Page 336 - Čotar Konrad Sonja, Borota Bogdana, Rutar Sonja, Drljić Karmen, Jelovčan Giuliana. Ur. 2022. Vzgoja in izobraževanje predšolskih otrok prvega starostnega obdobja. Koper: Založba Univerze na Primorskem
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ja Plazar
and Their Implications for Teaching.’ In Children’s Ideas in Science, edited by
R. Driver, E. Guesne, and A. Tiberghien, 193–201. Philadelphia: Open Univer-
sity Press.
Duit, R., and D. F. Treagust. 1995. ‘Students’ Conceptions and Constructivist
Teaching Approaches.’ In Improving Science Education, edited by B. J. Fraser
and H. J. Walberg, 46–69. Chicago: The University of Chicago Press.
Eshach, H., and M. N. Fried. 2005. ‘Should Science be Taught in Early Child-
hood?’ Journal of Science Education and Technology 14 (3): 315–336.
Garbett, D. 2003. ‘Science Education in Early childhood Teacher Education:
Putting forward a Case to Enhance Student Teachers’ Confidence and
Competence.’ Research in Science Education 33:467–481.
Gil-Pérez, D., J. Guisasola, A. Moreno, A. Cachapuz, A. M. Pessoa De Carvalho,
J. Martínez Torregrosa, J. Salinas et al. 2002. ‘Defending Constructivism in
Science Education.’ Science & Education 11:557–571.
Hadzigeorgiou, Y. 2002. ‘A Study of the Development of the Concept of Me-
chanical Stability in Preschool Children.’ Research in Science Education 32
(3): 373–391.
Harlen, W., and A. Qualter. 2009. The Teaching of Science in Primary Schools. 5th
ed. London: Routledge.
Ivanuš Grmek, M., B. Čagran, and L. Sadek. 2009. Didaktični pristopi pri pouče-
vanju predmeta Spoznavanje okolja v tretjem razredu osnovne šole. Znan-
stvena poročila Pedagoškega inštituta. Ljubljana: Pedagoški inštitut.
Kavalari, P., D. M. Kakana, and V. Christidou. 2012. ‘Contemporary Teaching
Methods and Science Content Knowledge in Preschool Education: Search-
ing for Connections.’ Procedia: Social and Behavioural Sciences 4:3649–3654.
Krnel, D. 2008. ‘Narava.’ In Otrok v vrtcu: priročnik h kurikulumu za vrtce, edited
by L. Marjanovič Umek, 157–175. Maribor: Obzorja.
Kuhn, D., and S. Pearsall, S. 2000. ‘Developmental Origins of Scientific Thinking.’
Journal of Cognition and Development 1:113–129.
Loxley, P., L. Dawes, L. Nicholls, and B. Dore. 2010. Teaching Primary Science: Pro-
moting Enjoyment and Developing Understanding. Harlow: Pearson Educa-
tion.
Marentič Požarnik, B. 2000. Psihologija učenja in pouka. Ljubljana: DZS.
Martin, R., C. Sexton, and J. Gerlovich. 2014. Teaching Science for All Children.
Harlow: Pearson Education.
Matthews, M. R. 2000. ‘Editorial of the Monographic Issue on Constructivism,
Epistemology and the Learning of Science.’ Science and Education 9:491–
505.
Mirzaie, A. R., F. Hamidi, and A. Anaraki. 2009: ‘A Study on the Effect of Science
Activities on Fostering Creativity in Preschool Children.’ Journal of Turkish
Science Education 6 (3): 81–90.
Morgan, P. L., G. Farkas, M. M. Hillemeier, and S. Maczuga. 2016. ‘Science Achieve-
336
and Their Implications for Teaching.’ In Children’s Ideas in Science, edited by
R. Driver, E. Guesne, and A. Tiberghien, 193–201. Philadelphia: Open Univer-
sity Press.
Duit, R., and D. F. Treagust. 1995. ‘Students’ Conceptions and Constructivist
Teaching Approaches.’ In Improving Science Education, edited by B. J. Fraser
and H. J. Walberg, 46–69. Chicago: The University of Chicago Press.
Eshach, H., and M. N. Fried. 2005. ‘Should Science be Taught in Early Child-
hood?’ Journal of Science Education and Technology 14 (3): 315–336.
Garbett, D. 2003. ‘Science Education in Early childhood Teacher Education:
Putting forward a Case to Enhance Student Teachers’ Confidence and
Competence.’ Research in Science Education 33:467–481.
Gil-Pérez, D., J. Guisasola, A. Moreno, A. Cachapuz, A. M. Pessoa De Carvalho,
J. Martínez Torregrosa, J. Salinas et al. 2002. ‘Defending Constructivism in
Science Education.’ Science & Education 11:557–571.
Hadzigeorgiou, Y. 2002. ‘A Study of the Development of the Concept of Me-
chanical Stability in Preschool Children.’ Research in Science Education 32
(3): 373–391.
Harlen, W., and A. Qualter. 2009. The Teaching of Science in Primary Schools. 5th
ed. London: Routledge.
Ivanuš Grmek, M., B. Čagran, and L. Sadek. 2009. Didaktični pristopi pri pouče-
vanju predmeta Spoznavanje okolja v tretjem razredu osnovne šole. Znan-
stvena poročila Pedagoškega inštituta. Ljubljana: Pedagoški inštitut.
Kavalari, P., D. M. Kakana, and V. Christidou. 2012. ‘Contemporary Teaching
Methods and Science Content Knowledge in Preschool Education: Search-
ing for Connections.’ Procedia: Social and Behavioural Sciences 4:3649–3654.
Krnel, D. 2008. ‘Narava.’ In Otrok v vrtcu: priročnik h kurikulumu za vrtce, edited
by L. Marjanovič Umek, 157–175. Maribor: Obzorja.
Kuhn, D., and S. Pearsall, S. 2000. ‘Developmental Origins of Scientific Thinking.’
Journal of Cognition and Development 1:113–129.
Loxley, P., L. Dawes, L. Nicholls, and B. Dore. 2010. Teaching Primary Science: Pro-
moting Enjoyment and Developing Understanding. Harlow: Pearson Educa-
tion.
Marentič Požarnik, B. 2000. Psihologija učenja in pouka. Ljubljana: DZS.
Martin, R., C. Sexton, and J. Gerlovich. 2014. Teaching Science for All Children.
Harlow: Pearson Education.
Matthews, M. R. 2000. ‘Editorial of the Monographic Issue on Constructivism,
Epistemology and the Learning of Science.’ Science and Education 9:491–
505.
Mirzaie, A. R., F. Hamidi, and A. Anaraki. 2009: ‘A Study on the Effect of Science
Activities on Fostering Creativity in Preschool Children.’ Journal of Turkish
Science Education 6 (3): 81–90.
Morgan, P. L., G. Farkas, M. M. Hillemeier, and S. Maczuga. 2016. ‘Science Achieve-
336
