https://scidar.kg.ac.rs/handle/123456789/8212 2026-03-12T14:58:04Z 2026-03-12T14:58:04Z Stanojević Veselinović, Marija M. Spasić, Jelena Lj. https://scidar.kg.ac.rs/handle/123456789/22427 2025-07-08T02:00:19Z 2025-01-01T00:00:00Z

Title: SEMANTIČKA ADAPTACIJA GERMANIZAMA ZABELEŽENIH U INTERNET SERVISU „VUKAJLIJA“ Authors: Stanojević Veselinović, Marija M.; Spasić, Jelena Lj. Abstract: Using contrastive analysis, the paper compares the original meaning of Germanisms with their meaning in Serbian as the recipient language. The Germanisms were analysed from the point of view of the synchronic linguistic approach. Based on semantic criteria, the corpus was extracted from the Vukajlija Internet service, originally designed as a slang dictionary. The goal of the paper was to analyse the meaning of loanwords originating from the German language and their meaning in Serbian, as the recipient language, as well as further transformation of their meaning in the computer-mediated communication in Vukajlija. The contribution of this paper consists in the selection of thematic groups in which Germanisms appear. Description: Realizaciju ovog istraživanja finansiralo je Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije (Ugovor br. 451-03-65/2024-03/ 200140).

2025-01-01T00:00:00Z Josijević Mitić, Jelena M. Despotović, Julijana S. https://scidar.kg.ac.rs/handle/123456789/22426 2025-07-05T02:01:38Z 2025-01-01T00:00:00Z

Title: (NE)DOVOLjNOST KOMPARATIVNOG I POZITIVNOG STEPENA U SRPSKOM I ENGLESKOM JEZIKU Authors: Josijević Mitić, Jelena M.; Despotović, Julijana S. Abstract: Contemporary literature often classifies categorically diverse lexemes into adverbial intensifiers. The paper presents the results of independent corpus analyses of two languages. The largest available electronic corpora are used here: Corpus of Contemporary American English (COCA) and Korpus savremenog srpskog jezika 2013 (KSSJ). A semasiological approach is used to identify adverbs signifying (in)sufficiency of the degree expressed by comparatives and positives. The contrastive analyses expand the repertoire of lexical expressions of the desired semantics described in the current literature. The adverbs within this class can be further classified based on their integral semes: ’sufficient degree’, ’insufficient degree’, and ’excessive degree’. This paper demonstrates that intensity is not an inherent property of this group of adverbs. In other words, semantically speaking, they are not real intensifiers. Based on their basic semantics, they are immediate classifiers of a degree of scalar expressions they modify. Finally, we must conclude that the adverbs of this class in both languages can be used as intensifiers, but only pragmatically. Based on the criteria defined by R. Đorđević (2005), the contrastive analysis conducted here can be determined as a theoretical, structural, descriptive contrastive analysis. The results demonstrate that the adverbials with the same integral seme in two languages are systematic equivalents to each other. The equivalence is illustrated with the examples retrieved from Englesko-srpski paralelni korpus (ESPK). Description: Istraživanje sprovedeno u radu finansiralo je Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije (Ugovor o realizaciji i finansiranju naučnoistraživačkog rada NIO u 2024. godini broj 451-03-66/2024-03/ 200198).

2025-01-01T00:00:00Z Filipović, Aleksandra N. Ristanović, Dušan P. Cekić-Jovanović, Olivera D. https://scidar.kg.ac.rs/handle/123456789/22286 2025-04-11T02:00:27Z 2025-01-01T00:00:00Z

Title: THEORETICAL FOUNDATIONS IN INNOVATING SCIENCE TEACHING USING STEAM EDUCATION Authors: Filipović, Aleksandra N.; Ristanović, Dušan P.; Cekić-Jovanović, Olivera D. Abstract: The paper explains the key theoretical and methodological assumptions of innovating and improving the quality of teaching science using STEAM education. Using the theoretical analysis, it was established that STEAM education is based on a cognitive process aimed at solving problems from the real world, project learning, cooperative learning, research teaching, and the application of procedures that encourage students to be productive, self-initiative, and reflective. The roles of students and teachers are founded on cooperation. The focus shifts to students who assume the role of researchers, creators, leaders, and evaluators; teachers take the role of facilitators in the teaching process. The application of STEAM has certain limitations. Primarily, teaching staff has insufficient capacities to conceive, design, implement, and evaluate teaching concerning STEAM. Moreover, the model structure in which the standards and outcomes of all disciplines included in STEAM would be equally represented is an intricate task. The conclusions indicate that the aspects, advantages, and positive characteristics of STEAM surpass the deficiencies. Hence, STEAM should be applied in teaching science to a greater extent.

2025-01-01T00:00:00Z Joksimovic, Jelena Starčević, Jelena S. https://scidar.kg.ac.rs/handle/123456789/22281 2025-04-11T02:00:28Z 2025-01-01T00:00:00Z

Title: LEARNING TO MAKE, MAKING TO LEARN: STEAM MEETS MAKER MOVEMENT Authors: Joksimovic, Jelena; Starčević, Jelena S. Abstract: In this paper, we examine the potential advantages of integrating principles and methods from STEAM education and the maker movement into the teaching and learning process. The transition of the maker movement from informal to formal education, such as schools and colleges, is encouraged by STEM, and even more so by STEAM education. The maker movement, characterized as a community fostering creation based on science, technology, art, and craft, along with STEAM education, is rooted in the tradition of learning by doing and has experienced significant growth in recent years, even within Serbian schools (13 makerspaces were opened last year). Why is this collaboration between makers and education so fruitful? It aims to cultivate creativity, problem-solving skills, communication, social, and other competencies that schools typically struggle to develop. Our main goal is to address the lack of theoretical discussions regarding the connections between the nature of learning and the nature of a making process. Thus, we explore how learning emerges from STEAM education and the maker movement from the perspectives of socio-constructivist theory, progressivism, and critical pedagogy. This analysis led us to propose seven principles of learning by making that, if employed, can serve as a foundation for bridging STEAM, makers, and everyday teaching practice. They are as follows: tinkering – active thought, transdisciplinarity, real-life problems and project-based learning, community of learners, playfulness, metacognition and a hacking mindset, and mistakes-based learning. Finally, we outline both potential pitfalls and resources for implementing the maker movement in Serbian schools.

2025-01-01T00:00:00Z