Marina, Jošić, Smiljana, Pavlović Babić, Dragica, Videnović, Marina, Jošić, Smiljana, and Pavlović Babić, Dragica

Abstract

Contribution Collaborative problem-solving (CPS) skills have become an inevitable part of workforce readiness in contemporary society (Graesser et al., 2018). Numerous studies have shown that CPS is a powerful learning tool that could lead to more creative, efficient and comprehensive solutions than other approaches (Fiore, 2008). Sometimes it is the only possible way to solve complex problems. That is not surprising that the Organisation for Economic Cooperation and Development (OECD, 2019) includes the development of collaboration skills in the education development agenda for 2030. A lot of attempts were made to introduce CPS in everyday educational practice. However, the benefits of the CPS often fail to be achieved (Le et al., 2018). Collaborative problem-solving is usually defined as working together toward a common goal (Hesse et al., 2015). It includes interdependency between group members in joint activity and shared responsibility for the group results. Despite many contributions, there is a lack of instruments for measuring student-specific versions of collaborative processes during group work (Wang et al., 2009). The focus is often on the effect of this type of learning assessed through achievement data (Jansen, 2010) while the quality of the collaborative process is beyond research aims. Usually, self-assessment tools were used for this purpose accompanied by methodological limitation of subjective assessments. In these attempts, students' perceptions and experience with CPS are not distinguished from the quality of collaboration present during group work. Also, collaboration is assessed as an individual skill separate from its nature as a joint activity. This study aims to construct an instrument for assessing the quality of collaboration between students while trying to solve a complex problem. This study is part of the larger project PEERSovers with a focus on designing an evidence-based training program for enhancing high-school students' collaborat

Published
2024

5. Saradnjom do boljeg rešenja, a vežbom do uspešne saradnje: PEER trening za podsticanje veština kolaborativnog rešavanja problema u srednjoškolskoj populaciji.

Author

Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smilja, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, Ivanović, Jovan, Baucal, Aleksandar, Pavlović Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smilja, Nikitović, Tijana, Mojović Zdravković, Kristina, Rajić, Milana, and Ivanović, Jovan

Published
2023

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Author

Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, Ivanović, Jovan, Baucal, Aleksandar, Pavlović-Babić, Dragica, Altaras Dimitrijević, Ana, Krstić, Ksenija, Jolić Marjanović, Zorana, Stepanović Ilić, Ivana, Videnović, Marina, Jošić, Smiljana, Nikitović, Tijana, Mojović, Kristina, Rajić, Milana, and Ivanović, Jovan

Published
2023

7. Konceptualna analiza, operacionalizacija i empirijska provera konstrukta informacijske pismenosti

Author

Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Pavlović-Babić, Dragica, Tošković, Oliver, Vulić, Ivana, Altaras Dimitrijević, Ana, Jolić Marjanović, Zorana, Pavlović-Babić, Dragica, Tošković, Oliver, and Vulić, Ivana

Abstract

Informacijska pismenost (IP) je skup znanja, veština i stavova potrebnih za definisanje i razumevanje informacijskih problema, pretragu, odabir i interpretaciju informacija kao i njihovu sintezu. Ova kompetencija je široko prepoznata kao značajan ishod obrazovanja i ključna kompetencija potrebna ljudima u savremenom društvu. Ovaj rad je imao za ciljeve da teorijski proveri smislenost informacijske pismenosti kao zasebnog konstrukta kao i da ispita mogućnost da se on operacionalizuje i empirijski validira. Kada je reč o prvom cilju, možemo zaključiti da – i ako koncept informacijske pismenosti ima određenih sličnosti sa drugim konstruktima – on nije redundantan u odnosu na njih već ima određene samosvojne elemente i specifičan pedagoški značaj. Kao odgovor na drugi i treći cilj studije, kreiran je instrument sadržan od problemskih zadataka sa ciljem da meri informacijsku pismenost koji je zatim testiran na uzorku 296 srednjoškolaca i studenata sa i bez iskustva relevantnog za informacijsku pismenost poput pohađanja programa za istraživačko mišljenje i rad sa podacima i informacijama. Rezultati istraživanja ukazuju na to da kreirani instrument odlikuju strukturna valjanost kao i inkrementalna valjanost u odnosu na mere čitalačke pismenosti kao već utemeljen konstrukt sa kojim IP deli određene komponente. Takođe, pokazalo se da mera informacijske pismenosti razlikuje grupe ispitanika kako se to očekuje – ispitanici sa relevantnim iskustvom postižu bolje rezultate na testu IP od onih bez iskustva. Istraživanje je dalje pokazalo da su određena akademska i istraživačka iskustva statistički značajni prediktori postignuća na testu IP što podržava hipotezu da se ova kompetencija može razvijati različitim obrazovnim postupcima o čemu posebno diskutujemo na kraju ovog rada., Information literacy (IL) is a set of knowledge, skills, and attitudes necessary for defining and understanding information problems–searching, selecting, interpreting and integrating information. This competence is widely recognized as a significant educational outcome and a key competence required in contemporary society. This study examined the possibility of (1) conceptualizing, (2) measuring, and (3) empirically validating IL as a meaningful and distinct psychological construct. Regarding the first aim, we conclude that – despite certain overlaps between IL and other literacy constructs (e.g., reading, scientific, and digital literacy) – it is not a redundant concept, but seems to have its unique elements and specific educational relevance. When it comes to the other two goals of this study, an instrument containing problem-based tasks to measure IL was created and then psychometrically scrutinized with a sample of 296 high-school and university students with and without experience relevant for IL such as attending research programs and working with information and data. The results of correlational and confirmatory factor analyses suggest that IL is closely related to reading literacy; nevertheless, in hierarchical regression analyses it incrementally predicted academic achievement over the latter construct. Analyses of group differences also yielded theoretically meaningful and expected patterns, showing those with relevant prior experience to score higher on IL than other respondents. The results further reveal that certain academic and research experiences are statistically significant predictors of the IL score, thus supporting the hypothesis that this competence can be developed through education and bearing important practical implications for building IL.

Published
2023

8. Learning collaboration in the school context in Serbia: Student perceptions

Author

Pavlović-Babić, Dragica, Videnović, Marina, Jošić, Smiljana, Mojović Zdravković, Kristina, Pavlović-Babić, Dragica, Videnović, Marina, Jošić, Smiljana, and Mojović Zdravković, Kristina

Abstract

The increasing interest in collaboration as an educational competence important for successful schooling and a productive adult professional and civic life can be seen in the expanding literature and research evidence (e.g. Rychen & Salganik, 2003; National Research Council, 2011). Collaboration is marked as one of the social and emotional skills on the 2030 education development agenda, defined by the intergovernmental Organisation for Economic Co-operation and Development (OECD, 2019). Collaborative problem solving (CPS) is an umbrella term for a variety of pedagogical models that enable students to learn by engaging in joint activities, relying on each other, integrating individual knowledge, skills, and efforts (Lai, 2011). With appropriate support and scaffolding, CPS could have a greater positive effect on student achievement, and peer social relationships than competitive and individual learning (e.g. Gillies, 2016; Johnson & Johnson, 2002). The focus of this study is on students experience with CPS as simetric peer interaction during the regular school classes. These perceptions and experiences represented a base for examining how CPS is applying in context of secondary schools in Serbia. The research suggests that a productive collaboration requires both cognitive skills (e.g. Campbell, 2021; Shi et al, 2021), as well as social and emotional skills (e.g. Newman, 2016; Rogat & Adams-Wiggins, 2015). That is why we paid attention how students have reported about cognitive (e.g, argumentation, consideration and evaluation of various perspectives...) and social and emotional aspects (group cohesion, tolerance, atmosphere...) of collaborative work. Analysing student responses to semi-structured interviews showed that, with certain inconsistencies and overlaps, two models of cooperation are clearly differentiated, presented here by key features. Model 1 is oriented towards an efficient use of resources, including time, with a dominant utilitarian goal - getting th

Published
2023

9. From Collaboration to Solutions: Encouraging Collaborative Problem Solving through School Practice

Author

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, and Milićević, Ivana

Subjects
socio/emotional competencies, problem solving, intervention study, cooperation, профессиональное сообщество обучения, peers
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. 9th International scientific conference Technics and informatics in education – TIE 2022 16-18 September 2022 Proceedings: [http://www.ftn.kg.ac.rs/konferencije/TIE2022/docs/Proceedings%20TIE2022.pdf]

Published
2022
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10. Recognizing misconceptions in working with data as a basis to enhance mathematical literacy

Author

Kaplar, Marija, Lužanin, Zorana, Mašulović, Dragan, Pavlović, Babić Dragica, and Verbić, Srđan

Subjects
Recognition of misconceptions, students’ attitudes,explanations of answers, work with data, teaching probability and statistics, Prepoznavanje miskoncepcija, stavovi studenata,obrazloženja odgovora, rad sa podacima, nastava verovatnoće i statistike
Abstract

Kritičko rezonovanje, rad sa podacima, i donošenje odluka u neizvesnim situacijama predstavljaju važne kompetencije u ličnom i profesionalnom radu pojedinca pa su u skladu sa tim takva znanja i veštine prepoznati kao važne kompetencije matematičke pismenosti. Pored opšte potrebe za matematičkom pismenošću kada su u pitanju neizvesnost i podaci, dinamično okruženje u kojem inženjeri svakodnevno rade je zahtevno i neprekidno donosi nove izazove u vidu mnogih raznolikih i neprestanih promena koje zahtevaju mnoštvo stručnih kompetencija i netehničkih znanja i veština kao što su donošenje odluka u neizvesnim situacijama, kritičko rezonovanje i veštine rada sa podacima. S obzirom da nema straživanja koja se bave ispitivanjem rezonovanja studenata tehničkih fakulteta iz Srbije kada su u pitanju određeni koncepti iz verovatnoće, statistike i rad sa podacima, ova studija ima za cilj da prikaže uvid u trenutno stanje i ukaže na potrebu za unapređenjem obrazovanja u ovoj oblasti. Cilj ove studije nije da izmeri „školsko“ znanje studenta iz verovatnoće i statistike već da ispita rezonovanje i proceni postignućastudenata prilikom rešavanja zadataka koji su pokazatelji različitih tipova miskoncepcija zasnovanih na nedovoljnom poznavanju, razumevanju ili primeni osnovnih koncepata iz verovatnoće, statistike i rada sa podacima. Istraživanje prikazano u ovoj tezi sprovedeno je u tri dela. Cilj prvog dela istraživanja je da se ispita u kojoj meri su studenti tehničkih fakulteta iz područja rada elektrotehnike podložni sledećim tipovima miskoncepcija: zanemarivanju veličine uzorka, zanemarivanju osnovnog skupa, miskoncepciji šansi, iluzornoj korelacija i miskoncepcijama vezanim za evaluaciju verovatnoće konjunktivnih i disjunktivnih događaja. S obzirom da su studenti koji učestvuju u ovoj studiji završili formalno douniverzitetsko obrazovanje, ova studija će pokazati i ima li razlike u uspešnosti studenata u prevazilaženju miskoncepcija između studenata koji su imali nastavu i onih koji to nisu iz oblasti verovatnoće i statistike tokom formalnog obrazovanja.Poseban osvrt napravljen je na vezu između studentskih obrazloženja odgovora i njihovog skora na testu koji ispituje prisustvo pomenutih miskoncepcija. Za analizu studentskih postignuća kao i za ispitivanje veze obrazloženja odgovora i skora na testu primenjena je Rašova analiza. U drugom delu studije ispitani su stavovi studenta o proceni sopstvenog znanju iz matematike i statistike, o značaju i upotrebi statistike i matematike u ličnom i budućem profesionalnom životu kao i o zloupotrebi podataka. U ovom delu istraživanja ispitana je i veza studentskih postignuća i datih stavova. U trećem delu ove studije istraženi su sadržaji programa nastave i učenja formalnog douniverzitetskog obrazovanja sa ciljem da da se ispita usklađenost propisanih ishoda, obrazovnih standarda i opštih i specifičnih predmetnih i međupredmetnih kompetencija za nastavni predmet Matematika. Takođe u ovoj fazi istražena su postignuća učenika iz Srbije vezana za rad sa podacima na završnom ispitu, TIMSS i PISAistraživanju., Critical reasoning, working with data, and decision-making in uncertain situations represent important competencies in one's personal and professional work. In accordance with that, such skills and knowledge have been recognized as important competencies of mathematical literacy. Apart from the generalneed for mathematical literacy in terms of uncertainty and data, the dynamic surroundings in which engineers work day-to-day is very demanding and constantly brings new challenges, such as various relentless changes which require specialist competencies and non-technical skills and knowledge, e.g., decision making in uncertain situations, critical thinking, and skills for working with data. Considering there is no research that examines the reasoning of Serbian students of technical faculties related to particular concepts from probability, statistics, and working with data, this study aims at representing the current state and pointing out the need for the improvement of education in this area. This study doesn’t aim at measuring students' “school” knowledge of probability and statistics; its purpose is rather to investigate students' reasoning and to evaluate students’ achievements while solving the assignments prone to different types of misconceptions based on insufficient familiarity, understanding or implementation of basic concepts from probability, statistics and working with data.The research explained in this thesis has been conducted into three parts. The goal of the first part of the research is to test the extent to which the students of technical faculties are prone to the following types of misconceptions: insensitivity to sample size, base rate neglected, misconceptions of chance, illusory correlation, and biases in the evaluation of conjunctive and disjunctive events. Considering that the participants of this study are students who finished their formal pre-university education, this study is also going to show whether there is any difference in the efficiency to overcome misconceptionsbetween the students who have and have not attended courses in probability and statistics during their formal education. A special emphasis has been put on the connection between the students' laborations on answers and their test scores which examines the presence of the mentioned misconceptions. To analyze students’ achievements and examine the connection between their elaborations on answers and test scores, Rasch analysis was implemented. The second part of the studyexamines the students’ attitudes on the evaluation of their own mathematical and statistics knowledge, significance and use of statistics and mathematics in personal and future professional life, and data misuse. This part of the research also examines the connection between the students’ achievements and expressed attitudes. The third part of the study researches formal preuniversity education, with the aim to test the compatibility of regulated outcomes, educational standards, and general and specific disciplinary and interdisciplinary competencies in the school subject mathematics, which is related to the concept of probability, statistics, and working with data. Furthermore, this phase researches the accomplishments of Serbian students related to working with data on their final exam, TIMSS, andPISA research.

Published
2022

11. Prepoznavanje pogrešnih shvatanja u radu sa podacima kao osnova za unapređenje matematičke pismenosti

Author

Lužanin, Zorana, Mašulović, Dragan, Pavlović, Babić, Dragica, and Verbić, Srđan

Subjects
Recognition of misconceptions, students’ attitudes,explanations of answers, work with data, teaching probability and statistics, Prepoznavanje miskoncepcija, stavovi studenata,obrazloženja odgovora, rad sa podacima, nastava verovatnoće i statistike
Abstract

Kritičko rezonovanje, rad sa podacima, i donošenje odluka u neizvesnim situacijama predstavljaju važne kompetencije u ličnom i profesionalnom radu pojedinca pa su u skladu sa tim takva znanja i veštine prepoznati kao važne kompetencije matematičke pismenosti. Pored opšte potrebe za matematičkom pismenošću kada su u pitanju neizvesnost i podaci, dinamično okruženje u kojem inženjeri svakodnevno rade je zahtevno i neprekidno donosi nove izazove u vidu mnogih raznolikih i neprestanih promena koje zahtevaju mnoštvo stručnih kompetencija i netehničkih znanja i veština kao što su donošenje odluka u neizvesnim situacijama, kritičko rezonovanje i veštine rada sa podacima. S obzirom da nema straživanja koja se bave ispitivanjem rezonovanja studenata tehničkih fakulteta iz Srbije kada su u pitanju određeni koncepti iz verovatnoće, statistike i rad sa podacima, ova studija ima za cilj da prikaže uvid u trenutno stanje i ukaže na potrebu za unapređenjem obrazovanja u ovoj oblasti. Cilj ove studije nije da izmeri „školsko“ znanje studenta iz verovatnoće i statistike već da ispita rezonovanje i proceni postignuća studenata prilikom rešavanja zadataka koji su pokazatelji različitih tipova miskoncepcija zasnovanih na nedovoljnom poznavanju, razumevanju ili primeni osnovnih koncepata iz verovatnoće, statistike i rada sa podacima. Istraživanje prikazano u ovoj tezi sprovedeno je u tri dela. Cilj prvog dela istraživanja je da se ispita u kojoj meri su studenti tehničkih fakulteta iz područja rada elektrotehnike podložni sledećim tipovima miskoncepcija: zanemarivanju veličine uzorka, zanemarivanju osnovnog skupa, miskoncepciji šansi, iluzornoj korelacija i miskoncepcijama vezanim za evaluaciju verovatnoće konjunktivnih i disjunktivnih događaja. S obzirom da su studenti koji učestvuju u ovoj studiji završili formalno douniverzitetsko obrazovanje, ova studija će pokazati i ima li razlike u uspešnosti studenata u prevazilaženju miskoncepcija između studenata koji su imali nastavu i onih koji to nisu iz oblasti verovatnoće i statistike tokom formalnog obrazovanja.Poseban osvrt napravljen je na vezu između studentskih obrazloženja odgovora i njihovog skora na testu koji ispituje prisustvo pomenutih miskoncepcija. Za analizu studentskih postignuća kao i za ispitivanje veze obrazloženja odgovora i skora na testu primenjena je Rašova analiza. U drugom delu studije ispitani su stavovi studenta o proceni sopstvenog znanju iz matematike i statistike, o značaju i upotrebi statistike i matematike u ličnom i budućem profesionalnom životu kao i o zloupotrebi podataka. U ovom delu istraživanja ispitana je i veza studentskih postignuća i datih stavova. U trećem delu ove studije istraženi su sadržaji programa nastave i učenja formalnog douniverzitetskog obrazovanja sa ciljem da da se ispita usklađenost propisanih ishoda, obrazovnih standarda i opštih i specifičnih predmetnih i međupredmetnih kompetencija za nastavni predmet Matematika. Takođe u ovoj fazi istražena su postignuća učenika iz Srbije vezana za rad sa podacima na završnom ispitu, TIMSS i PISA istraživanju. Critical reasoning, working with data, and decision-making in uncertain situations represent important competencies in one's personal and professional work. In accordance with that, such skills and knowledge have been recognized as important competencies of mathematical literacy. Apart from the generalneed for mathematical literacy in terms of uncertainty and data, the dynamic surroundings in which engineers work day-to-day is very demanding and constantly brings new challenges, such as various relentless changes which require specialist competencies and non-technical skills and knowledge, e.g., decision making in uncertain situations, critical thinking, and skills for working with data. Considering there is no research that examines the reasoning of Serbian students of technical faculties related to particular concepts from probability, statistics, and working with data, this study aims at representing the current state and pointing out the need for the improvement of education in this area. This study doesn’t aim at measuring students' “school” knowledge of probability and statistics; its purpose is rather to investigate students' reasoning and to evaluate students’ achievements while solving the assignments prone to different types of misconceptions based on insufficient familiarity, understanding or implementation of basic concepts from probability, statistics and working with data.The research explained in this thesis has been conducted into three parts. The goal of the first part of the research is to test the extent to which the students of technical faculties are prone to the following types of misconceptions: insensitivity to sample size, base rate neglected, misconceptions of chance, illusory correlation, and biases in the evaluation of conjunctive and disjunctive events. Considering that the participants of this study are students who finished their formal pre-university education, this study is also going to show whether there is any difference in the efficiency to overcome misconceptionsbetween the students who have and have not attended courses in probability and statistics during their formal education. A special emphasis has been put on the connection between the students' laborations on answers and their test scores which examines the presence of the mentioned misconceptions. To analyze students’ achievements and examine the connection between their elaborations on answers and test scores, Rasch analysis was implemented. The second part of the studyexamines the students’ attitudes on the evaluation of their own mathematical and statistics knowledge, significance and use of statistics and mathematics in personal and future professional life, and data misuse. This part of the research also examines the connection between the students’ achievements and expressed attitudes. The third part of the study researches formal preuniversity education, with the aim to test the compatibility of regulated outcomes, educational standards, and general and specific disciplinary and interdisciplinary competencies in the school subject mathematics, which is related to the concept of probability, statistics, and working with data. Furthermore, this phase researches the accomplishments of Serbian students related to working with data on their final exam, TIMSS, andPISA research.

Published
2022

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