https://scidar.kg.ac.rs/handle/123456789/8216 2026-05-09T19:49:24Z 2026-05-09T19:49:24Z Milinkovic, Nenad Maričić, Sanja Лазић, Бојан https://scidar.kg.ac.rs/handle/123456789/23097 2026-03-24T03:00:20Z 2026-01-01T00:00:00Z

Title: ISTRAŽIVAČKA NASTAVA MATEMATIKE – PUT KA RANOM ALGEBARSKOM OBRAZOVANJU Authors: Milinkovic, Nenad; Maričić, Sanja; Лазић, Бојан Abstract: The authors emphasize the significance of introducing algebraic content in early education, while also addressing the inherent challenges and difficulties associated with such learning. With the aim of developing a methodological framework for teaching algebra that promotes conceptual understanding, the paper draws attention to the potential of inquiry-based instruction. Within this context, the authors identify the key features and didactic merit soft his approach and propose a structured teaching framework comprising the following phases: provocation, question formulation, experimentation, discussion, reflection, and documentation. The central idea is that students, through these phases, explore and construct early algebraic concepts by engaging with and manipulating concrete materials. Through selected content examples, the paper illustrates how inquiry-based instruction can support the development of key algebraic concepts such as functional dependency, equations, and inequalities, and how students can attain a deeper understanding of solving equations and inequalities. The ultimate goal of this approach to early algebra instruction is to enhance students’ comprehension of fundamental algebraic concepts through active engagement in the construction of their own knowledge.

2026-01-01T00:00:00Z Ignjatović, Aleksandar Vasilijevic, Danijela Stepić, Gordana https://scidar.kg.ac.rs/handle/123456789/23096 2026-03-24T03:01:43Z 2026-01-01T00:00:00Z

Title: UDŽBENICI I PRIRUČNICI U FUNKCIJI PROBLEMSKE NASTAVE O PRIRODI I DRUŠTVU – PERCEPCIJA UČITELJA Authors: Ignjatović, Aleksandar; Vasilijevic, Danijela; Stepić, Gordana Abstract: This paper addresses the issue of problem-based nature and society teaching from a theoretical perspective. The theoretical observation implied the methodological context of the research. A random sample of 417 teachers was surveyed using a descriptive method to assess their views on content resources and potential factors for implementing problem-based teaching of nature and society in the first cycle of primary education. More specifically, the aim of the research is to examine how teachers perceive the potential of textbooks and manuals in terms of their contribution to planning and implementing teaching about nature and society. By exploring the content potentials of textbooks and manuals, respondents evaluated their contribution to: setting and formulat- ing the problem situation; formulating hypotheses; decomposing the problem; solving tasks and testing the obtained solutions in new situations. The significance of the findings was verified using ANOVA, LSD, and t-tests. According to the teachers’ assessments, textbooks and manuals on nature and society provide the greatest contribution in the segment of defining the problem situation, followed by formulating hypotheses, while the application of solutions in new situations ranks last. The findings signal a potential problem: insufficient orientation of current content resources towards the operationalization of learned material and the application of acquired knowledge in new situations. The independent variables of the research partially influenced the research results. The reasons for different assessments of certain categories of problem-based learning in textbooks can be sought in the domain of the respondents’ competencies, insufficient knowledge of the stages of implementing problem-based teaching, both on theoretical and empirical bases, which is largely determined by undergraduate and master’s studies curricula, seminars for professional development in the field of problem-based learning and teaching, as well as the working experience of teachers. An interesting finding is that the academic education and working experience of teachers do not significantly determine their average assessments of the potential of manuals for applying problem-based learning in teaching nature and society. However, pro- fessional development of teachers through informal training programs has influenced the assessments of the contribution of manuals in almost all analyzed categories, except in the context of setting and defining problems. Specifically, teachers who attended training programs in problem-based teaching assess the categories of problem-based teaching better compared to others. It is evident that teachers who are more familiar with the possibilities of problem-based teaching project their knowledge when “readingˮ manuals, thus achieving better content detection of the manuals. In this sense, the manual has a stimulating role in further planning and implementation of problem-based teaching in nature and society. Therefore, through comparative analysis, it has been established that teachers assess manuals better than textbooks as a content resource for problem-based teaching, which can be explained by the tailored methodological procedures and specific instructions of the manual, which are not easily visible in textbooks. However, all teachers, regardless of their level of education, years of service, and experience in professional development in the field, equally position the setting and defining of problems in both textbooks and manuals, which is to be expected since this stage of the teaching process is the easiest to detect. The reasons for the differing assessments of certain categories, which also constitute the structure of problem-based teaching and stages of problem-solving, can be sought in the domain of the respondents’ competencies, their knowledge of problem-based teaching both theoretically and empirically, which is largely determined by the study programs of undergraduate and master’s studies, seminars for professional development in the field of problem-based learning and teaching, as well as their teaching experience.

2026-01-01T00:00:00Z Bjelic, Aleksandra https://scidar.kg.ac.rs/handle/123456789/22992 2026-01-30T03:01:27Z 2025-01-01T00:00:00Z

Title: ПОЛЕМИКА У ВЕЗИ СА АУТЕНТИЧНОШЋУ АНТОЛОГИЈЕ „ОДАБРАНЕ НАРОДНЕ ПРИПОВЕТКЕ“ МИЛОРАДА ПАНИЋА-СУРЕПА И ВОЈИСЛАВА М. ЈОВАНОВИЋА Authors: Bjelic, Aleksandra Abstract: Milorad Panić-Surep was publicly accused by Vojislav M. Jovanović of having plagiarized his collection of Serbian folk tales. Drawing upon notes, transcriptions of correspondence, and drafts of texts found in the manuscript legacy of Vojislav Jovanović Marambo – in a folder titled “Surep” – as well as the printed exchange between the two anthologists published in NIN, this paper offers an analysis of their polemic concerning the authenticity of the anthology.

2025-01-01T00:00:00Z Vasilijevic, Danijela Bojović, Žana https://scidar.kg.ac.rs/handle/123456789/22991 2026-01-30T03:02:46Z 2025-01-01T00:00:00Z

Title: НАРОДНА НОШЊА УЖИЧКОГ КРАЈА – ИДЕНТИТЕТСКА САМОСПОЗНАЈА МЛАДИХ Authors: Vasilijevic, Danijela; Bojović, Žana Abstract: Upon the basis of previously conducted research on the national identity and value orientation of young people, the research problem is approached from the pedagogical aspect: whether and how young people from Užice perceive the importance of identity self-knowledge, that is, whether they understand the importance of knowing the local folk costume. Since the city of Užice has been declared the national capital of culture for 2024, with programs emphasizing intra, inter-, and multicultural values through a multi-directional identity framework that creatively synthesizes tradition and contemporary culture, research has focused on young people, who are the main leaders and promoters of the region’s identity code. Therefore, the sample is deliberate, stratified and consisted of 450 secondary school students of the City of Užice aged 17–18. A descriptive method and survey technique were applied. Statistical data processing using the SPSS software package showed that young people do not know enough about the local costume and its specificity, origin and meanings, but that they show a willingness to learn more. In this sense, they expect the support of the school education system, cultural institutions of the City, the media, citizens’ associations, etc. The significance of the research should be interpreted in the context of developing young people’s competences for understanding the multiple meanings of local folk costume and for recognizing the diverse identity expressions embodied in Serbian folk costumes from various regions, both past and present. Identity self-awareness is the basis and the way to meet, appreciate, and understand other and different identities. Description: Istraživanje je realizovano u okviru projektnih aktivnosti na Pedagoškom fakultetu u Užicu Univerziteta u Kragujevcu, koje podržava Ministarstvo nauke, tehnološkog razvoja i inovacija Republike Srbije, Ugovor broj 451-03-65/2024-03 od 26. 01. 2024. godine.

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