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Kasutatud kirjandus

Arro, G., Jaani, J., Loogma, K., Malleus, E., Titov, E., Toding, M., Täks, M., & Venesaar, U. (2018). Ettevõtlikkuse ja Ettevõtlusõppe Süsteemne Arendamine Eestis. Edu ja Tegu Ettevõtlusõppe Programm. 

Björklund, T. A. (2013). Initial mental representations of design problems: Differences between experts and novices. Design Studies, 34(2), 135–160. https://doi.org/10.1016/j.destud.2012.08.005

Cresswell, J.W., &  Guetterman, T. C. (2020). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research, 6th edition, Pearson.

Efklides, A. (2011). Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning: The MASRL Model. Educational Psychologist, 46(1), 6–25. https://doi.org/10.1080/00461520.2011.538645

Eysenck, M. W., & Keane, M. T. (2015). Cognitive Psychology: A Student’s Handbook. Psychology Press.

Gegenfurtner, A., Lehtinen, E., & Säljö, R. (2011). Expertise Differences in the Comprehension of Visualizations: a Meta-Analysis of Eye-Tracking Research in Professional Domains. Educational Psychology Review, 23(4), 523–552. https://doi.org/10.1007/s10648-011-9174-7

Goel, V. (2010). Neural basis of thinking: laboratory problems versus real-world problems. Wiley Interdisciplinary Reviews: Cognitive Science, 1(4), 613–621. https://doi.org/10.1002/wcs.71

Hea teadustava (2018). Tartu Ülikooli eetikakeskus. 

Kline, R. (2009). Becoming a behavioral science researcher. The Guilford Press. 

Riigikogu (2019). Isikuandmete kaitse seadus. Riigi Teataja I, 04.01.2019, 11

Sinatra, G. M., & Taasoobshirazi, G. (2011). Intentional conceptual change: The self-regulation of science learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of Self-Regulated Learning (pp. 203–216). Routledge.

Vabariigi Valitsus (2013). Õpilasuurimuse ja praktilise töö ettevalmistamise ning hindamise tingimused ja korras. Riigi Teataja I, 03.09.2013, 14.

Wigfield, A., Klauda, S. L., & Cambria, J. (2011). Influences on the development of academic self-regulatory processes. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 33–48). Routledge.

Wolff, C. E., Jarodzka, H., & Boshuizen, H. P. A. (2017). See and tell: Differences between expert and novice teachers’ interpretations of problematic classroom management events. Teaching and Teacher Education, 66, 295–308. https://doi.org/10.1016/j.tate.2017.04.015

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