Page 134 - 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. 134
ksandar Stojanović
cation didactics]. Vršac, Serbia: Visoka škola strukovnih studija za vaspitače
‘Mihailo Palov.’
Gojkov, G., Gojkov-Rajić, A., & Stojanović A. (2014). Heurističke didaktičke strate-
gije u visokoškolskoj nastavi [Heuristic didactic strategies in higher educa-
tion]. Vršac, Serbia: Visoka škola strukovnih studija za vaspitače ‘Mihailo
Palov.’
Gojkov, G., & Stojanović A. (2011). Participativna epistemologija u didaktici [Par-
ticipatory epistemology in didactics]. Vršac, Serbia: Visoka škola strukovnih
studija za vaspitače ‘Mihailo Palov.’
Gojkov, G., Stojanović A., & Gojkov-Rajić, A. (2015). Didactic strategies and com-
petencies of gifted students in the digital era. CEPS Journal, 5(2), 57–73.
Heller, K. A. (2001). Gifted education at the beginning of the third millenium.
Australian Journal of Gifted Education, 10, 48–61.
Kruse, O. (2011). Kritičko razmišljanje u znaku Bologne: retorika i realnost [Criti-
cal thinking in the sign of Bologna: Rhetoric and reality]. In M. Rumller (Ed.),
Neue Impulse in Hochschuldidaktik [New impulses in university didactics]
(pp. 53–67). Berlin, Germany: VS Verlag.
Lissmann, K. P. (2006). Theorieder Unbildung: Die Irrtumer der Wiesensgesellschaft
[Theory of Unbildung: The Errors of the Knowledge Society]. Vienna, Aus-
tria: Zsolnay.
Paul, R., & Elder, L. (2003). Kritishes Denken, Begriffe und Instrumente [Critical
thinking, concepts and instruments]. Retrieved from https://www
.criticalthinking.org/files/german_concepts_tools.pdf
Robinson, N. M. (1993). Parenting the very young gifted child. Storrs, CT: National
Research Center on the Gifted and Talented.
Shore, B., & Kanevsky, L. (1993). Thinking processes: Being and becoming gifted.
In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook for
research and development on giftedness and talent (pp. 133–148). London,
England: Pergamon.
Sternberg, H. (1988). The triarchic mind: A new theory of human intelligence. New
York, NY: Viking.
Stojanović, A., & Gojkov, G. (2016). Creativity and metacognition as indicators
of higher education. Interdisciplinary Management Research, 12, 773–782.
Stojanović, A., Gojkov G., & Babić-Kekez S., (2013). Cognitive and learning styles
and a method of discourse in higher education teaching. Procedia: Social
and Behavioral Sciences, 93, 762–774.
Waldmann, M. & Weinert, F. E. (1990). Intelligenz und Denken: Perspektiven der
Hochbegabungsforschung [Intelligence and thinking: Perspectives of gift-
edness research]. Göttingen, Germany: Hogrefe.
Zervakis, P. & Wahlers, M. (2007). Education for sustainable development and
Bologna process: The implementation of the Bologna process in Germany. Re-
trieved from http://bne-portal.de
132
cation didactics]. Vršac, Serbia: Visoka škola strukovnih studija za vaspitače
‘Mihailo Palov.’
Gojkov, G., Gojkov-Rajić, A., & Stojanović A. (2014). Heurističke didaktičke strate-
gije u visokoškolskoj nastavi [Heuristic didactic strategies in higher educa-
tion]. Vršac, Serbia: Visoka škola strukovnih studija za vaspitače ‘Mihailo
Palov.’
Gojkov, G., & Stojanović A. (2011). Participativna epistemologija u didaktici [Par-
ticipatory epistemology in didactics]. Vršac, Serbia: Visoka škola strukovnih
studija za vaspitače ‘Mihailo Palov.’
Gojkov, G., Stojanović A., & Gojkov-Rajić, A. (2015). Didactic strategies and com-
petencies of gifted students in the digital era. CEPS Journal, 5(2), 57–73.
Heller, K. A. (2001). Gifted education at the beginning of the third millenium.
Australian Journal of Gifted Education, 10, 48–61.
Kruse, O. (2011). Kritičko razmišljanje u znaku Bologne: retorika i realnost [Criti-
cal thinking in the sign of Bologna: Rhetoric and reality]. In M. Rumller (Ed.),
Neue Impulse in Hochschuldidaktik [New impulses in university didactics]
(pp. 53–67). Berlin, Germany: VS Verlag.
Lissmann, K. P. (2006). Theorieder Unbildung: Die Irrtumer der Wiesensgesellschaft
[Theory of Unbildung: The Errors of the Knowledge Society]. Vienna, Aus-
tria: Zsolnay.
Paul, R., & Elder, L. (2003). Kritishes Denken, Begriffe und Instrumente [Critical
thinking, concepts and instruments]. Retrieved from https://www
.criticalthinking.org/files/german_concepts_tools.pdf
Robinson, N. M. (1993). Parenting the very young gifted child. Storrs, CT: National
Research Center on the Gifted and Talented.
Shore, B., & Kanevsky, L. (1993). Thinking processes: Being and becoming gifted.
In K. A. Heller, F. J. Mönks, & A. H. Passow (Eds.), International handbook for
research and development on giftedness and talent (pp. 133–148). London,
England: Pergamon.
Sternberg, H. (1988). The triarchic mind: A new theory of human intelligence. New
York, NY: Viking.
Stojanović, A., & Gojkov, G. (2016). Creativity and metacognition as indicators
of higher education. Interdisciplinary Management Research, 12, 773–782.
Stojanović, A., Gojkov G., & Babić-Kekez S., (2013). Cognitive and learning styles
and a method of discourse in higher education teaching. Procedia: Social
and Behavioral Sciences, 93, 762–774.
Waldmann, M. & Weinert, F. E. (1990). Intelligenz und Denken: Perspektiven der
Hochbegabungsforschung [Intelligence and thinking: Perspectives of gift-
edness research]. Göttingen, Germany: Hogrefe.
Zervakis, P. & Wahlers, M. (2007). Education for sustainable development and
Bologna process: The implementation of the Bologna process in Germany. Re-
trieved from http://bne-portal.de
132
