Page 462 - Vseživljenjsko učenje kot temelj trajnostne družbe

Sanela Hudovernik, Lara Strgaršek, Nastja Cotič in Marina Volk

Bognar, L., in Matijević, M. (2002). Didaktika. Školska knjiga.
Boix Mansilla, V., in Dawes Duraising, E. (2007). Targeted assessment of stu-
dents’ interdisciplinary work: An empirically grounded framework propo-
sed. Journal of Higher Education, 78(2), 215–237.
Caton, J. C. (2021). Don’t run out of STEAM! Barriers to a transdisciplinary lear-
ning approach. Journal of STEM Teacher Education, 56(1), 4.
Čagran,B.(2004). Univariatnainmultivariatnaanalizapodatkov:zbirkaprimerov
uporabe statističnih metod s SPSS. Pedagoška fakulteta.
Delahunty, T., Prendergast, M., in Ní Ríordáin, M. (2021). Teachers’ perspecti-
ves on achieving an integrated curricular model of primary STEM educa-
tion in Ireland: Authentic or utopian ideology? Frontiers in Education, 6. ht-
tps://doi.org/10.3389/FEDUC.2021.666608
Devjak, T., Jug, A., Hodnik Čadež, T., Turnšek, N., Skubic, D., Zajc, J., Krnel, D.,
Geršak,V. Korošec,H., Borota,B., Podobnik, U., in Bračun Sova,R.(2011).
Raziskovalno poročilo projekta: kurikularna področja; 2008–2013.
Dori, Y. J., in Herscovitz, O. (2005). Case-based learning in chemistry education.
International Journal of Science Education, 27(3), 213–233.
Drake, S. M.,in Burns,R. C. (2004). Meeting standards through integrated curri-
culum. Association for Supervision and Curriculum Development.
El-Deghaidy, H., in Mansour, N. (2015). Science teachers’ perceptions of STEM
education: Possibilities and challenges. International Journal of Learning
and Teaching, 1(1), 51–54.
Field, A. (2005). Discovering statistics using SPSS (2. izd.). Sage.
Fidalgo-Neto, A., Lopes, R., Magalhães, J., Pierini, M., in Alves, L. (2014). Interdi-
sciplinarity and teacher education: The teacher’s training of the secondary
school in Rio de Janeiro Brazil. Creative Education, 5(4), 262–272.
Greenwood, R. (2013). Subject-based and cross-curricular approaches within
the revised primary curriculum in Northern Ireland: Teachers’ concerns
and preferred approaches. Education, 41(4), 443–458.
Gryson, T., Strubbe, K., Valcke, T., in Vanderlinde, R. (2024). Enhancing tea-
chers’ interdisciplinary professional development through teacher design
teams: Exploring facilitating conditions and sustainability. Education Sci-
ences, 14(4), 425.
Hännikäinen, M., in Rasku-Puttonen, H. (2010). Promoting children’s participa-
tion: The role of teachers in preschool and primary school learning sessi-
ons. Early Years, 30(2), 147–160.
Hudovernik, S., in Cotič, N. (2024). Izobraževanje bodočih vzgojiteljev za med-
področno povezovanje matematike in naravoslovja. Sodobnapedagogika,
75(1), 69–87.
Huo, L. (2022). Building kindergarten teachers’ curriculum implementation
competence: A collaborative innovation model. Creative Education, 13(4),
1170–1192.

462