{"?xml":{"@version":"1.0"},"edm:RDF":{"@xmlns:dc":"http://purl.org/dc/elements/1.1/","@xmlns:edm":"http://www.europeana.eu/schemas/edm/","@xmlns:wgs84_pos":"http://www.w3.org/2003/01/geo/wgs84_pos","@xmlns:foaf":"http://xmlns.com/foaf/0.1/","@xmlns:rdaGr2":"http://rdvocab.info/ElementsGr2","@xmlns:oai":"http://www.openarchives.org/OAI/2.0/","@xmlns:owl":"http://www.w3.org/2002/07/owl#","@xmlns:rdf":"http://www.w3.org/1999/02/22-rdf-syntax-ns#","@xmlns:ore":"http://www.openarchives.org/ore/terms/","@xmlns:skos":"http://www.w3.org/2004/02/skos/core#","@xmlns:dcterms":"http://purl.org/dc/terms/","edm:WebResource":[{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-DVLZW9VT/64e67102-5ab3-4809-81d6-fabc000d3614/PDF","dcterms:extent":"92 KB"},{"@rdf:about":"http://www.dlib.si/stream/URN:NBN:SI:doc-DVLZW9VT/a9c36fae-ba64-4e0d-8e4d-fbb9e5888150/TEXT","dcterms:extent":"39 KB"}],"edm:TimeSpan":{"@rdf:about":"2008-2024","edm:begin":{"@xml:lang":"en","#text":"2008"},"edm:end":{"@xml:lang":"en","#text":"2024"}},"edm:ProvidedCHO":{"@rdf:about":"URN:NBN:SI:doc-DVLZW9VT","dcterms:isPartOf":[{"@rdf:resource":"https://www.dlib.si/details/URN:NBN:SI:spr-XTR5EK7T"},{"@xml:lang":"sl","#text":"Vodenje v vzgoji in izobraževanju"}],"dcterms:issued":"2014","dc:creator":"Rutar Ilc, Zora","dc:format":[{"@xml:lang":"sl","#text":"letnik:12"},{"@xml:lang":"sl","#text":"številka:2"},{"@xml:lang":"sl","#text":"str. 43-59, 140"}],"dc:identifier":["ISSN:1581-8225","COBISSID:520282393","URN:URN:NBN:SI:doc-DVLZW9VT"],"dc:language":"sl","dc:publisher":{"@xml:lang":"sl","#text":"Šola za ravnatelje"},"dc:subject":[{"@xml:lang":"en","#text":"cognitive processing"},{"@xml:lang":"en","#text":"cognitive science"},{"@xml:lang":"en","#text":"comprehension"},{"@xml:lang":"sl","#text":"kognitivna znanost"},{"@xml:lang":"sl","#text":"kognitivno procesiranje"},{"@xml:lang":"en","#text":"learning processes"},{"@xml:lang":"en","#text":"mental representations"},{"@xml:lang":"en","#text":"neuroscience"},{"@xml:lang":"sl","#text":"nevroznanost"},{"@xml:lang":"sl","#text":"procesi učenja"},{"@xml:lang":"sl","#text":"razumevanje"},{"@xml:lang":"en","#text":"school"},{"@xml:lang":"sl","#text":"šolstvo"}],"dcterms:temporal":{"@rdf:resource":"2008-2024"},"dc:title":{"@xml:lang":"sl","#text":"Kognitivna znanost v šolstvu|"},"dc:description":[{"@xml:lang":"sl","#text":"A prerequisite for quality teaching is the comprehension of learning processes. In the past, these were mostly examined by psychology that is joined today by cognitive science, which increasingly sees its place in the field of education. Cognitive science sheds light on how these learning processes take place at the micro-level, what enables and promotes them or, in turn, obstructs them; in doing so it provides teachers and other educators with key information for organising learning effectively. The intertwining of psychology, cognitive science and education, also known by its abbreviation of mbe (mind, brain and education), therefore strives to study the mind and brain in their direct connection to education. This paper first presents the chronology of relations between cognitive science and education, and then names the institutions that are active in this field, while certain key findings of cognitive science for educators are also mentioned and serve as the basis for discussing challenges to teaching and to the organisation of school establishments"},{"@xml:lang":"sl","#text":"Predpogoj za kakovostno poučevanje je razumevanje procesov učenja. V preteklosti je le-te najbolj osvetljevala psihologija, danes pa se ji pridružuje kognitivna znanost, ki svoje mesto vse bolj vidi v polju izobraževanja. Kognitivna znanost osvetljuje, kako potekajo procesi učenja na mikroravni, kaj jih omogoča in pospešuje, kaj pa ovira, in tako učitelje in druge pedagoške delavce oskrbuje s ključnimi informacijami za učinkovito organiziranje učenja. Povezovanje psihologije, kognitivne znanosti in izobraževanja, poimenovano tudi s sintagmo UMI (um, možgani in izobraževanje), si tako prizadeva za raziskovanje uma in možganov v neposredni povezavi z izobraževanjem. V članku najprej predstavimo kronologijo povezovanja kognitivne znanosti in izobraževanja, nato institucije, ki se ukvarjajo s tem, navedemo nekatere za izobraževalce ključne ugotovitve kognitivne znanosti, nato pa nanje navežemo izzive za poučevanje in za organizacijo šolskih ureditev"}],"edm:type":"TEXT","dc:type":[{"@xml:lang":"sl","#text":"znanstveno časopisje"},{"@xml:lang":"en","#text":"journals"},{"@rdf:resource":"http://www.wikidata.org/entity/Q361785"}]},"ore:Aggregation":{"@rdf:about":"http://www.dlib.si/?URN=URN:NBN:SI:doc-DVLZW9VT","edm:aggregatedCHO":{"@rdf:resource":"URN:NBN:SI:doc-DVLZW9VT"},"edm:isShownBy":{"@rdf:resource":"http://www.dlib.si/stream/URN:NBN:SI:doc-DVLZW9VT/64e67102-5ab3-4809-81d6-fabc000d3614/PDF"},"edm:rights":{"@rdf:resource":"http://rightsstatements.org/vocab/InC/1.0/"},"edm:provider":"Slovenian National E-content Aggregator","edm:intermediateProvider":{"@xml:lang":"en","#text":"National and University Library of Slovenia"},"edm:dataProvider":{"@xml:lang":"sl","#text":"Šola za ravnatelje"},"edm:object":{"@rdf:resource":"http://www.dlib.si/streamdb/URN:NBN:SI:doc-DVLZW9VT/maxi/edm"},"edm:isShownAt":{"@rdf:resource":"http://www.dlib.si/details/URN:NBN:SI:doc-DVLZW9VT"}}}}