E-learning strategies for the teaching unit Structure and States of Matter were developed. Students' achievements and the percentages of misconceptions were compared between experimental groups taught using web-based learning material (WBLM) used as homework after conventional teaching at school (EG1), and at school settings (EG2) with the control group (CG) taught with the teacher-centred approach. The results indicated that WBLM has potential in teaching since EG1 and EG2 students had higher achievements than CG students did on tests of knowledge. Appropriate statistical procedures were used to control the effects of students' verbal and nonverbal intelligence, as well as their prior knowledge regarding the Particulate Nature of Matter. Certain misconceptions were also revealed in all groups of students, mostly related to transferring macroscopic properties to submicroscopic particles.

In this paper, the education system in Bosnia and Herzegovina is presented in the light of current state-level legislation, with an emphasis on chemistry education at the primary, secondary and tertiary level. The consequences of the last war in our country still persist and are visible in many aspects of everyday life, including the education system, thus limiting the efforts of education professionals to follow international trends in education. There are three valid curricula for primary education at the national level, each of which differs in the national group of school subjects. Teaching methods are common for all three curricula and are mainly teacher-oriented. The situation is similar with regard to secondary education. Study programmes at the university level are organised in accordance with the Bologna principles. The programmes are made by the universities themselves and approved by the corresponding ministry of education. Chemical education research in Bosnia and Herzegovina is mainly conducted at the University of Sarajevo. It deals with (1) the problems of experimental work in chemistry teaching, resulting in more than 60 experiments optimised for primary and secondary school, (2) integrating the knowledge of chemistry, physics and physical chemistry for university students, with regard to students’ difficulties observed during university courses and potential solutions, and (3) the effectiveness of web-based learning material in primary school chemistry for the integration of macroscopic and submicroscopic levels. For the purpose of this paper, official documents for primary, secondary and higher education have been used.

Students? misconceptions in science can lead to a range of learning difficulties if the teacher does not choose the appropriate teaching strategies to reduce their frequency. In this paper, 13-14-year-old students? misconceptions regarding structure and states of matter, pure substances, and mixtures are explored. The teaching strategy with e-learning material was applied to examine its effects on the frequency of misconceptions. The research was conducted in urban schools in Bosnia and Herzegovina with 7th- and 8th-grade students. Findings pointed to the misconceptions originating in transferring the macro-scopic observations into the submicroscopic level and in misinterpretation of the size of particles. Students who used e-learning material at school mostly had lower percentages of misconceptions in comparison to students from the control group and students who accessed the same e-learning material from their home. This indicates that the e-learning strategy could have promising results if applied more extensively at schools. This study aims to direct teachers? attention toward applying e-learning in chemistry teaching, for students to gain scientifically accepted knowledge and to reduce the occurrence of misconceptions.

In this research two different ways of students' reviewing their knowledge in chemistry about carbohydrates are described: group work and discussion with teacher. In experimental group (EG) students were working in groups on their assignments, while in control group (CG) discussion led by teacher was implemented. Results showed better EG students’ achievements on paper-and-pencil test of knowledge on the following class. Keywords: evaluation, group work, teacher-led discussion, carbohydrates.

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