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a. drobnič vidic ■ primerjava dveh interdisciplinarnih učnih pristopov ...
besede za pedagoške pristope, saj le tako s svojim prispevkom informira-
mo ciljno publiko, ki si tega želi.
Literatura
Akyuz, D. (2016) Mathematical practices in a technological setting: A de-
sign research experiment for teaching circle properties. International
Journal of Science and Mathematics Education 14, str. 549–573.
Artigue, M., in Blomhøj, M. (2013) Conceptualizing inquiry-based educati-
on in Mathematics. ZDM Mathematics Education 45, str. 797–810.
Belland B., Walker A., in Kim N. (2017) A Bayesian Network Meta-
Analysis to Synthesize the Influence of Contexts of Scaffolding Use
on Cognitive Outcomes in STEM Education. Review of Educational
Research 87(6), str. 1042–1081.
Blažič, M., Ivanuš-Grmek, M., Kramar, M., in Strmčnik, F. (2003)
Didaktika: visokošolski učbenik. Novo mesto: Visokošolsko središče,
Inštitut za raziskovalno in razvojno delo.
Bloom, W. (2016) Thematic Afternoon: European Didactic Traditions.
Presented at ICME-13, 27th of July 2016, Hamburg. Spletna stran:
http://www.icme13.org/thematic_afternoon (pridobljeno 22.2.2020).
Boud, D., in Feletti, G. (1998) The challenge of problem-based learning.
London: Kogan Page.
Brown, J. (2017) A metasynthesis of the complementarity of cultural-
ly responsive and inquiry-based science education in K-12 settings:
Implications for advancing equitable science teaching and learning.
Journal of Research in Science Teaching 54(2), str. 1143–1173.
Demirel, M., in Dağyar, M., (2016) Effects of problem-based learning on at-
titude: A meta-analysis study. Eurasia Journal of Mathematics, Science
& Technology Education 12(8), str. 2115–2137.
Dogan, H. (2012) Emotion, confidence, perception and expectation: Case
of mathematics. International Journal of Science and Mathematics
Education 10, str. 49–69.
Drobnič Vidic, A. (2005) Problemsko zasnovan študij pri proučevanju
inženirske statistike: doktorska disertacija. Univerza v Ljubljani:
Ljubljana.
Drobnič Vidic, A. (2011) Impact of Problem-based Statistics Course in
Engineering on Students’ Problem-Solving Skills. International
Journal of Engineering Education 27(4), str. 885–896.
Drobnič Vidic, A. (2017) Teachers’ Beliefs about STEM Education Based
on Realisation of the “Energy as a Value” Project in the Slovenian
213
besede za pedagoške pristope, saj le tako s svojim prispevkom informira-
mo ciljno publiko, ki si tega želi.
Literatura
Akyuz, D. (2016) Mathematical practices in a technological setting: A de-
sign research experiment for teaching circle properties. International
Journal of Science and Mathematics Education 14, str. 549–573.
Artigue, M., in Blomhøj, M. (2013) Conceptualizing inquiry-based educati-
on in Mathematics. ZDM Mathematics Education 45, str. 797–810.
Belland B., Walker A., in Kim N. (2017) A Bayesian Network Meta-
Analysis to Synthesize the Influence of Contexts of Scaffolding Use
on Cognitive Outcomes in STEM Education. Review of Educational
Research 87(6), str. 1042–1081.
Blažič, M., Ivanuš-Grmek, M., Kramar, M., in Strmčnik, F. (2003)
Didaktika: visokošolski učbenik. Novo mesto: Visokošolsko središče,
Inštitut za raziskovalno in razvojno delo.
Bloom, W. (2016) Thematic Afternoon: European Didactic Traditions.
Presented at ICME-13, 27th of July 2016, Hamburg. Spletna stran:
http://www.icme13.org/thematic_afternoon (pridobljeno 22.2.2020).
Boud, D., in Feletti, G. (1998) The challenge of problem-based learning.
London: Kogan Page.
Brown, J. (2017) A metasynthesis of the complementarity of cultural-
ly responsive and inquiry-based science education in K-12 settings:
Implications for advancing equitable science teaching and learning.
Journal of Research in Science Teaching 54(2), str. 1143–1173.
Demirel, M., in Dağyar, M., (2016) Effects of problem-based learning on at-
titude: A meta-analysis study. Eurasia Journal of Mathematics, Science
& Technology Education 12(8), str. 2115–2137.
Dogan, H. (2012) Emotion, confidence, perception and expectation: Case
of mathematics. International Journal of Science and Mathematics
Education 10, str. 49–69.
Drobnič Vidic, A. (2005) Problemsko zasnovan študij pri proučevanju
inženirske statistike: doktorska disertacija. Univerza v Ljubljani:
Ljubljana.
Drobnič Vidic, A. (2011) Impact of Problem-based Statistics Course in
Engineering on Students’ Problem-Solving Skills. International
Journal of Engineering Education 27(4), str. 885–896.
Drobnič Vidic, A. (2017) Teachers’ Beliefs about STEM Education Based
on Realisation of the “Energy as a Value” Project in the Slovenian
213
