Dizajn učenja, tipovi učenja, teorije učenja

6. Literatura za teorije učenja

• Konstruktivizam
  • Piaget, J. (1950). The Psychology of Intelligence. Routledge.
  • Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University Press.
  • Fosnot, C. T. (Ed.). (2005). Constructivism: Theory, Perspectives, and Practice (2nd ed.). Teachers College Press.
• Socijalni konstruktivizam
  
  • Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Učenje na temelju iskustva (Experiential learning)
  
  • Kolb, D. A. (1984). Experiential Learning: Experience as the Source of Learning and Development. Prentice Hall.
  • Dewey, J. (1938). Experience and Education. Macmillan.
• Socijalno učenje / zajednice prakse
  
  • Bandura, A. (1977). Social Learning Theory. Prentice Hall.
  • Wenger, E. (1998). Communities of Practice: Learning, Meaning, and Identity. Cambridge University Press.
• Metakognicija i samoregulirano učenje
  
  • Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory into Practice, 41(2), 64-70.
  • Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive–Developmental Inquiry. American Psychologist, 34(10), 906–911. 
• Bihevioristički pristup učenju
  
  • Skinner, B. F. (1954). The science of learning and the art of teaching. Harvard Educational Review, 24(2), 86-97.
• Kognitivne teorije učenja
  • Gagné, R. M. (1985). The conditions of learning and theory of instruction (4th ed.). Holt, Rinehart and Winston.
  • Miller, G. A. (1956). The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychological Review, 63(2), 81–97.