@article {1005,
	title = {TEACHING WITH ANALOGIES: EXAMPLES OF A SELF-HEALING POROUS MATERIAL},
	journal = {Problems of Education in the 21st Century},
	volume = {70},
	year = {2016},
	month = {April/2016},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-7},
	abstract = {As disciplines reach maturity, a dynamic meta-structure is needed, which facilitates merging and new divisions of disciplines. Under such a meta-structure, the disciplines propel the evolution of knowledge, but adapt themselves when driving forces emerge sufficient to provoke their adaptation (Suarez-Orozco, Satin-Bajaj, 2010). This means that on the science, technology, engineering and math (STEM) education must give transdisciplinary view (Flogie, Aber{\v s}ek, 2015). Science-education research studies and STEM teachers{\textquoteright} classroom experiences have shown that analogies and transdisciplinar point of view, when used properly, can help make science concepts meaningful to students. },
	keywords = {conceptual representation, effective analogy, initial models, learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.70.04  },
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1203599},
	author = {Boris Aber{\v s}ek}
}
