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implementacija in integracija edukacijske nevroznanosti
(ur.), Bralna pismenost – odgovornost vseh strokovnih delavcev v vzgoji in
izobraževanju (9–26). Ljubljana: Pedagoška fakulteta.
Tancig, S. (2016a). Oči kože in misleča roka – utelešena kognicija v nevrozna-
nosti in edukaciji. Psihološka obzorja, 25, 119.
Tancig, S., Pulec Lah, S., Žolgar, I., in Vrhovski Mohorič, M. (2014). The ne-
uroscience literacy of pre-service special needs educators and predictors
of neuromyths and knowledge. Prispevek predstavljen na konferenci The
3rd biennial meeting of Neuroscience and education, The Special Interest
Group (SIG) 22 of the European Association for Research on Learning
and Instruction (EARLI), Göttingen: Georg-Avgust-Universität.
Tancig, S., in Vernik Trofenik, T. (2016). Relations Between Teacher's Perception
of Nature-Nurture Question, Neuromyths, and Metaphorical Conception
of Teaching Students with Learning Disorders. Prispevek predstavljen na
konferenci The 4th biennial meeting of Neuroscience and education, The
Special Interest Group (SIG) 22 of the European Association for Research
on Learning and Instruction (EARLI), Amsterdam: Roudbud University.
The Royal Society (2011). Brain Waves Module 2. Neuroscience: implications for
education and lifelong learning. London: The Royal Society, Science Poli-
cy Centre.
Thomas, M. (2012). Cognitive variability and developmental disorders: Insi-
ghts from research on the mechanism of learning. Keynote 5, EARLI, SIG
22: Neuroscience and Education, 4. London: Institute of Education.
Tokuhama-Espinosa, T. (2011). Why Mind, Brain, and Education Science is the
»New« Brain-Based Education. JHU, New Horizons for Learning Journal,
9(1). Najdeno 10. januarja 2017 na spletnem naslovu http://education.jhu.
edu/PD/newhorizons/Journals/Winter2011/Tokuhama1
Tokuhama-Espinoza, T. (2010). The New Science of Teaching and Learning:
Using the Best of Mind, Brain, and Education Science, the Classroom. New
York: Teachers College Press.
Van Geert, P., in Steenbeek, H. (2008). Understanding mind, brain, and educa-
tion as a complex, dynamic developing system: Measurement, modeling,
and research. V Battro, A.M., Fischer, K.W., Lena, P.J. (ur.), The Educa-
ted Brain: Essays, Neuroeducation (71–94). Cambridge: Cambridge Uni-
versity Press.
Westermann, G., Mareschal, D., Johnson, M.H., Sirois, S. idr. (2007). Neuro-
constructivism. Developmental Science, 10(1), 75–83.
Westermann, G., Thomas, M.S.C., Karmiloff-Smith, A. (2010). Neuroconstru-
ctivism. V U. Goswami (ur.), The Wiley-Blackwell Handbook of Childhood
Cognitive Development (723–748). Oxford: Wiley-Blackwell.
81
(ur.), Bralna pismenost – odgovornost vseh strokovnih delavcev v vzgoji in
izobraževanju (9–26). Ljubljana: Pedagoška fakulteta.
Tancig, S. (2016a). Oči kože in misleča roka – utelešena kognicija v nevrozna-
nosti in edukaciji. Psihološka obzorja, 25, 119.
Tancig, S., Pulec Lah, S., Žolgar, I., in Vrhovski Mohorič, M. (2014). The ne-
uroscience literacy of pre-service special needs educators and predictors
of neuromyths and knowledge. Prispevek predstavljen na konferenci The
3rd biennial meeting of Neuroscience and education, The Special Interest
Group (SIG) 22 of the European Association for Research on Learning
and Instruction (EARLI), Göttingen: Georg-Avgust-Universität.
Tancig, S., in Vernik Trofenik, T. (2016). Relations Between Teacher's Perception
of Nature-Nurture Question, Neuromyths, and Metaphorical Conception
of Teaching Students with Learning Disorders. Prispevek predstavljen na
konferenci The 4th biennial meeting of Neuroscience and education, The
Special Interest Group (SIG) 22 of the European Association for Research
on Learning and Instruction (EARLI), Amsterdam: Roudbud University.
The Royal Society (2011). Brain Waves Module 2. Neuroscience: implications for
education and lifelong learning. London: The Royal Society, Science Poli-
cy Centre.
Thomas, M. (2012). Cognitive variability and developmental disorders: Insi-
ghts from research on the mechanism of learning. Keynote 5, EARLI, SIG
22: Neuroscience and Education, 4. London: Institute of Education.
Tokuhama-Espinosa, T. (2011). Why Mind, Brain, and Education Science is the
»New« Brain-Based Education. JHU, New Horizons for Learning Journal,
9(1). Najdeno 10. januarja 2017 na spletnem naslovu http://education.jhu.
edu/PD/newhorizons/Journals/Winter2011/Tokuhama1
Tokuhama-Espinoza, T. (2010). The New Science of Teaching and Learning:
Using the Best of Mind, Brain, and Education Science, the Classroom. New
York: Teachers College Press.
Van Geert, P., in Steenbeek, H. (2008). Understanding mind, brain, and educa-
tion as a complex, dynamic developing system: Measurement, modeling,
and research. V Battro, A.M., Fischer, K.W., Lena, P.J. (ur.), The Educa-
ted Brain: Essays, Neuroeducation (71–94). Cambridge: Cambridge Uni-
versity Press.
Westermann, G., Mareschal, D., Johnson, M.H., Sirois, S. idr. (2007). Neuro-
constructivism. Developmental Science, 10(1), 75–83.
Westermann, G., Thomas, M.S.C., Karmiloff-Smith, A. (2010). Neuroconstru-
ctivism. V U. Goswami (ur.), The Wiley-Blackwell Handbook of Childhood
Cognitive Development (723–748). Oxford: Wiley-Blackwell.
81
