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The aim of this research was to explore the effects of two approaches, designated as the historical and the contemporary one, on the level of students' understanding of the properties and the practical use of gases. Our research hypothesis was that the historical context of the discovery of gases and the study of their properties would deepen students' understanding of the properties and the practical use of gases more than the contemporary context. A total of 129 students attending the eighth grade of primary school, aged 14, took part in the research project. After taking a pre-test, the students were divided into two groups (A and B respectively), equal in terms of their test scores. Group A (63 students) was exposed to the historical approach, whereas group B (66 students) was exposed to the contemporary approach. The students from group A individually dealt with a text that presented various episodes from the scientific-research work of Joseph Priestley, whereas the students from group B dealt with a text pertaining to the properties and the use of gases in contemporary society. Having been exposed to different approaches, all the students did a post-test. No statistically significant difference was established between the overall results of the students who had been exposed to the historical approach and those exposed to the contemporary approach, and the research hypothesis was rejected. However, one statistically significant better score in one of the post-test items in group A may be connected with the influence of the corresponding episode from the history of science.

The aim of this research was to investigate whether pupils aged 13, at the end of their first year of studying chemistry, are capable of perceiving the macroscopic and the submicroscopic level of the previously learned contents on chemical reactions, and whether they relate them to the chemical equations (the symbolic representation). Another aim was to establish how much demonstration experiments contribute to a better linking of the mentioned levels. The research featured 69 pupils of the seventh grade from three primary schools. The pre-test was conducted, following which experiments were demonstrated, and the post- -testing was carried out in the end. After the intervention, a total of 12 pupils were interviewed about which aspects of chemical reactions they thought of based on the chemical equations. A statistically significant difference in two out of five requirements of the post-test, compared to the pre-test, indicate that the demonstration experiments may contribute to a better linking of three levels of representing chemical reactions. However, when one compares the pupils? answers in the test and in the interview, it can be observed that the correct answers in the test are not always based on understanding the concepts in connection with the chemical reaction. [Project of the Serbian Ministry of Education, Science and Technological Development, Grant no. 179048: The Theory and Practice of Science in Society: Multidisciplinary, Educational and Intergenerational Perspectives]

The aim of this research was to examine the effects of a new platform for raising the pre-service chemistry and geography teachers' awareness of cooperation possibilities associated with the planning relevant interdisciplinary lesson. The research featured the participation of 16 students of the Faculty of Chemistry and 28 students of the Faculty of Geography of Belgrade University. Two workshops were conducted within the research. During the first workshop the participants worked in small groups on the tasks which served to strengthen their awareness on the relevant science education. The second workshop comprised the jointly planning the interdisciplinary lessons in groups with members of the pre-service teachers of both subjects. The participants' lesson plans contain goals that can be classified as those relevant for the individual and those relevant for society. Half of the lesson plans contained formulations of goals that can be assessed as relevant for certain professions. The activities planned for the attainment of the stated goals support an interdisciplinary approach, encompass the concepts envisaged by the chemistry and geography curricula, and the activities specific to these two subjects.