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P. 133
Literatura
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sdisciplinarni modeli učenja. Maribor: Fakulteta za naravoslovje in matematiko.
Pridobljeno s http://www.inovativna-sola.si/images/Monografija/Monografija
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Anderson, J. R., Reder, L. M., in Herbert, A. S. (1996). Situated learning and education.
Educational Researcher, 25(4), 5–11.
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perspectives on citizenship education: A Q-method study and survey of social
studies teachers. American Educational Research Journal, 34(2), 333–364.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich,
P. R., Raths, J. D., Wittrock, M. C., in Bloom, B. S. (2001). A taxonomy for learning,
teaching and assessing: A revision of Bloom’s taxonomy of educational objectives.
New York, NY: Addison-Wesley.
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Ažman, T., Brejc, M., in Koren, A. (2014). Učenje učenja: primeri metod za učitelje in šole.
Maribor: Filozofska fakulteta; Kranj: Šola za ravnatelje.
Bahtijarević-Šiber, F. (1986). Motivacija i raspodjela. Zagreb: Informator.
Bajd, B., in Artač, S. (2002). Nekateri vidiki postopnega prehajanja tradicionalnega po-
učevanja k procesnemu. Sodobna pedagogika, 53(2), 108–122.
Barnes, H. (2005). The theory of realistic matematics education as a theoretical fra-
mework for teaching low attainers in mathematics. Pythagoras, 61, 42–57.
Barr, R., in Tagg, J. (1995). From teaching to learning: A new paradigm for undergra-
duate education. Change Magazine, 27(6), 13–25.
Bezgovšek Vodušek, H. (2015). Dopolnitev teorije matematičnega znanja za poučevanje
s koncepti s podobo (neobjavljena doktorska disertacija). Univerza v Mariboru,
Maribor.
Bizjak, C. (2006). Kako spreminjati vzorce razmišljanja in delovanja pri učiteljih. V Vpe-
ljevanje sprememb v šole: konceptualni vidiki (str. 57–68). Ljubljana: Zavod Repu-
blike Slovenije za šolstvo.
Bransford, J. D., Brown, A. L., in Cocking, R. R. (2000). How people learn. Washington,
DC: National Academy Press.
Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., . . . in Sabelli, N. (2006).
Learning theories and education: Toward a decade of synergy. V P. A. Alexander
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Aberšek, B., Flogie, A., in Šverc, M. (2015). Sodobno kognitivno izobraževanje in tran-
sdisciplinarni modeli učenja. Maribor: Fakulteta za naravoslovje in matematiko.
Pridobljeno s http://www.inovativna-sola.si/images/Monografija/Monografija
_SI.pdf
Anderson, J. R., Reder, L. M., in Herbert, A. S. (1996). Situated learning and education.
Educational Researcher, 25(4), 5–11.
Anderson, C., Avery, P. G., Pederson, P. V., Smith, E. S., in Sullivan, J. L. (1997). Divergent
perspectives on citizenship education: A Q-method study and survey of social
studies teachers. American Educational Research Journal, 34(2), 333–364.
Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich,
P. R., Raths, J. D., Wittrock, M. C., in Bloom, B. S. (2001). A taxonomy for learning,
teaching and assessing: A revision of Bloom’s taxonomy of educational objectives.
New York, NY: Addison-Wesley.
Atkinson, J. W. (1964). Towards experimental analysis of human motivation in terms of
motives, expectancies and incentives. New York, NY: Free Press.
Ažman, T., Brejc, M., in Koren, A. (2014). Učenje učenja: primeri metod za učitelje in šole.
Maribor: Filozofska fakulteta; Kranj: Šola za ravnatelje.
Bahtijarević-Šiber, F. (1986). Motivacija i raspodjela. Zagreb: Informator.
Bajd, B., in Artač, S. (2002). Nekateri vidiki postopnega prehajanja tradicionalnega po-
učevanja k procesnemu. Sodobna pedagogika, 53(2), 108–122.
Barnes, H. (2005). The theory of realistic matematics education as a theoretical fra-
mework for teaching low attainers in mathematics. Pythagoras, 61, 42–57.
Barr, R., in Tagg, J. (1995). From teaching to learning: A new paradigm for undergra-
duate education. Change Magazine, 27(6), 13–25.
Bezgovšek Vodušek, H. (2015). Dopolnitev teorije matematičnega znanja za poučevanje
s koncepti s podobo (neobjavljena doktorska disertacija). Univerza v Mariboru,
Maribor.
Bizjak, C. (2006). Kako spreminjati vzorce razmišljanja in delovanja pri učiteljih. V Vpe-
ljevanje sprememb v šole: konceptualni vidiki (str. 57–68). Ljubljana: Zavod Repu-
blike Slovenije za šolstvo.
Bransford, J. D., Brown, A. L., in Cocking, R. R. (2000). How people learn. Washington,
DC: National Academy Press.
Bransford, J., Vye, N., Stevens, R., Kuhl, P., Schwartz, D., Bell, P., . . . in Sabelli, N. (2006).
Learning theories and education: Toward a decade of synergy. V P. A. Alexander
131
