Effects of symmetry and familiarity on the attractiveness of human faces

The effects of both symmetry (perceptual factor) and familiarity (cognitive factor) on facial attractiveness were investigated. From the photographs of original slightly asymmetric faces, symmetric left-left (LL) and right-right (RR) versions were generated. Familiarity was induced in the learning block using the repetitive presentation of original faces. In the test block participants rated the attractiveness of original, previously seen (familiar) faces, original, not previously seen faces, and both LL and RR versions of all faces. The analysis of variance showed main effects of symmetry. Post hoc tests revealed that asymmetric original faces were rated as more attractive than both LL and RR symmetric versions. Familiarity doesn't have a significant main effect, but the symmetry-familiarity interaction was obtained. Additional post hoc tests indicated that facial attractiveness is positively associated with natural slight asymmetry rather than with perfect symmetry. Also, unfamiliar LL symmetric versions were rated as more attractive than familiar LL versions, whereas familiar RR versions were rated as more attractive than RR unfamiliar faces. These results suggested that symmetry (perceptual factor) and familiarity (cognitive or memorial factor) play differential roles in facial attractiveness, and indicate a relatively stronger effect of the perceptual compared to the cognitive factor

Effects of symmetry and familiarity on the attractiveness of human faces (vol 49, pg 301, 2016)

The authors informed us that the original publication contained an error that does not affect any of the findings. Tatjana Mentus and Slobodan Marković failed to include a footnote denoting that the research reported in the publication in question was presented at 38th European Conference on Visual Perception that took place in Liverpool, August 23.-27., 2015. The authors deeply regret this omission. <br><br><font color="red"><b> Link to the corrected article <u><a href="http://dx.doi.org/10.2298/PSI1603301M">10.2298/PSI1603301M</a></b></u

Density functional theory calculation of the optical properties of graphene quantum dots

Graphene quantum dots (GQDs) are class of nanoparticles exhibiting unique and tunable electronic, optical, chemical and structural properties owing to their small size and quantum confinement and edge effects. GQDs most prominent characteristics are high photoluminescence, photostability, excellent photobleaching resistance, low citotoxicity, good biocompatibility, exceptional electrochemical activity and physicochemical stability, making them suitable for a wide range of applications, from biosensing and fluorescence bioimaging usage, photodynamic therapy, to optoelectronic, susteanable agricultural and environmental applications. Using density functional theory (DFT) we demonstrate that the optical properties of the GQDs can be sensitively tuned by its size, shape, edge configuration, attached chemical functionalities.Twenty-First Young Researchers’ Conference - Materials Science and Engineering: Program and the Book of Abstracts; November 29 – December 1, 2023, Belgrade, Serbi

Analiza hemijskog sastava etarskih ulja snažne efikasnosti na referentni soj ATCC 29212 i kliničke izolate Enterococcus faecalis

Twenty one essential oils (EOs) documented their significant antimicrobial effect with regard to our pre-set criterion of the Minimal Inhibitory Concentration (MIC ≤ 200 μL / mL) of EOs towards Enterococcus faecalis (ATCC 29212 and or clinical isolates); the best effect MIC 0.4 μL / mL (approx. 0.26 μg / mL) achieved Satureja horvatii L. EO, while the EOs with the lowest antimicrobial efficacy were Rosmarinus officinalis L. and Achilea milefolium L., both with MIC s160.0 μg / mL. Analysis of the MIC values within the groups revealed that ATCC strain of E. faecalis is generally lower, ranging from 0.26 to 156 μg / mL, in comparison to those for clinical isolateswhich ranged from 10 to 160 μg / mL. Twelve 12 components that are common in EOs whith MIC s ≤ 200 μg / mL in testings towards both, the clinical and referent strains are given in descending order according to number of oils they are present in: trans-β-caryophyllene (13) > myrcene (8) > α-pinene (8) > linalool (7) > p-cymene (7) > borneol (7) > geraniol (6) > camphene (6) > limonene (5) > 1,8- cineol (5) > γ -terpinene (5) > α- terpinene (4). Comparison of EO constituents reviled that only, geraniol and 1,8-cineol, contributed with ≥ 10 % to more than one EO (MIC 0.3-200 μg / mL) efficient against both E. faecalis strains. Thirteen components in 11 EOs with MIC ≤ 200 μg / mL towards ATCC 29212 were representative based on their contents in EOs: eugenol 82.9 % > thymol 63.7 % > hexadecanoic acid 47.8 % > menthol 46.6 % > cis-b-ocimene 44.2 % > geranial 42.1 % > trans-β-caryophyllene 40.8 % > citronellal 36.7 % > α-pinene 31.2 % > neral 30.5 % > α-eudesmol 22.4 % > citronellol 13.1 % > menthone 11.3 %. Following seven components, representative in 10 EOs with MIC ≤ 200 μg / mL towards clinical isolates, are presented in order of their contribution to EOs: phenylethyl alcohol 57.7 % > geranial 32.9 % > neral 22.2 % > p- cymene 20 % > carvacrol 14 % > α-pinene 11.5 % > linalool 11.4 %. Out of 21 highly efficient EOs selected in this study, six EOs proved to be the most efficient (MIC ≤ 30 μg / mL ); three oils in control of E.faecalis ATCC strain (Satureja horvatii, Mentha pulegium and Rosmarinus officinalis) and other three in control of E. faecalis clinical isolates (Leptospermum petersonii, Thymus algeriensis, Thymus serpyllum). Thymol is a major component in three out of the six aforementioned most efficient EOs. The aim of our study was to investigate differences in efficacy of selected EOs that proved to possess great antimicrobial activity, towards the referent strain ATCC 29212 and clinical isolates of E. faecalis on, and to estimate which of their constituents might contribute to desired activity, as 'markers compunds'.Pregledom literature odabrano je 21 etarsko ulje (EU) koje pokazuje izuzetno značajan antimikrobni efekat prema kriterijumima koje smo zadali (MIC ≤ 200 μL / mL) na Enterococcus faecalis (ATCC 29212 referentni soj ili klinički izolat); Najbolji antimikrobni efekat sa MIC 0.4 μL / mL (približno 0.26 μg / mL) pokazalo je etarsko ulje Satureja horvatii L., dok su sa najslabijim antimikrobnim efektom bila ulja Rosmarinus officinalis L. i Achilea milefolium L. (MIC 160.0 μg / mL). Međugrupnom analizom MIC vrednosti, utvrđeno je da se MIC vrednosti, i u grupi u kojoj su testirana ulja na referentne sojeve i u grupi na kliničkim izolatima, razlikuju. MIC vrednosti ulja koja su delovala na referentni soj E. faecalis ATCC 29212, variraju od 0.26 to 156 μg / mL , dok je opseg MIC vrednosti koja pokazuju ulja efikasna na kliničke izolate E. faecalisa bio između 10 to 160 μg / mL. Dvanaest komponenti koje su zajedničke za etarska ulja testirana i na referentnom soju i na kliničkim izolatima, a čiji MIC ≤ 200 μg / mL , iskazana su u opadajućem nizu u odnosu na broj ulja u kojima su sadržana: trans-β-kariofilen (13) > mircen (8) > α-pinen (8) > linalool (7) > p-cymen (7) > borneol (7) > geraniol (6) > kamfen (6) > limonen (5) > 1,8-cineol (5) > γ-terpinen (5) > α-terpinen (4). Poređenjem komponenti utvrđeno je da su samo dve komponente, geraniol i 1,8-cineol, prisutne u procentualnoj zastupljenosti ≥ 10 % u više od jednog etarskog ulja (MIC opseg ulja 0.3-200 μg / mL ), a koja su pokazala efikasnost i na ATCC i na kliničke sojeve E. faecalis. Geraniol i 1,8-cineol su glavne komponente sadržaja ≥ 10 % u više ulja efikasnih i protiv ATCC soja i kliničkih izolata (MIC 0.3-200 μg / mL). U 11 ulja sa MIC ≤ 200 μg / mL na E. faecalis ATCC 29212, uočeno je 13 reprezentativnih komponenti, predstavljanih opadajućem nizu u odnosu na zastupljenost u uljima: eugenol 82.9 % > timol 63.7 % > heksadekanoanska kiselina 47.8 % > mentol 46.6 % > cis-b-ocimen 44.2 % > geranial 42.1 % > trans-β-kariofilen 40.8 % > citronelal 36.7 % > α-pinen 31.2 % > neral 30.5 % > α-eudesmol 22.4 % > citronelol 13.1 % > menton 11.3 %. U 10 etarskih ulja sa MIC ≤ 200 μg / mL efikasnim na klinički izolat, 7 je reprezentativnih i one su prikazane u opadajućem nizu u odnosu na njihovu zastupljenost u EU: feniletil alkohol 57.7 % > geranial 32.9 % > neral 22.2 % > p-cimen 20 % > karvakrol, 14 % > α-pinen 11.5 % > linalool 11.4 %. Od 21 EU iz ovog pregleda, šest su se izdvojila kao najefikasnija (MIC ≤ 30 μg / mL); 3 na referentni E. faecalis ATCC soj (Satureja horvatii, Mentha pulegium and Rosmarinus officinalis) i druga 3 na E faecalis klinički izolat (Leptospermum petersonii, Thymus algeriensis, Thymus serpyllum). Timol je bio procentualno najzastupljenija komponenta u 3 od 6 najefikasnijih EU. Cilj ovog istraživanja bio je da se utvrde razlike u efikasnosti etarskih ulja koja su odabrana zbog njihove jake antimikrobne aktivnosti na kliničke izolate E. faecalis kao i na referentni soj ATCC 29212, i da se izvrši procena njihovog hemijskog sastava vezano za komponente koje svojim učešćem doprinose antimikrobnoj aktivnosti i mogu poslužiti kao 'markeri efikasnosti'

Ottoman legacy and Oriental Self in Serbian opera

Serbia was an Ottoman province for almost four centuries; after some rebellions, the First and Second Uprising, she received the status of autonomous principality in 1830, and became independent in 1878. Due to the historical and cultural circumstances, the first stage music form was komad s pevanjem (theater play with music numbers), following with the first operas only at the beginning of the twentieth century. Contrary to the usual practice to depict “golden age” of medieval national past, like in many other traditions of national opera, the earliest Serbian operas were dedicated to the recent past and coexistence with Ottomans. Thus the operas Na uranku (At dawn, 1904) by Stanislav Binički (1872–1942), Knez Ivo od Semberije (Prince Ivo of Semberia, 1911) by Isidor Bajić (1878–1915), both based on the libretti by the leading Serbian playwright Branislav Nušić, and also Zulumćar (The Hooligan, librettists: Svetozar Ćorović and Aleksa Šantić, 1927) by Petar Krstić (1877–1957), presented Serbia from the first decades of the nineteenth century. Later Serbian operas, among which is the most significant Koštana (1931, revised in 1940 and 1948) by Petar Konjović (1883–1970), composed after the theatre play under the same name by the author Borisav Stanković, shifts the focus of exoticism, presenting a life of a south-Serbian town in 1880. Local milieu of Vranje is depicted through tragic destiny of an enchanting beauty, a Roma singer Koštana, whose exoticism is coming from her belonging to the undesirable minority. These operas show how the national identity was constructed – by libretto, music and iconography – through Oriental Self. The language (marked by numerous Turkish loan words), musical (self)presentation and visual image of the main characters of the operas are identity signifiers, which show continuity as well as perception of the Ottoman cultural imperial legacy

Pre-Service EFL Teachers as Reflective Practitioners: Student Portfolios as Evidence of Emerging Professional Identities

The purpose of the present study is to get a better understanding of the reflection process of pre-service EFL teachers at the Faculty of Philosophy in Niš during their theoretical TEFL Methodology course, before entering the EFL classroom. An important element of students’ individual work in this course is their portfolio which consists of the students’ views and opinions on the most important principles of TEFL, recorded at the beginning and the end of the 12-week course, as well as a reflective essay on how and why their beliefs have changed during the course. This qualitative case study employs an in-depth content analysis of these reflective portfolios collected in 2020 and 2021, aiming to identify the themes pertaining to the participants’ emerging teacher identities as well as examine changes in their beliefs about various aspects of language teaching and their own professional development. The findings suggest that reflective thinking should be an essential component of pre-service teacher education courses from the very beginning, and not only during the teaching practice

Subjective assessment of mastication as parameter for successful prosthetic therapy

Introduction. Success in functional rehabilitation of the craniomandibular system in patients without teeth, which have total prosthesis, can be assessed using different clinical and functional methods. Subjective assessment, motivation, comfort level and functional efficacy are important elements for adaptation to dental prosthesis as well as base for success in prosthetic therapy. The aim of this study was to evaluate the importance of subjective assessment of the mastication in people with new dental prosthesis as well as to assess the value of that parameter in determining the successful prosthetic therapy. Material and Methods. Study was conducted at the Dental Clinic in Novi Sad. Thirty patients (16 males and 14 females) with average age of 62.5 years who received total prosthesis were included. Analysis was done according to the data from the medical records and conducted survey in the form of questionnaire which was adjusted to our clinical examinations. Results. Results showed that 96.6% of the patients were satisfied with new prosthesis. Subjective assessment of the quality of their mastication before therapy showed that 63.4% consider their mastication as unsatisfied, 26.6% satisfied while 10% of toothless patients thought their mastication was good. Statistic analysis showed there was significant difference in subjective assessment before and after the therapy (p&lt;0.01). In fact, there was significant connection between subjective assessment of the mastication and satisfaction with new prosthesis and therapy at all (p&lt;0.01). Conclusion. Patients satisfaction with total prosthesis and subjective assessment of mastication are in direct correlation with successful prosthetic treatment. Results of subjective assessment of the mastication are important and can be used as a parameter for success along with precise survey

Proizvodnja sadnica žute lincure (Gentiana lutea L.) za rasad i gajenje u uslovima suvog ratarenja u planinama Srbije

This paper deals with development of yellow gentian nursery plants in the open winter beds established in the mountainous region of Serbia at 1000 m a.s.l. Number, weight and size of one-, two- and three-year-old nursery plants were measured in succession for two years. The one-year-old nursery plants had an average 1.5 g fresh weight and 0.4 g dry weight, while the average length and width of the thickened root parts were 6.0 cm and 0.4 cm, respectively. The average fresh and dry root weights of the two-year-old nursery plants were 4.9 g and 1.4 g, respectively, with the length and width of the thickened root part 10.8 cm and 1.2 cm, respectively. The average root weights of the three-year-old plantlets were 15.6 g (fresh weight) and 4.7 g (dry weight), but they were too branchy and difficult for transplanting into the field. The average number of yellow gentian nursery plants per m2 of the open winter bed, following the first, second and third growing year were 714, 243 and 95, respectively. Two-year-old nursery plants proved to be the most suitable for establishing large-scale plantations for the production of yellow gentian root under dry farming conditions in the mountains of Serbia.U radu je prikazan razvoj sadnica žute lincure u rasadniku u otvorenim zimskim lejama zasnovanim u planinskom regionu Srbije na 1000 m nadmorske visine. Meren je broj, masa i veličina sadnica jednogodišnje, dvogodišnje i trogodišnje starosti u sukcesiji tokom dve godine. Sadnice jednogodišnje starosti imale su prosečnu masu 1,5 g (svežu) odnosno 0,4 g (suvu) i prosečnu dužinu zadebljalog dela korena 6,0 cm sa prosečnom debljinom 0,4 cm. Prosečna masa svežeg korena sadnica dvogodišnje starosti je bila 4,9 g a suvog korena 1,4 g uz dužinu zadebljalog dela korena 10,8 cm i debljinu vrata korena 1,2 cm. Prosečne mase korena trogodišnjih sadnica su iznosile 15,6 g (sveža), odnosno 4,7 g (suva), ali je koren ovih sadnica bio previše razgranat i stoga nepodesan za plantažnu sadnju. Prosečan broj dobijenih sadnica po m2 leje na kraju prve godine je iznosio 714, na kraju druge 243 i treće 95. Dvogodišnje sadnice žute lincure proizvedene u otvorenim zimskim lejama, po svojim karakteristikama se se pokazale kao najpogodnije za zasnivanju plantaža lincure za proizvodnju korena u uslovima suvog ratarenja u planinama Srbije

A model of integrated practice in initial education of pre-school teachers

Već se duži niz godina govori o važnosti i značaju prakse studenata u osposobljavanju za poslove i zadatke koji se od njih očekuju. Uloga prakse (praktikuma) unutar institucijskog konteksta središnje je područje u kome se ostvaruje pripremanje studenata za budući profesionalni život. Međutim, iako se stalno ukazuje na neophodnost efikasnijeg i kvalitetnijeg pripremanja, dakle, obrazovanja i osposobljavanja studenata budućih vaspitača kao refleksivnih praktičara, do značajnih pomaka još uvek nije došlo. I dalje je prisutno izvesno nerazumevanje i nepoverenje u metodičke koncepcije iskustvene, problemske, grupne i saradničke nastave koje integrativni i refleksivni pristup učenju uzimaju kao načela delovanja. Predmet istraživanja koje će biti predstavljeno je razvijanje i provera novog nastavnog predmeta Integrativna praksa i utvrđivanje njegovog doprinosa u profesionalizaciji budućih vaspitača. Reč je o nastavnom predmetu organizovanom u trajanju od jednog semestra (VI semestar), koji u najkraćem možemo opisati kao pokušaj realizacije integrativnog procesa u nastavi kroz praktičnu obuku studenata. Istraživanje čini deo napora da se, s jedne strane, razviju savremeni strateški pristupi nastavi koji se odnose na integrativno učenje i obrazovanje studenata kao kreatora integrativnog pristupa u radu sa decom predškolskog uzrasta, kao istraživača realnih procesa učenja i stvaranja znanja kroz projekatski pristup u radu sa decom, i da se, sa druge strane, otkriju i istraže odlike obrazovanja budućih vaspitača za refleksivnu praksu i doprinese njihovom razvijanju kao budućih refleksivnih praktičara. Posebno nas je zanimalo da, na uzorku od 60 studenata, polaznika nastavnog predmeta Integrativna praksa, ispitamo koliko sadržaj ovog nastavnog predmeta i način organizovanja nastave doprinose razvoju studenata, budućih vaspitača kao refleksivnih praktičara. Rezultati istraživanja upućuju na nekoliko opštih zaključaka vezanih za implicitne teorije studenata - shvatanje deteta, vaspitača, nastavnika, učenja i podučavanja: Prvi - postoje dva različita viđenja (ispitivanih problema), dve različite slike – eksplicitna i implicitna, i njihovo „mešanje“, nadjačavanje u zavisnosti od korišćene tehnike. Naime, odgovori u upitniku govore o uverenjima koja su bliža savremenim naučnim saznanjima (usmerenost prema detetu i učenju, viđenje vaspitača/nastavnika kao partnera i saradnika, učenja kao razmene), dok su odgovori dati putem crteža bliži tradicionalnom pristupu (dete je najveća vrednost, objekat ljubavi, ali bespomoćno i zavisno od odraslih; vaspitač je uzor, prenosilac znanja, neko ko brine o deci, drugi roditelj; nastavnik je model, autoritet). Odgovori o učenju i podučavanju u visokom procentu imaju konstruktivističku orijenataciju i transakcijski model podučavanja. Analiza uverenja o učenju i podučavanju pokazala je da studenti visoko procenjuju važnost usmerenosti prema detetu i učenju, što ukazuje na odmak od njihovih uverenja o ulozi vaspitača, nastavnika, deteta identifikovanih u analizi crteža...The importance and relevance of students´ practice the purpose of which is to enable them to perform the activities and tasks expected of them has been a topic for discussion for many years. The role of practice (a practicum) within an institutional context is a central point at which the preparation of students for their future careers takes place. However, although the necessity for a more efficient and quality preparation, i.e. for the education of future reflexive practitioners, has been constantly emphasised, no significant progress has been achieved so far. Even now, there still exist a misunderstanding about and mistrust of methodical concepts of experiential, problem, group and collaborative teaching upon which the integrated and reflexive approach to education is based. The subject of the research which is presented here is the development and testing of the new course Integrative practice and determining its contribution to professionalisation of future pre-school teachers. It is a one-semester course (taking place during the sixth semester) which can briefly be described as an attpempt at realisation of an integrated teaching process by means of practical training of students. On the one hand, the research is a part of an effort to develop modern strategic approaches to teaching relating to integrated learning and education of students as creators of an integrated approach in a pre-school institution, as well as the researchers of real learning processes and knowledge construction through a project-based approach to working with pre-school children. On the other hand, the research aims at discovering and exploring the characteristics of education of future pre-school teachers with respect to a reflexive practice, which is to contribute to their development as future reflexive practitioners. Starting from the sample comprising sixty students – attendees of the course Integrated practice, the main aim was to explore to which extent the course contents and the manner of its organisation contribute to the development of students, i.e. to future pre-school teachers as reflexive practitioners. The results of the research point to several general conclusions relating to implicit theories of students reflecting their understanding of children, pre-school teachers, teachers, and teaching and learning processes. The first conclusion shows that there are two different viewpoints (of the examined issues), two different images – the explicit and the implicit which mix and build upon each other, depending on the applied technique. Namely, the answers in the questionnaire suggest the beliefs which are closer to modern scientific findings (which focus on children and learning, on the idea of a pre-school teacher/teacher as a partner and a collaborator, on learning as a process of exchange), while those answers which have been given in a form of drawings are closer to traditional approaches (according to which a child is the greatest value, the object of love, a helpless creature depending on the care od the adults; the pre-school teacher is a role model, a provider of knowledge, someone who takes care of children, a second parent; a teacher is a model, an authority). The answers on teaching and learning are mostly constructivist-oriented and point to a transactional model of teaching. The analysis of the standpoints regarding teaching and learning revealed that students have high regard for the importance of the orientation towards a child, which testifies to the departure from their beliefs regarding the role of a pre-school teacher and a child depicted in the analysed drawings. However, the behaviour of students is more closer to the answers given in a form of drawings (to their implicit theories)..

Educational visualization of physical phenomena in the science park and school space

Tоком последњих деценија, значајан број физичара, астронома, географа, педагога, филозофа и архитеката истакли су потребу да се настава и учење физике и других природних наука одвијају у ширем простору, од учионице и лабораторије. Један сегмент овог рада указује на потребу да студенти добију прилику да понове искуства и резоновања научника, која су водила како до правилних, тако и она, која су водила до погрешних решења. У тези је истакнуто да су наставнику потребни ходник, двориште, кров, фасада, тераса да би се уградили уређаји и елементи који омогућују пресликавање, демонстрацију и проучавање физичких појава. Теза даје смернице и решења професорима и студентима како могу да реализују поменуте ситуације коришћењем ширег простора од учионице и лабораторије за физику. У истраживањима везаним за тему докторске дисертације проучаван је скуп конкретних спознајних инсталација погодних за ширење физичке лабораторије у комплекснији школски простор. Парк науке у Шапцу представља простор у којем је аутор тезе заједно са стручним тимом предложио, изградио, осмислио инсталације које су база едукационе визуелизације. Један сегмент тезе се бави усавршавањем оних учила која су раније већ предложена у литератури. Описан је и пут изградње инсталација и њиховог постављања у парку науке у Шапцу. Приказана је корисност Торичелијеве фонтане (која је изграђена у Шапцу) у учењу и примени у физици и математици и могућности примене квадратне функције и корена квадратне једначине. Њена употребљивост се заснива на визуелизацији математичких могућности облика индивидуалних водених млазева и групе млазева из суда напуњеног водом са бочним отворима. Рад сугерише да би наставници и аутори уџбеника требало да користе фонтану да би показали везу између физике и математике и да искористе ову везу у интегрисаном учењу две наведене науке. Један део рада је посвећен и грешкама у разматрању Торичелијеве фонтане у уџбеницима физике. Поред Торичелијеве фонтане анализиран је и Паралелни Глобус (Дан Ноћ и Година Глобус - ДИНГ). Овај Глобус је такође као саставни део докторског рада, осмишљен и исталиран у парку науке у Шапцу. ДИНГ је идеалан објекат за едукациону визуeлизацију знања о облику Земље, Земљиној ротацији око Сунца, дужини годишњих солстиција, еквиноција, локалног меридијана, дистрибуцију Сунчевог зрачења на Земљи, утицају овог зрачења на климу Земље, и како то зрачење користити ефикасно. ДИНГ је вишеструко користан за предавање физике, геофизике, астрономије и у развијању искуствено проблемског учења у подстицајној околини за ученика и јавност. У оквиру докторског рада изграђен је још један значајан број инсталација које едукационом визуелизацијом, пружају ученицима спознају о истраживачком путу научника и правилном резоновању кроз критичко мишљење. Са развојем информационо-комуникационих технологија едукациона визуелизација је постала посебна област научних истраживања са више нових праваца изучавања и развоја. У том контексту, теза истиче и анализира веома корисно повезивање визуелизације у реалном и виртуелном простору, а све у сврху наставе и учења. Такође, у раду и у складу са савременим тренутком описана је имплементација паметних телефона у посматрањима и мерењима како у физичкој лабораторији тако и у широј околини. У тези је такође урађено истраживање мисконцепције ученичких знања и промена њихових научних знања и ставова приликом рада у учионици на отвореном. Анализиран је едукативни утицај визуелно богате околине на наставу, успех, учење и популаризацију науке. На крају, представљена је тренутна позиција физике у образовању, стратегија развоја паркова науке и школских лабораторија на отвореном, као и мерљив утицај које могу направити у образовним програмима са циљем повећања интересовања ученика за бављење физиком и природним наукама.During last decades, considerable number of physicists, astronomers, geographers, pedagogues, psiholophers and architects have stressed the need that the physics and science teaching should be carried out in a broader space than the usual classrooms and labaratories. One segment of this work indicates the neceessity of providing students the opportunity to recreate experience and reasoning of scientists which led them to both, correct and incorrect solutions. In a thesis it is pointed out that a teacher needs a hall, a school yard, a roof, a facade, a terrace to install devices and elements for enabling mapping, demonstrations and studying physical phenomena. This thesis gives guidelines and keys to professors and students to realize mentioned situations by using broader space than a usual classroom and labratory for physics. In research related to the PhD reserach a group of concrete/authentic cognitive installations convinient for extending physics labaratory into more complex school space. Šabac Science Park is an example of space where the thesis author, with the expert team, suggested conteptualised installations based on educational visualization. One segment of thesis is devoted to advancing of teaching aids which were recommended earlier in the literature. The endeavour of the installations construction and its assembling in Šabac Science Park was described. The usefullness of Torriceli’s fountain in teaching applicability in physics of mathematical properties of the quadratic function and of the roots of the quadratic equation is demonstrated. The usefulness is based on the visualization of mathematical properties of the forms of individual water jets and of the sets of jets from the water tank with holes. Physics teachers and textbooks writers should use this fountain to show the interplay of physics and mathematics and to exploit this interplay in integrating physics and mathematics teaching and learning. Besides Torichelli`s fountain The Parallel Globe (Day Night Year Globe - DING) was built. Having the same orientiation in space as the Earth, DING shows in real time the pattern of illumination of the Earth’s surface and its diumal and seasonal variations. It is an ideal object for visualization of knowledge and rise of knowledge about the form of the Earth, Erath’s rotation around the Sun, the lenght of seasons solstices, equinoxes, the longitude problem, the distribution of Sun’s radiation over the Earth, the impact of these radiation on Earth’s climate, and how to use it efficiently. DING is simultaneously useful for teaching physics, geophysics, astronomy usage of solar energy and for experiencing inquiry learning environment by students and public. As a part of the PhD research, more than twenty installations were constructed. The installations provide to students the insight on research route of scientists and their correct reasoning through analytic thinking. Following the progress of communication technology, educational visusalisation has become a special field of scientific research branching into new ways of studies and development. Furthermore this work stresses and analyses very beneficial correlation of visualisation in real and virtual space aiming at efficient teaching and learning corresponding to actual trends to implement smartphones in observation and measuring in the physics laboratory as well as in the open space. The thesis also comprises the research of misconceptions in students’ knowledge and the change of their science knowledge and attitudes in classes in outdoors classrooms. Educational influence of visually enriched environment on teaching and learning progress, and popularisation of science has been analysed. Finally, current status of physics in educational system was presented. Strategy of developing science parks and outdoors school labaratories, and measurable impact they may have in curriculum aimed at motivating students to get more interested in styding physics and science in general, are present, as well