Page 118 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 118
ra Pejić Papak, Jasna Arrigoni, and Željka Ivković
Freeman, J. (2003). Scientific thinking in gifted children. In P. Csermely & L. Led-
erman. (Eds.) Science education: Talent recruitment and public understand-
ing (pp. 17–30). Amsterdam, The Netherlands: IOS Press.
Freeman, J., & Garces-Bascal, R. M. (2015). Gender differences in gifted children.
In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), The social and emotional de-
velopment of gifted children: What do we know? Waco, TX: Prufrock.
Heller, K. A. (2007). Scientific ability and creativity. High Ability Studies, 18(2),
209–234.
Jung, J. Y. (2014). Predictors of attitudes to gifted programs/provisions: Evi-
dence from preservice educators. Gifted Child Quarterly, 58(4), 247–258.
Kerr, B., & Robinson Kurpius, S. E. (2004) Encouraging talented girls in math and
science: Effects of a guidance intervention. High Ability Studies, 15(1), 85–
102.
Krijan, I., & Borić, E. (2015). Primary school teachers’ attitudes toward gifted stu-
dents. Croatian Journal of Education, 17(3), 681–724.
Nisbet, J. (1990). Teaching thinking: An introduction to the research literature
(Spotlights 26). Edinburgh, Scotland: SCRE.
NSW Government. (2014a). School Excellence Framework. Retrieved from https://
schoolsequella.det.nsw.edu.au/file/b214a08b-5c9d-4ca2-9eb7
-caaf7e6e53a0/1/School_Excellence_Framework.pdf
NSW Government. (2014b). School improvement frameworks: The evidence base.
Retrieved from https://www.cese.nsw.gov.au/images/stories/PDF/School
_improvement_frameworks-The_evidence_base.pdf
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections
(Report to the Nuffield Foundation). Retrieved from http://www
.nuffieldfoundation.org/sites/default/files/Sci_Ed_in_Europe_Report
_Final.pdf
Pešikan, A., & Ivić, I. (2005). Prirodne nauke i aktivno učenje [Natural sciences
and active learning]. In S. Antić, M. R. Jankov, & A. Pešikan (Eds.), Kako pri-
bližiti deci prirodne nauke kroz aktivno učenje (pp. 7–14). Beograd, Serbia:
Institut za psihologiju.
Reiss, M. (2007). Komentar: Temelj nastave prirodoslovlja. [Commentary: The
foundation of natural science teaching]. Retrieved from http://www
.eskola.hfd.hr/proe_za_vas/proc-22/proc22.htm.
Robinson, A., Dailey, D., Hughes, G., and Cotabish, A. (2014). The effects of a
science-focused STEM intervention on gifted elementary students’ sci-
ence knowledge and skills. Journal of Advanced Academics, 25(3), 189–213.
Rukavina, S., Žuvić-Butorac, M., Ledić, J., Milotić, B., & Jurdana-Šepić, R. (2012).
Developing positive attitude towards science and mathematics through
motivational clasroom experiences. Science Education International, 23(1),
6–19.
Sternberg, R. J. (2008). Excellence for all. Expecting Excellence, 66(2), 14–19.
116
Freeman, J. (2003). Scientific thinking in gifted children. In P. Csermely & L. Led-
erman. (Eds.) Science education: Talent recruitment and public understand-
ing (pp. 17–30). Amsterdam, The Netherlands: IOS Press.
Freeman, J., & Garces-Bascal, R. M. (2015). Gender differences in gifted children.
In M. Neihart, S. I. Pfeiffer, & T. L. Cross (Eds.), The social and emotional de-
velopment of gifted children: What do we know? Waco, TX: Prufrock.
Heller, K. A. (2007). Scientific ability and creativity. High Ability Studies, 18(2),
209–234.
Jung, J. Y. (2014). Predictors of attitudes to gifted programs/provisions: Evi-
dence from preservice educators. Gifted Child Quarterly, 58(4), 247–258.
Kerr, B., & Robinson Kurpius, S. E. (2004) Encouraging talented girls in math and
science: Effects of a guidance intervention. High Ability Studies, 15(1), 85–
102.
Krijan, I., & Borić, E. (2015). Primary school teachers’ attitudes toward gifted stu-
dents. Croatian Journal of Education, 17(3), 681–724.
Nisbet, J. (1990). Teaching thinking: An introduction to the research literature
(Spotlights 26). Edinburgh, Scotland: SCRE.
NSW Government. (2014a). School Excellence Framework. Retrieved from https://
schoolsequella.det.nsw.edu.au/file/b214a08b-5c9d-4ca2-9eb7
-caaf7e6e53a0/1/School_Excellence_Framework.pdf
NSW Government. (2014b). School improvement frameworks: The evidence base.
Retrieved from https://www.cese.nsw.gov.au/images/stories/PDF/School
_improvement_frameworks-The_evidence_base.pdf
Osborne, J., & Dillon, J. (2008). Science education in Europe: Critical reflections
(Report to the Nuffield Foundation). Retrieved from http://www
.nuffieldfoundation.org/sites/default/files/Sci_Ed_in_Europe_Report
_Final.pdf
Pešikan, A., & Ivić, I. (2005). Prirodne nauke i aktivno učenje [Natural sciences
and active learning]. In S. Antić, M. R. Jankov, & A. Pešikan (Eds.), Kako pri-
bližiti deci prirodne nauke kroz aktivno učenje (pp. 7–14). Beograd, Serbia:
Institut za psihologiju.
Reiss, M. (2007). Komentar: Temelj nastave prirodoslovlja. [Commentary: The
foundation of natural science teaching]. Retrieved from http://www
.eskola.hfd.hr/proe_za_vas/proc-22/proc22.htm.
Robinson, A., Dailey, D., Hughes, G., and Cotabish, A. (2014). The effects of a
science-focused STEM intervention on gifted elementary students’ sci-
ence knowledge and skills. Journal of Advanced Academics, 25(3), 189–213.
Rukavina, S., Žuvić-Butorac, M., Ledić, J., Milotić, B., & Jurdana-Šepić, R. (2012).
Developing positive attitude towards science and mathematics through
motivational clasroom experiences. Science Education International, 23(1),
6–19.
Sternberg, R. J. (2008). Excellence for all. Expecting Excellence, 66(2), 14–19.
116
