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šolsko polje, letnik xxxi, številka 3–4
Rogers, M. P., Abell, S., Lannin, J., Wang, C., Musikul, K., Barker, D., in
Dingman, S. (2007) Effective Professional Development in Science
and Mathematics Education: Teachers’ and Facilitators’ Views,
Effective Professional Development in Science and Mathematics
Education: Teachers’ and Facilitators’ Views. International Journal of
Science and Mathematics Education 5(3), str. 507–532.
Savelsbergh, E., Prins, G., Rietbergen, C., Fechner, S., Vaessen, B., Draijer,
D., in Bakker, A. (2016) Effects of innovative science and mathematics
teaching on student attitudes and achievement: A meta-analytic study.
Educational Research Review 19, str. 158–172.
Shore, B., Chichekian, T., Syer, C., Aulls, M., in Frederiksen, C. (2012)
Planning, Enactment, and Reflection in Inquiry-Based Learning:
Validating the McGill Strategic Demands of Inquiry Questionnaire.
International Journal of Science and Mathematics Education 10(2), str.
315–337.
Spronken-Smith, R. (2012) Experiencing the process of knowledge creation:
The nature and use of inquiry-based learning in higher education. The
Journal of Geography in Higher Education 2, str. 183–201.
Suban, M. (2017) Učenje in poučevanje matematike s preiskovanjem. Vzgoja
in izobraževanje: revija za teoretična in praktična vprašanja vzgojno izo-
braževalnega dela, 48(4), str. 20–26.
Termania (2020) Strategije pouka. Spletna stran: https://www.termania.net/
slovarji/terminoloski-slovar-vzgoje-in-izobrazevanja/3474484/strategije-
-pouka?dictionaries=74&query=strategija+pouka&SearchIn=All (pri-
dobljeno 18.2.2020).
Thibaut, L., Knipprath, H., Dehaene, W., in Depaepe, F. (2019) Teachers
Attitudes Toward Teaching Integrated STEM: the Impact of Personal
Background Characteristics and School Context. International
Journal of Science and Mathematics Education 17(5), str. 987–1007.
Tomić, A. (1999) Izbrana poglavja iz didaktike. Ljubljana: Center za pedago-
ško izobraževanje, Filozofska fakulteta.
Tuan, H., Yu, C., in Chin, C. (2017) Investigating the Influence of a Mixed
Face-to-Face and Website Professional Development Course on the
Inquiry-Based Conceptions of High School Science and Mathematics
Teachers. International Journal of Science and Mathematics Education
15(8), str. 1385–1401.
Turner, R.C., Keiffer, E.A., in Salamo, G. (2018) Observing Inquiry-Based
Learning Environments Using the Scholastic Inquiry Observation
Instrument. International Journal of Science and Mathematics
Education 16(8), str. 1455–1478.
216
Rogers, M. P., Abell, S., Lannin, J., Wang, C., Musikul, K., Barker, D., in
Dingman, S. (2007) Effective Professional Development in Science
and Mathematics Education: Teachers’ and Facilitators’ Views,
Effective Professional Development in Science and Mathematics
Education: Teachers’ and Facilitators’ Views. International Journal of
Science and Mathematics Education 5(3), str. 507–532.
Savelsbergh, E., Prins, G., Rietbergen, C., Fechner, S., Vaessen, B., Draijer,
D., in Bakker, A. (2016) Effects of innovative science and mathematics
teaching on student attitudes and achievement: A meta-analytic study.
Educational Research Review 19, str. 158–172.
Shore, B., Chichekian, T., Syer, C., Aulls, M., in Frederiksen, C. (2012)
Planning, Enactment, and Reflection in Inquiry-Based Learning:
Validating the McGill Strategic Demands of Inquiry Questionnaire.
International Journal of Science and Mathematics Education 10(2), str.
315–337.
Spronken-Smith, R. (2012) Experiencing the process of knowledge creation:
The nature and use of inquiry-based learning in higher education. The
Journal of Geography in Higher Education 2, str. 183–201.
Suban, M. (2017) Učenje in poučevanje matematike s preiskovanjem. Vzgoja
in izobraževanje: revija za teoretična in praktična vprašanja vzgojno izo-
braževalnega dela, 48(4), str. 20–26.
Termania (2020) Strategije pouka. Spletna stran: https://www.termania.net/
slovarji/terminoloski-slovar-vzgoje-in-izobrazevanja/3474484/strategije-
-pouka?dictionaries=74&query=strategija+pouka&SearchIn=All (pri-
dobljeno 18.2.2020).
Thibaut, L., Knipprath, H., Dehaene, W., in Depaepe, F. (2019) Teachers
Attitudes Toward Teaching Integrated STEM: the Impact of Personal
Background Characteristics and School Context. International
Journal of Science and Mathematics Education 17(5), str. 987–1007.
Tomić, A. (1999) Izbrana poglavja iz didaktike. Ljubljana: Center za pedago-
ško izobraževanje, Filozofska fakulteta.
Tuan, H., Yu, C., in Chin, C. (2017) Investigating the Influence of a Mixed
Face-to-Face and Website Professional Development Course on the
Inquiry-Based Conceptions of High School Science and Mathematics
Teachers. International Journal of Science and Mathematics Education
15(8), str. 1385–1401.
Turner, R.C., Keiffer, E.A., in Salamo, G. (2018) Observing Inquiry-Based
Learning Environments Using the Scholastic Inquiry Observation
Instrument. International Journal of Science and Mathematics
Education 16(8), str. 1455–1478.
216
