Development of entrepreneurial capacities, entrepreneurial mindset and entrepreneurial culture among students is one of the goals of modern education. In Serbia, there is an idea and vision of entrepreneurial education in the chemistry domain, which is also regulated by the curriculum. Despite these facts, a curriculum that supports entrepreneurship and a large scope for chemistry entrepreneurship, primary schools still lack in activities that could develop competencies related to entrepreneurship in students. Within this research, a series of activities were designed with the aim to enhance students' entrepreneurial competencies. Proposed activities were based on inquiry-based learning (IBL) and project-based learning (PBL) as their characteristics support entrepreneurial education. The conducted study involved 18 high-achieving students in the chemistry domain. Data obtained from pre- and post-questionnaires confirm the assumptions of present researchers that the proposed activities could improve some students' entrepreneurial skills. The results from the second questionnaire, which examined the impact of conducted activities on the students’ entrepreneurial skills and abilities, reveal that when an approach like this is used as the teaching method, some entrepreneurial peculiarities within students can be increased. Keywords: high-achieving students, primary school, entrepreneurial education

Molecular modeling can be used as an excellent teaching method for providing better insight into the mechanism of free radical reactions. Due to its highly visual nature, it can affect and improve students’ perception and visualization of chemistry phenomena. The majority of chemistry students will know how to represent a reaction between two free radicals symbolically (either with electron pushing arrows or with the representation of the paired and unpaired electrons). However, the problem arises when they are asked to explain what happens between the radicals at the microscopic level. In some elementary chemical reactions the reactants and products differ in spin multiplicity. Thus, these reactions need to be described in terms of two-state reactivity. Such a reaction occurs on two spin surfaces and includes spin inversion along the reaction coordinate. In this work, we demonstrate a procedure that aims to explain the progression of a coupling reaction between two radicals yielding toluene. This example showcases how one singlet molecule can be obtained from two doublets. To verify the impact of molecular modeling on students’ knowledge about free radical reactions, we conducted a study that involved 44 chemistry students. The three questionnaires, two knowledge tests (pretest and post-test), and one survey were carried out to obtain the data. The obtained data imply that this practical approach has a significant impact on students’ knowledge and can help them to better understand the free radical reactions, particularly at the microscopic level.

For a long time, literacy has had a deeper meaning than just the ability of reading and writing. Chemical literacy, as a part of science literacy, represents the use of chemical knowledge and skills in solving real life problems. With the increasing influence that chemistry has on society, chemical literacy becomes one of the main goals of science education. In order to examine the knowledge of chemical facts related to real life (as a prerequisite for chemical literacy) of high school students (N = 379), we designed a knowledge test and constructed a scoring scale for evaluating achievements. The obtained results are contrary to expectations, i.e. a large number of students did not achieve a satisfactory level of knowing selected chemical facts chosen by the authors. The small number of correct answers per question indicates that the examined sample of students does not show a desirable level of chemical knowledge, implying that there is a need for new, improved, strategies in chemistry teaching.