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ko podpore socialnim in čustvenim kompetencam ter sprejemanju različnosti. (B. l.). Peda-
goški inštitut. https://handinhand.si/sl/home2/
Seger, C. A. (1994). Implicit learning. Psychological Bulletin, 115(2), 163–196.
Shraw, G. (2006). Knowledge: Structures and processes. V P. A. Alexander in P. H. Winne (ur.),
Handbook of educational psychology (2. izd., str. 245–263). New York, London:.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal
of Instructional Technology & Distance Learning, 2, 3–10.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Sci-
ence, 12(2), 257–285.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive lo-
ad. Educational Psychology Review, 22(2), 123–138.
Sweller, J. (2015). In academe, what is learned and how is it learned? Current Directions in
Psychological Science, 24(3), 190–194.
Tacol, A., Lekić, K., Juričič Konec, N., Sedlar Kobe, N. in Roškar, S. (2019). Zorenje skozi To sem
jaz: razvijanje socialnih in čustvenih veščin ter samopodobe: priročnik za preventivno delo z
mladostniki. Nacionalni inštitut za javno zdravje.
Woolfolk, A., Hughes, M. in Walkup, V. (2013). Psychology in education (2. izd.). Pearson.
učenje
Roka v roki: opolnomočenje učiteljic in učiteljev v Evropi za spoprijemanje s kariernimi izzivi pre-
ko podpore socialnim in čustvenim kompetencam ter sprejemanju različnosti. (B. l.). Peda-
goški inštitut. https://handinhand.si/sl/home2/
Seger, C. A. (1994). Implicit learning. Psychological Bulletin, 115(2), 163–196.
Shraw, G. (2006). Knowledge: Structures and processes. V P. A. Alexander in P. H. Winne (ur.),
Handbook of educational psychology (2. izd., str. 245–263). New York, London:.
Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal
of Instructional Technology & Distance Learning, 2, 3–10.
Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Sci-
ence, 12(2), 257–285.
Sweller, J. (2010). Element interactivity and intrinsic, extraneous and germane cognitive lo-
ad. Educational Psychology Review, 22(2), 123–138.
Sweller, J. (2015). In academe, what is learned and how is it learned? Current Directions in
Psychological Science, 24(3), 190–194.
Tacol, A., Lekić, K., Juričič Konec, N., Sedlar Kobe, N. in Roškar, S. (2019). Zorenje skozi To sem
jaz: razvijanje socialnih in čustvenih veščin ter samopodobe: priročnik za preventivno delo z
mladostniki. Nacionalni inštitut za javno zdravje.
Woolfolk, A., Hughes, M. in Walkup, V. (2013). Psychology in education (2. izd.). Pearson.
učenje
