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In this paper an analysis of the application of an interactive whiteboard (IWB) in the biology teaching was presented. The types of interactive whiteboards, their advantages and disadvantages, the contextual factors on which the application depends, the positive and negative effects in teaching and learning and pedagogical aspects and strategies for applying interactive whiteboard are described. Also, an example is given how the IWB was applied in the realization of entomological programme content. The role and importance of insects in nature have been shown. It is very important that students understand the role of insect (especially insect pollinators) and their importance in nature. With the help of an IWB, this biology programme content was presented in the form of the concept maps. This allowed students to understand the significance of different entomological concepts and relations among them. Also, an overview of the researches about the uses of an IWB in biology teaching in the realization of various biological programme content was given. It was shown that the IWB contributed to the improvement of processes of teaching and learning. It was concluded that IWB is determined as positive teaching tools, and researches show that they could have a positive impact on the motivation, perception, attention, behavior of students and their achievements in teaching biology. Application of IWB can be easily accomplished with little additional training (for teachers and students). In the future, training of teaching staff for the use of IWB in teaching biology is planned.

In this paper, a comparison is made between the levels of efficiency achieved when applying team teaching vs. conventional expository teaching, in the framework of the teaching unit “Marine Life Community”, involving the students of the sixth grade of “Dvadeseti oktobar” elementary school in Belgrade. In order to accomplish the tasks of this paper, a model of a pedagogical experiment with parallel groups [experimental (E) and control (C)] was applied, involving 100 students. The aim was to identify and measure the differences and compare the efficiency of these two teaching approaches through an analysis of students’ drawings. Group E was presented the course content through teaching instruction, which included the presentation of an educational film, after which the students were shown printed photos. In group E the biology teacher presented the characteristics of sea-living communities, and the art teacher presented the distribution, different shapes and colours of marine organisms. Group C was presented the same content through traditional teaching methods: oral presentations, illustrations and demonstrations. The results of our research show that the students who participated in team teaching demonstrated better drawings according to the number and variety of marine organisms. The results of our study reflect the greater productivity of the students and the higher degree of motivation and activity. These results are based on the application of a great number of visual teaching technologies in the didactic model of team teaching.

Dear colleagues, It is our great honor and pleasure to present to you the first issue of The Journal of Subject Didactics. For the first time, we can see the authenticity of individual subject didactics in one publication. Subject didactics are very important for many sectors of education. Without the development of subject didactics, there is no progress in the education system. They represent a foundation and guidelines for building other elements of education (teaching, learning ...). Teachers of subject didactics are especially responsible for the development of pre-service and in-service teachers and completely dedicated to the training systems in their respective faculties and schools. The Journal of Subject Didactics is the first publication of the Serbian Society of Subject Didacticians. This publication contains different articles which present researches in subject teaching (research papers). Also, the publication specifically presents the models of teaching practice, case studies, and displays monographs and textbook publications (book reviews). We invite all teachers of subject didactics, subject teachers and other employees in education to join us. I hope that our journal will continue to exist in the future. We ask all those who wish to contribute to the improvement of the teaching process to publish the results of their studies in this journal. I also hope that readers of this first issue will find many interesting topics and be inspired to conduct new research.

This paper analyzes the efficiency of context-based teaching in the realization of the program content: "The Decline of Pollinators." The aim of context-based biology teaching is to connect biology contents with everyday life. The application of knowledge in everyday situations is encouraged so as to develop the skills that deepen one’s knowledge and make it less abstract. The task of the experimental study was to evaluate the effectiveness of the application of context-based teaching vs. conventional expository teaching in the implementation of the teaching content. In order to accomplish the tasks of this paper, a model of a pedagogical experiment with parallel groups [experimental (E) and control (C)] was applied. The teaching content „The Decline of Pollinators" was presented to Group E by using a text based on newspaper articles and the real-life context provided by those articles. In Group C, the same content was presented through conventional expository instruction, which is the traditional lecturing model. The results showed a statistically significant difference between the experimental and control groups in the number of points scored in the post-test evaluation of knowledge. The difference was observed based on individual ranks and a test as a whole, in favour of the experimental group. In terms of the quantity and quality of knowledge acquired by the students in the tested teaching field, the experimental didactic model of context-based teaching proved to be more effective.

Doprinos sveučilišta društvenom razvoju danas se ogleda ne samo u domeni profesionalnog utjecaja na okruženje u kojem djeluje kroz temeljne akademske djelatnosti već i angažmana za povećanje kvalitete života sudionika lokalne zajednice. Da bi se to postiglo potrebno je ići korak dalje od klasičnog obrazovanja te poticati veću participaciju studenata u rješavanju problema lokalne zajednice. Metoda za postizanje ovog cilja široko je priznata diljem svijeta, a radi se o obrazovanju društveno odgovornih i aktivnih građana putem integracije modela društveno korisnog učenja u kurikulum visokog obrazovanja. Cilj ovog diplomskog rada je ponuditi pregled modela i programa koji omogućuju doprinos sveučilišta razvoju civilnog društva usmjeravanjem i olakšavanjem aktivnog sudjelovanja studenata u zajednici kroz društveno korisno učenje unutar sustava visokoškolskog obrazovanja. Također, u radu će biti istaknute i mogućnosti doprinosa društvenog korisnog učenja unapređenju profesionalnih kompetencija budućih stručnjaka pomažućih profesija. Dodatna vrijednost ovog diplomskog rada bit će i prikaz postojećih studijskih programa koji u svojim kurikulumima imaju integrirano i društveno korisno učenje što može poslužiti i kao primjer dobre prakse za organizaciju i unapređenje takvog oblika učenja na Edukacijsko-rehabilitacijskom fakultetu Sveučilišta u Zagrebu., Universities today don't benefit society purely by their proffesional influence but also by increasing the general quality of life of the people in the local community. To achieve this beneficial influence, it is necessary to depart from what's considered to be the „classic“ educational model and start working on including university students in solving various problems that burden the local community. There are various methods of doing this, however the most acclaimed and recognized method worldwide is educating socially responsible and active citizens by integrating the model of service learning in the universities’curriculums. The aim of this paper is to provide a different view of programs and models that help universities to develop a more civilized society by coordinating and enabling activities of university students in the community through service learning programs. This paper gives an insight in the way afore mentioned programs can increase and develop professional competence among students of humanities and social sciences. An added value to this paper is an overview of various educational programs that already include service learning in their curriculums. In that sense, this paper contributes to the development and improvement of such programs at University of Zagreb.

Doprinos sveučilišta društvenom razvoju danas se ogleda ne samo u domeni profesionalnog utjecaja na okruženje u kojem djeluje kroz temeljne akademske djelatnosti već i angažmana za povećanje kvalitete života sudionika lokalne zajednice. Da bi se to postiglo potrebno je ići korak dalje od klasičnog obrazovanja te poticati veću participaciju studenata u rješavanju problema lokalne zajednice. Metoda za postizanje ovog cilja široko je priznata diljem svijeta, a radi se o obrazovanju društveno odgovornih i aktivnih građana putem integracije modela društveno korisnog učenja u kurikulum visokog obrazovanja. Cilj ovog diplomskog rada je ponuditi pregled modela i programa koji omogućuju doprinos sveučilišta razvoju civilnog društva usmjeravanjem i olakšavanjem aktivnog sudjelovanja studenata u zajednici kroz društveno korisno učenje unutar sustava visokoškolskog obrazovanja. Također, u radu će biti istaknute i mogućnosti doprinosa društvenog korisnog učenja unapređenju profesionalnih kompetencija budućih stručnjaka pomažućih profesija. Dodatna vrijednost ovog diplomskog rada bit će i prikaz postojećih studijskih programa koji u svojim kurikulumima imaju integrirano i društveno korisno učenje što može poslužiti i kao primjer dobre prakse za organizaciju i unapređenje takvog oblika učenja na Edukacijsko-rehabilitacijskom fakultetu Sveučilišta u Zagrebu.

Carcinomas initiate their invasion hijacking the innate plasticity of both epithelial cells and mesenchymal stromal cells in a reciprocal way. Chemical and mechanical dialogue between stromal fibroblasts and carcinoma cells causes on one hand fibroblast-to-myofibroblast transdifferentiation, and on the other, epithelial-mesenchymal transition (EMT) as a response to myofibroblast-generated desmoplasia. First part of this thesis addresses the description of a protein complex including Snail1, p65 subunit of NF-κB, and PARP1 involved in poorly understood issue of mesenchymal gene activation (especially extracellular matrix, ECM, coding genes) in epithelial cells undergoing EMT and in fibroblasts. In the second part of this work, we describe Snail1 transcription factor to be the molecular power-source of the stroma-remodeling myofibroblasts. We demonstrate that even few Snail-expressing fibroblasts among the majority of non-expressing ones define through a RhoA/αSMA pathway the mechanical properties of the stroma needed for proper wound healing and tumor invasion. Our work shows that the presence of Snail1-positive fibroblasts and oriented ECM fiber organization in the stroma of breast infiltrating carcinomas are robust prognostic factors for malignant breast cancers with lymph node involvement., Els carcinomes inicien la seva invasió segrestant la plasticitat innata de les cèl·lules afectades, tant les epitelials del tumor com les mesenquimals de l'estroma tumoral. El diàleg químic i mecànic recíproc entre els fibroblasts de l'estroma i les cèl·lules de carcinoma promou d'una banda la transdiferenciació de fibroblasts a miofibroblasts, i de l'altra, la transició epiteli-mesenquima (EMT). La primera part d'aquesta tesi aborda la descripció d’un complex de proteïnes, que inclou Snail1, la subunitat p65 de NF-κB i PARP1, que regula la transcripció de gens mesenquimals (especialment els gens que codifiquen els proteïnes de matriu extracel•lular, ECM) en fibroblasts i en cèl•lules epitelials durant l’EMT. En la segona part d'aquest treball, descrivim que el factor de transcripció Snail1 actua com a font d'alimentació molecular dels miofibroblasts que remodelen l'estroma. Demostrem que uns quants fibroblasts expressant Snail1 entre una majoria que no n’expressen defineixen, a través de l’activació de RhoA/αSMA, les propietats mecàniques de l’estroma necessaries pel tancament de ferides i la promoció de la invasió tumoral. El nostre treball revela que la presència de fibroblasts positius per Snail1 i d’una organització orientada de les fibres de l’ECM en l'estroma de carcinomes infiltrants de mama són factors pronòstics robustos per als càncers malignes de mama amb afectació ganglionar.

Životne navike se sastoje od svakodnevnih aktivnosti i socijalnih uloga koje omogućavaju osobi opstanak i dobrobit u društvu tokom celog života. Veliki broj osoba sa invaliditetom ima problem u ostvarivanju svakodnevnih životnih aktivnosti i participaciji u društvenoj zajednici u skladu sa svojim preostalim sposobnostima. Takva situacija može stvoriti osećaj izolovanosti i izdvojenosti iz društvene zajednice. Cilj rada je bio proceniti ostvarivanje socijalnih uloga osoba sa cerebralnom paralizom sa fokusom na nivo njihovog ostvarivanja. Uzorak je formiran od 51 osobe sa cerebralnom paralizom oba pola, starosti između 35 i 55 godina. Istraživanje je izvršeno tokom maja 2012. godine u Savezu za cerebralnu i dečiju paralizu Beograda i Savezu za cerebralnu i dečiju paralizu Srbije. Za procenu je korišćena „Skala za procenu životnih navika” (Fougeyrollas et al., 1998) deo koji se odnosi na ostvarivanje socijalnih uloga. Deskriptivne statističke metode, apsolutni i relativni pokazatelji primenjeni su za obradu podataka, a odnos između nezavisnih i zavisnih varijabli je ispitan hi-kvadrat testom. Rezultati istraživanja pokazuju da u oblasti odgovornosti i međuljudskih odnosa većina ispitanika nema teškoća u ostvarivanju uloga. U sferama život u zajednici, obrazovanje, zaposlenje i rekreacija ispitanici participaciju ostvaruju na različitim nivoima, od ostvarivanja sa poteškoćama do neostvarivanja. Rezultati istraživanja, takođe, pokazuju da se starost i pol ispitanika nisu pokazali kao statistički značajni činioci za nivo ostvarivanja socijalnih uloga. Obrazovanje se pokazalo kao statistički značajna varijabla u oblasti odgovornosti (χ2 = 25,835; p = 0,011) i međuljudskih odnosa (χ2 = 22,788; p = 0,012). Osobe sa cerebralnom paralizom se suočavaju sa poteškoćama u ostvarivanju socijalnih uloga uglavnom u onim oblastima čije ostvarivanje zahteva učešće u životu van kuće. U tom smislu otežavajući i ograničavajući faktori pored postojećeg invaliditeta su fizičke barijere i socio-kulturni stavovi. Life habits include daily activities and social roles that allow a person the survival and well-being in society throughout their lives. Many individuals with disabilities have a problem in accomplishment of daily activities and participation in the community according to their remaining abilities. This situation can create a sense of isolation and separation from the community. The aim of this research is to assess social roles accomplishment of persons with cerebral palsy, with focus on accomplishment level. The sample was formed by 51 persons with cerebral palsy from both sexes. Participants aged 35 to 55 years. The survey was conducted during May 2012 in Association for Cerebral and Child Paralysis of Belgrade and Association for Cerebral and Child Paralysis of Serbia. Assessment of Life Habits (Fougeyrollas et al., 1998) was used for assessment. Descriptive statistics, the absolute and relative indicators were applied for data processing, and the relationship between the independent and dependent variables was examined by chi-square test. The results show that majority of respondents have no difficulties in social roles accomplishment in the area of responsibility and interpersonal relationships. In the areas of community life, education, employment and recreation, respondents participite at different levels ranging from “accomplishment with difficulties” to “not performed”. Research results also showed that the age and sex of the respondents were not statistically significant factors for the level of social roles accomplishment. Education proved to be a statistically significant variable in the area of r esponsibility (χ2 = 25.835; p = 0.011) and interpersonal relationships (χ2= 22.788; p = 0.012). People with cerebral palsy face difficulties in social roles accomplishment mostly in those areas whose realization requires participation in the outside home life. In this sense, aggravating and limiting factors apart to the existing disability are physical barriers and socio-cultural attitudes.

The concept of quality of life is a very complex term that depends on numerous factors, and deal in many scientific disciplines. The World Health Organization defines quality of life as a state of complete physical, mental and social well-being and it is a multidimensional concept that includes physical and psychosocial aspects. Quality of life can be seen in two aspects, the subjective and objective aspects of quality of life. The main objective of this study was to evaluate the quality of life for people with cerebral palsy who are on non-institutional housing, with an emphasis on the psychological domain of quality of life . The study sample was formed by 200 subjects of both sexes aged 18 to 65 years, and they were divided into experimental and control group. The experimental group (E group) consisted of 100 people with cerebral palsy, both sexes (46 male and 54 female), while the control group (C group) consisted of 100 subjects of the typical population (46 male and 54 female) and they were selected by random sampling. The research was conducted in the Association for Cerebral and Child Palsy of Belgrade, in Belgrade during the 2013. For the purposes of this study, we use the questionnaire of the World Health Organization WHOQOL - BREF (WHO, 1996), the part which refers to the psychological domain of quality of life. The results show that people with cerebral palsy assess their quality of life at a higher level than the typical person population. Also, we found a statistically significant difference in the two segments of the psychological domain to the benefit of patients in the experimental group. Once again, these results confirm the subjectivity in assessing quality of life, but also that people with cerebral palsy have a lack of experience, knowledge, and realistic perception of their own situation, and believe that their quality of life is high. . Pojam kvalitet života je veoma kompleksan termin koji zavisi od brojnih uslova, te se njime bave mnoge naučne discipline. Svetska zdravstvena organizacija definiše kvalitet života kao stanje kompletnog fizičkog, mentalnog i socijalnog blagostanja i predstavlja multidimenzionalni koncept koji obuhvata fizičke i psihosocijalne aspekte. Kvalitet života se može posmatrati kroz dva aspekta, subjektivni i objektivni aspekt kvaliteta života. Osnovni cilj ovog istraživanja je bio da se proceni kvalitet života osoba sa cerebralnom paralizom koji se nalaze na vaninstitucionalnom smeštaju, sa akcentom na psihološki domen kvaliteta života. Uzorak istraživanja formiran je od 200 ispitanika, oba pola, uzrasta od 18 do 65 godina starosti koji su podeljeni na eksperimentalnu i kontrolnu grupu. Eksperimentalnu grupu (E grupa) činilo je 100 ispitanika sa cerebralnom paralizom, oba pola (46 osoba muškog i 54 osoba ženskog pola), dok je kontrolnu grupu (K grupa) činilo 100 ispitanika tipične populacije (46 osoba muškog i 54 osoba ženskog pola), koji su izabrani metodom slučajnog uzorka. Istraživanje je sprovedeno u Savezu za cerebralnu i dečiju paralizu Beograd, u Beogradu tokom 2013. godine. Za potrebe ovog istraživanja korišćen je Upitnik Svetske zdravstvene organizacije, WHOQOL - BREF (WHO, 1996), i to deo koji se odnosi na psihološki domen kvaliteta života. Rezultati istraživanja pokazuju da osobe sa cerebralnom paralizom ocenjuju kvalitet svog života na višem nivou u odnosu na osobe tipične populacije. Takođe, utvrđeno je postojanje statistički značajne razlike u dva segmenta psihološkog domena i to u korist ispitanika iz eksperimentalne grupe. Ovakvi rezultati još jednom potvrđuju subjektivnost pri oceni kvaliteta života, ali i to da osobe sa cerebralnom paralizom imaju nedostatak iskustava, znanja, i realne percepcije sopstvenog stanja, te smatraju da je kvalitet njihovog života na visokom nivou. .

Iz perspektive Kvebeške klasifikacije, važno je razlikovati opštu pojavu „nesposobnosti" kao dela stvarnosti koji određuje različite upotrebe ove klasifikacije, od pojma „situacije hendikepa", definisanog kao merenje ostvarivanja životnih navika i jedne od konceptualnih oblasti sveukupne pojave. Puna participacija osoba sa invaliditetom u društvu podrazumeva ostvarivanje životnih navika i ostvarivanje prava zasnovanih na jednakim mogućnostima za sve. Cilj rada je bila procena ostvarivanja životnih navika osoba sa motoričkim poremećajima sa fokusom na vrstu potrebne pomoći za njihovo ostvarivanje. Uzorak je formiran od 60 osoba sa motoričkim poremećajima (30 sa cerebralnom paralizom i 30 sa mišićnom distrofijom). Istraživanje je izvršeno tokom aprila i maja 2012. godine u Savezu za cerebralnu i dečiju paralizu Beograda, Savezu za cerebralnu i dečiju paralizu Srbije i Savezu distrofičara Srbije. Za ispitivanje je korišćena Skala za procenu životnih navika (Fougeyrollas et a/„ 1998) deo koji se odnosi na svakodnevne aktivnosti. Za statističku obradu rezultata primenjena je korelaciona analiza, t - test, a pouzdanost testa ispitana je metodom Kronbahovog alfa koeficijenta. Rezultati pokazuju da je osobama sa motoričkim poremećajima za ostvarivanje navika u oblasti svakodnevnih aktivnosti uglavnom potrebna dodatna pomoć drugih ili upotreba tehničkih pomagala, a samostalnost u obavljanju pokazana je samo na većini ajtema u oblasti komunikacije. Poređenjem ispitanika prema dijagnozi (cerebralna paraliza ili mišićna distrofija) primenom t - testa, utvrđeno je da vrsta dijagnoze utiče na postojanje potrebe za pomoći u ostvarivanju životnih navika. Statistički značajna razlika postoji u smislu potrebe za različitim vrstama pomoći u ostvarivanju navika osoba sa mišićnom distrofijom u oblasti ishrane (p=0,000), stanja te/a (p=0,010), stanovanja (p= 0,000, a u oblasti pokretljivosti (p=0,011) veću pomoć trebaju osobe sa cerebralnom paralizom. Na osnovu rezultata može se zaključiti da je za ostvarivanje većine životnih navika osoba sa motoričkim poremaćajima potrebna pomoć drugih. Dosadašnja praksa „društvene brige" bila je uglavnom usmerena na „transfere" osobama sa invaliditetom, dok njihov svakodnevni život nije bio u fokusu društvenog interesovanja za sistematska praćenje i formiranje različitih servisa podrške osobama sa invaliditetom i njihovim porodicama. From the perspective of Quebec classijication, it is important to distinguish the general appearance of„disability" as a pa rt of reality that determines dijferent uses of the classijication and term „handicap situation", defined as the measurement of lije habits accomplishment and one of the conceptua/ a rea s of ove rali appearance. The Jul/ participation of persons with disabilities in society involves the accomplishment of lije habits and rights based on equa/ opportunities far ali. The aim of this research was the assessment of lije habits accomplishment in people with physica/ disabilities with special focus on the type of assistance needed far thataccomplishment. The sample consisted of 60 individua/s with physical disabilities (30 with cerebral palsy and 30 with muscular dystrophy). The study was conducted during April and May 2012 at the Association far Cerebral and Child Paralysis of Belgrade, Association far Cerebral and Child Paralysis of Serbia and Association far Muscular Dystrophy of Serbia. Lije Habits Assessment (Fougeyrol/as et a/., 1998) part related to daily activities was used far this examination. Correlation analysis and T - test were applied far statistica/ analysis of the results. Test reliability was examined by Cronbach 's a/pha - coefficient. The results indicate that people with physical disabilities generally need additional assistance of other people or the use of technology far accomplishment of lije habits in daily activities. Independence in lije habits accomplishment was demonstrated only in most items in the communicationfield. Comparison ofrespondents according to diagnosis (cerebral palsy or muscular dystrophy) using t-test showed that type of diagnosis has an impact on the need far assistance in lije habits accomplishment. A statistically signijicant difference exists in terms of more independence in accomplishment of lije habits of people with cerebral palsy in the a rea s of nutrition (p=0,000),fitness (p=0,010), housing (p=0,000) and mobility (p=0,011). On the basis of these resu/ts we can conclude that most people with physica/ disabilities need assistance far lije habits accomplishment. The previous practice of ,,social concern" was mainly focused on „transfers" to persons with disabilities but their daily lije was nat in the focus of so ci a/ interest far systematic monitoring and establishment of various support services to persons with disabilities and their families.

Snail1 is a transcriptional repressor of E-cadherin that triggers epithelial-mesenchymal transition (EMT). Here, we report assisted Snail1 interaction with the promoter of a typical mesenchymal gene, fibronectin (FN1), both in epithelial cells undergoing EMT and in fibroblasts. Together with Snail1, the p65 subunit of NF-κB and PARP1 bound to the FN1 promoter. We detected nuclear interaction of these proteins and demonstrated the requirement of all three for FN1 transcription. Moreover, other genes involved in cell movement mimic FN1 expression induced by Snail1 or TGF-β1 treatment and recruit p65NF-κB and Snail1 to their promoters. The molecular cooperation between Snail1 and NF-κB in transcription activation provides a new insight into how Snail1 can modulate a variety of cell programs.

In this paper an analysis of the application of an interactive whiteboard (IWB) in the biology teaching was presented. The types of interactive whiteboards, their advantages and disadvantages, the contextual factors on which the application depends, the positive and negative effects in teaching and learning and pedagogical aspects and strategies for applying interactive whiteboard are described. Also, an example is given how the IWB was applied in the realization of entomological programme content. The role and importance of insects in nature have been shown. It is very important that students understand the role of insect (especially insect pollinators) and their importance in nature. With the help of an IWB, this biology programme content was presented in the form of the concept maps. This allowed students to understand the significance of different entomological concepts and relations among them. Also, an overview of the researches about the uses of an IWB in biology teaching in the realization of various biological programme content was given. It was shown that the IWB contributed to the improvement of processes of teaching and learning. It was concluded that IWB is determined as positive teaching tools, and researches show that they could have a positive impact on the motivation, perception, attention, behavior of students and their achievements in teaching biology. Application of IWB can be easily accomplished with little additional training (for teachers and students). In the future, training of teaching staff for the use of IWB in teaching biology is planned., {"references":["Armstrong, V., Barnes, S., Sutherland, R., Curran, S., Mills, S. & Thompson, I. (2005). Collaborative research methodology for investigating teaching and learning: The use of interactive whiteboard technology. Educational Review, 57(4), 457-469.","Brecka, P. & Oleksakova, M. 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The article analyses the curriculum of the primary school subjects Geography, History and Civic and Homeland Education and Ethics, along with some textbooks for these subjects. The purpose of the paper is to determine whether these subjects include material on Slovenian national minorities and emigrants and objectives closely related to such material, which content and objectives are included and to what extent. Pupils in Slovenian primary school address real issues concerning Slovenian national minorities and emigrants, while the message and quantitative representation differ, depending on the basic definition and purpose of the subject. In addition to curricula and textbooks, the behaviour and attitude of pupils to Slovenians abroad is influenced primarily by teachers and their knowledge of their own subject and other subjects, their understanding of the processes of knowledge construction and knowledge of the school vertical and the horizontal., {"references":["Bahar, Igor, Račič, Jože, Resnik Planinc, Tatjana (2000). Geografija 8, učbenik za osmi razred 9-letne osnovne šole. Ljubljana: Mladinska knjiga.","Bahar, Igor, Košak, Marija (1999). Geografija 7, učbenik za sedmi razred 9-letne osnovne šole. Ljubljana: Mladinska knjiga.","Cvirn, Janez, Hriberšek Balkovec, Elizabeta, Studen, Andrej (2001). Koraki v času, Novi vek, Zgodovina za 8. razred devetletke. Ljubljana: DZS.","Dolenc, Ervin, Gabrič, Aleš, Rode, Marjan (2003). Koraki v času, 20. stoletje: zgodovina za 8. razred osemletke in 9. razred devetletke. Ljubljana: DZS.","Državljanska in domovinska vzgoja ter etika, Učni načrt, Program osnovna šola (2011). Ministrstvo RS za šolstvo in šport, Zavod za šolstvo RS. Ljubljana.","Geografija, Učni načrt, Program osnovna šola (2011). Ministrstvo RS za šolstvo in šport. Zavod za šolstvo RS. Ljubljana.","Kern, Ana Nuša, Nećak, Dušan, Repe, Božo (2005). Naše stoletje: zgodovina za 9. razred osnovne šole. Ljubljana: Modrijan.","Klemenčič, Matjaž (2012). \"Slovenska identiteta in kulturna zavest v jezikovno in etnično stičnih prostorih v preteklosti in sedanjosti.\" Osnutek Vloge.","Mirjanić, Anita Miranda, Razpotnik, Jelka, Snoj, Damjan (2010). Raziskujem preteklost 8, učbenik za zgodovino za 8. razred osnovne šole. Ljubljana: Rokus Klett.","Mirjanić, Anita Miranda, Razpotnik, Jelka, Snoj, Damjan (2011). Raziskujem preteklost 7. Ljubljana: Rokus Klett.","Novak, Franci, Otič, Marta, Vovk Korže, Ana (2001). Geografija za 8. razred. Ljubljana: DZS.","Otič, Marta, Potočnik, Dragan (2007). Zgodovina 7: svet skozi čas. Ljubljana: Mladinska Račič, Jože, Večerić, Danica (2006). Geografija 9, učbenik za geografijo v devetem razredu osnovne šole. Ljubljana: Mladinska knjiga.","Senegačnik, Jurij, Drobnjak, Borut, Otič, Marta (2003). Živim v Sloveniji, Geografija za deveti razred osnovne šole. Ljubljana: Modrijan.","Simonič Mervic, Karmen (2006). Stari svet: zgodovina za 7. razred devetletne osnovne šole. Ljub-ljana: Modrijan.","Verdeu, Helena (2011). Raziskujem Slovenijo 9, učbenik za deveti razred osnovne šole. Ljubljana: Rokus Klett.","Zgodovina, Učni načrt, Program osnovna šola (2011). Ministrstvo RS za šolstvo in šport, Zavod za šolstvo RS. Ljubljana."]}