@article {1612,
	title = {SCIENCE AND THE ARTIFICIAL LIFE FORM (ALF)},
	journal = {Problems of Education in the 21st Century},
	volume = {81},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Editorial},
	chapter = {4-8},
	abstract = {According to these two assertions, one may ask the ultimate, though simplified, question: From whom will this artificial intelligence (AI) or artificial life form (ALF) learn, from whom will it receive human knowledge (or knowledge in general), and, in terms of simplified ethical norms {\textendash} whom will the ALF believe if it has two possibilities, Asimov, or Tilden (Aber{\v s}ek, et al., 2023)?},
	keywords = {artificial intelligence (AI), artificial life form (ALF), basic laws of robotics (ALF)},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/23.81.04 },
	url = {https://oaji.net/articles/2023/457-1677582566.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1569,
	title = {SCIENCE, CRITICAL THINKING, MULTI-ATTRIBUTE DECISION MAKING },
	journal = {Problems of Education in the 21st Century},
	volume = {80},
	year = {2022},
	month = {August/2022},
	pages = {Continuous},
	type = {Editorial},
	chapter = {494-498},
	abstract = {Science is the pursuit and application of knowledge and understanding of the natural and social world following a systematic methodology based on evidence. Science includes scientific methods such as objective observation, which refers to measurement and data (possibly, although not necessarily, using mathematics as a tool), evidence, experiment, critical analysis, and verification. The four major branches of science are: mathematics and logic, biological science, physical science, and social science. The key words that best define science are thus: 

objective observation + evidence-based approach + application of scientific methods = general truths

The basic problem of such an explanation of science lies in the very definition of what general truths are, what kind of evidence is required to prove them, and how to arrive to this kind of evidence through objective observation. },
	keywords = {multi-attribute problem, objective observation, systematic methodology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/22.80.494},
	url = {https://oaji.net/articles/2022/457-1662400681.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {1502,
	title = {THE PARADOX BETWEEN TRUTH AND LIES},
	journal = {Problems of Education in the 21st Century},
	volume = {79},
	year = {2021},
	month = {December/2021},
	pages = {Continuous},
	type = {Editorial},
	chapter = {834-837},
	abstract = {In today{\textquoteright}s age of fast and multifarious publications, we often come across such paradoxes, for example, that research and statistical analysis may indeed have been carried out correctly (properly), but the interpretation of the results is inadequate, or even incorrect, or misleading. To relate this hypothesis to Moravec{\textquoteright}s paradox, one could reformulate the latter by saying that {\textquoteleft}to do research is easy; to discuss results is difficult{\textquoteright}. But why is this so? Let us consider this issue from the perspective of another paradox, Simpson{\textquoteright}s paradox. },
	keywords = {Moravec{\textquoteright}s paradox, multifarious publications, Simpson{\textquoteright}s paradox},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/21.79.834},
	url = {http://oaji.net/articles/2021/457-1639553753.pdf},
	author = {Boris Aber{\v s}ek}
}
@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}
}
@article {971,
	title = {CHANGING EDUCATIONAL THEORY AND PRACTICE},
	journal = {Problems of Education in the 21st Century },
	volume = {66},
	year = {2015},
	month = {August/2015},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {4-6},
	abstract = {How do we think, how do we learn, memorize and dream, how does pleasure come to be, where are the emotions hidden and how do we reach decisions? Cognitive science and neuroscience tries to answer such questions. It tackles the fields of the human mind in an interdisciplinary, even transdisciplinary way {\textendash} by connecting discoveries from all the disciplines that could shed light on cognitive occurrences. Cognitive science brings together psychology, philosophy, linguistics, artificial intelligence, social sciences and many others. It tries to deal with mental processes in a holistic way and to create a deeper understanding of the field that is empirically closest to us.},
	keywords = {artificial Intelligence, cognitive neuroeducation, Cognitive Science, educational systems},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.66.04},
	url = {http://oaji.net/articles/2015/457-1441441743.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {916,
	title = {CLASSROOM CLIMATE AS A PART OF CONTEMPORARY DIDACTICAL APPROACHES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {28-36},
	abstract = {To achieve successful teaching in the 21st century school, teachers must change their didactical approaches in order to create a stimulating pro-activeness in a pleasant classroom climate for better development of student{\textquoteright}s achievement. A classroom climate in the present research means the combination of variables within a classroom that work together to promote learning in a comfortable environment. In the present research, classroom{\textquoteright}s climate will be evaluated, and what kind of influence different didactical approaches have on the atmosphere in the classroom. The classroom climate of two 6th grade classes at a lower secondary school will be studied: a class with traditional methods of teaching and a class with innovative methods, as regards searching for ideas, monitoring the students{\textquoteright} progress and giving instructions. Students in both classes filled out a questionnaire with thirteen statements, which included three dimensions of a classroom atmosphere: personal relationship, contribution to the class and research work. The results confirmed a change in the perception of the classroom climate, depending on different innovative didactical approaches. The values of individual dimensions are higher in the class with innovative methods, which was confirmed with a better atmosphere in this class and an increased activeness of the students. When introducing changes in an educational process, it is necessary to establish a positive classroom atmosphere. },
	keywords = {active learning, classroom atmosphere, structure of education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.28},
	url = {http://oaji.net/articles/2015/457-1422203675.pdf},
	author = {Majda   Fiksl and Boris Aber{\v s}ek}
}
@article {925,
	title = {DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {113-120},
	abstract = {In recent years 3D modeling has been increasingly utilized during product design in lower secondary schools as well. Its greatest advantage over classical technical drawing and 2D drawing software lies in the fact students are able to observe the object they are designing from all the viewpoints of a virtual three-dimensional space. Since thinking and visualization in the process of object design also appear in three dimensions, the mental manipulation and guesswork required from students in order to add another dimension to an object pictured on a level plane are no longer necessary. Additionally, 3D modeling has a range of contributions to the cognitive development of children, which was also the subject of this research. The central question raised was whether students are able to improve their spatial ability by using modeling tools. The research included 196 students aged between 11{\textendash} 15 years, of which 95 were placed in the experimental group and 101 in the control group. Spatial ability was measured using pre-test and post-test. },
	keywords = {cognitive development, spatial ability, visualization},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.113},
	url = {http://oaji.net/articles/2015/457-1422204168.pdf},
	author = {Andrej   {\v S}afhalter and Sre{\v c}ko   Glode{\v z} and Boris Aber{\v s}ek and Karin  Bakra{\v c}evi{\v c}  Vukman}
}
@article {913,
	title = {INTERDISCIPLINARITY IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Editorial},
	chapter = {5-8},
	abstract = {Questions about the nature of the teaching/learning process originate in ancient Greek philosophy. What is the role of language? What is the relationship between the individuals? Are we free in our choices? Important ancient philosophers, Democritus, Plato, Aristotle and Lucretius answered these questions in different ways, while Descartes, Spinoza, Hume, Kant and many others continued where they left off. Even today in the Age of Technology, contemporary researchers from the fields of philosophy, cognitive science, neurobiology, and artificial intelligence ask similar, albeit technologically informed, questions. Among these, there are also questions about the relationship between humans and machines, and implications which they carry for solving traditional problems within philosophy, i.e. the mind-body problem, mental causation problem and the problem of consciousness. },
	keywords = {artificial Intelligence, cognitive modelling in education, cognitive scientists, teaching/learning process},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.05},
	url = {http://oaji.net/articles/2015/457-1422203467.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {920,
	title = {INTERPLAY BETWEEN ART AND SCIENCE IN EDUCATION: {\textquotedblleft}MUSIC{\textquotedblright} BASED APPROACH IN NANOSCIENCES},
	journal = {Problems of Education in the 21st Century},
	volume = {61},
	year = {2014},
	month = {October/2014},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {67-76},
	abstract = {Music can be viewed as a structure formed by notes. Different structures in music have potential to yield enormously rich diversity of different melodies. Music is a typical example where a structure defines a property. Similar concepts could be also exploited in education, in presented case in nano-sciences, which are typical representatives of soft materials the structure of which can be strongly manipulated with local geometry and presence of appropriate nanoparticles. The objects of study, named also LC shells, will be exploited as basic unit elements for future soft colloidal crystals. A different arrangement of colloids within the crystal would result in different physical properties in a similar way as different packing of atoms results in different crystals made of real atoms. In presented research will be demonstrated, how relevant basic mechanisms in thin films of nematic liquid crystals could be explained in a classroom and used as a case study, also for explanation of many other physical properties. This research topic is still in its infancy. At this stage only various defect structures in relatively simple geometries (spherical and elliptical) will be analyzed. There is a need to find simple ways to control sensitively the valence of LC shells and in particular to develop strategies to assemble them in crystal structures of desired symmetry. This would allow tailoring specific optical dispersion relations or other physical property of interest and make new ways to teach different physical properties on the {\guillemotright}music{\guillemotleft} based approach. },
	keywords = {liquid crystalline shells, soft materials, teaching/learning strategies, topological defects},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/14.61.67   },
	url = {http://oaji.net/articles/2015/457-1422203894.pdf},
	author = {Samo   Kralj and Boris Aber{\v s}ek and Irena Kralj}
}
@article {866,
	title = {MODULAR AND BRANCHED STRUCTURE OF INDIVIDUALIZED INTELLIGENT E-LEARNING MATERIALS FOR SCIENCE AND TECHNOLOGY SUBJECT COURSE},
	journal = {Problems of Education in the 21st Century},
	volume = {57},
	year = {2013},
	month = {December/2013},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {16-24},
	abstract = {E-learning and online education offers important opportunities for educators as well as for students. Traditional e-materials, as they are known today, do not allow the recognition of different parameters, such as: learning differences, prior knowledge, learning capabilities, learning environment, styles of learning, etc. Because e-materials are structured in such a way they cannot be successfully adapted for learners who consequently cannot control their own learning (Berge, 2002; Picciano, 2000; Saba, 2002). Such a result offers, among others, a highly anti-motivational effect. The preparation of modern e-materials therefore requires a thorough preparation in terms of content and design, which has to be (mostly) based on pedagogical and didactic theories. Modern e-materials, which can also be named educational e-materials, are usually accessible online (internet-based training (IBT), web-based training (WBT), online education, etc.), they enable and encourage self-learning, they are flexible, dynamic, interactive, use different types of media, individualized and adapted to the user{\textquoteright}s needs. Mostly the latter characteristic will receive special attention in the following research.  },
	keywords = {individualized e-learning, intelligent system, metadata},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/13.57.16 },
	url = {http://oaji.net/articles/2014/457-1420056537.pdf},
	author = {Kosta   Dolenc and Igor Pesek and Boris Aber{\v s}ek}
}
@article {749,
	title = {THE ARCHITECTURE OF A SCHOOL SYSTEM ACCORDING TO THE THEORY OF DYNAMICAL SYSTEMS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {7-14},
	abstract = {From the experience of recent years it seems clear that the existing educational system, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process must be studied and reconsidered in the light of new and different societal expectations. In the last decades we started with one school reform after the other, but it looks now that these changes had no positive impact whatsoever. Even worse, the school system was damaged afterwards. 
 In this paper we will explore some possibilities how to improve it without facing these consequences. The main idea is, as a result of our latest research, that mathematical methods for describing and simulating could be very useful for predicting and simulating school systems without using a long term and complex empirical experimentation. The paper introduces the correlation between the dynamical mathematical calculus and the educational school system and elaborates to some extent the basic idea of using the former to predict the latter.},
	keywords = {mathematical modelling, school system, theory of dynamical system},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.07},
	url = {http://oaji.net/articles/2014/457-1413727721.pdf},
	author = {Boris Aber{\v s}ek and Janez  Bregant}
}
@article {763,
	title = {EDUCATION OF PROPER WASTE MANAGEMENT BASED ON NON-FORMAL AND INFORMAL EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {116-122},
	abstract = {The present work gives methods on how available information can be presented to as many people as possible in a way that will allow them to assimilate that knowledge. The most appropriate forms of education for the concrete target group are included in informal education. Informal education is divided into informal general education and informal education for the profession or for the professional work. The fact, regarding the method of giving information, has to be considered that people differ from each other, and in accordance with this, it makes a difference as to how they perceive certain information. Regarding this, the forms and methods of education have to be adapted to different types of people. Elements such as people{\textquoteright}s levels of concentration, motivation, non-linear receipt of information, stability of information and obtaining of knowledge are looked at more closely. The rapid development of science and new technology brings with it many opportunities for those who are learning on the one hand, and for those who are working on programs for education on the other hand. Information technology has also led to the development of various educational methods; one of them is the method of e-learning. This paper will discuss the mechanism of informal education called microtraining. The concept of micro training provides information in short bursts (about 15 to 20 minutes long), concisely and in an interesting way. Knowledge has become the main product of micro training in specific fields.},
	keywords = {e-learning, e-learning materials, informal education},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.116},
	url = {http://oaji.net/articles/2014/457-1413728459.pdf},
	author = {Brigita   Polanec and Sre{\v c}ko   Glode{\v z} and Boris Aber{\v s}ek}
}
@article {753,
	title = {INTEGRATION OF DESIGN, MODELING AND VISUALIZATION IN SLOVENIAN PRIMARY EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {36-42},
	abstract = {A human being perceives the world spatially, he detects and properly processes distances, size of objects, their shapes and all that is linked to our perceptions of the world. Humans{\textquoteright} sensors provide the information about the world around and brain translates this information into thoughts, into ideas. The whole process is completely natural. In the past, due to technological limitations, the human attempted to generalize these ideas and convert them into a form so that he could "record" it on a flat medium, like on paper for example, and because of that he consequently had to develop the ability to "read{\textquotedblright} these records. The term spatial perception was introduced and after that it was established that not everyone has it. To possess spatial perception an abstract way of thinking and higher cognitive abilities are needed. This paper presents an integration of design, three dimensional (3D) modeling and visualization program SketchUp in Design and technology curriculum into Slovenian primary schools. Emphasis is given to the analysis of the past and current condition and situation and on the incorporation of the program into the primary school curriculum. With the strategy assigned in such a way, the abilities that are connected with technological activities are strengthened, spatial intelligence is developed and assimilated. With such an approach two of the key European competences: 1. Mathematical competence and 2. Basic competences in science and technology and digital literacy, are acquired and reinforced.},
	keywords = {competence, design and technology, spatial intelligence},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.36},
	url = {http://oaji.net/articles/2014/457-1413727915.pdf},
	author = {Kosta   Dolenc and Boris Aber{\v s}ek}
}
@article {748,
	title = {PHILOSOPHY OF MIND AND COGNITIVE MODELLING IN EDUCATION},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Editorial},
	chapter = {5-6},
	abstract = {One of the main reasons there is so much junk in education is that there are so few people who know enough about education and about the sciences that support education, i.e. philosophy, cognitive and neuroscience to put the thing together. Educators have been reliant upon others{\textquoteright} expertise for the interpretations from contemporary science hence have not been able to discern whether the claims made are valid or invalid representations of the research. Without a direct access to the primary research educators may be at risk of misusing results from this advanced research. The need for so called {\textquoteleft}mediator{\textquoteright} in the translation of research to practice has led to a situation where the application of cognitive neuroscience research findings is running ahead of the research itself.
 The overall objective is to produce an integrated approach to problems of connection Education with the contemporary knowledge from the area of Philosophy of Mind, Cognitive Science, Psychology, Neuroscience, Cognitive modelling and Artificial Intelligence.},
	keywords = {cognitive modelling, education system, philosophy of mind},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.05},
	url = {http://oaji.net/articles/2014/457-1413727678.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {636,
	title = {ARTIFICIAL INTELLIGENCE VERSUS HUMAN TALENTS IN LEARNING PROCESS},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {38-47},
	abstract = {To highlight the differences between conventional educational systems and CBLS - computer based learning systems. It is useful to consider CBLS, as the class of a system most closely related to artificial intelligence - AI. In such a system, the ultimate goal is to create a virtual duplicate of reality for learning, analysis, training, experimentation, or other purposes. Simulating reality is an approach that may or may not be useful at creating experience. This distinction yield several consequences. In CBLS, behaviour should be as realistic as possible, the representation of environment tends to be uniform and consistent and allowing users to act freely within that environment. 
 To teach users through realistic experience CBLS design techniques can make the experience much more memorable. In such an environment the context and control afforded by design techniques allow the integration of technologies and evaluation of the overall experience. Perhaps it is time to take lessons of CBLS and AI in a learning design and teaching tools seriously.
 At the beginning we will point out one simple question: could the ideas, methodology and techniques of AI also be applied to a development of relatively serious mind applications and can they substitute human teachers? And the answer will be continued in our paper.},
	keywords = {artificial Intelligence, brain based learning, intelligent tutors},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.38},
	url = {https://oaji.net/articles/2014/457-1408435723.pdf},
	author = {Janez  Bregant and Boris Aber{\v s}ek}
}
@article {633,
	title = {DOES INTELIGENT E-LEARNING TOOLS NEED MORE PEDAGOGICAL METHODOLOGY OR ICT},
	journal = {Problems of Education in the 21st Century},
	volume = {37},
	year = {2011},
	month = {December/2011},
	type = {Original article},
	chapter = {9-17},
	abstract = {Evolution in computer and other information communication technologies have made also possibilities to develop intelligente computer-aided learning tools for enhanced learning. Today, most researchers in the field of educational technology seem to be preoccupied with either heuristic, the development of Artificial Intelligence application, or the epistemology, philosophy concerned with the nature and scope (limitations) of knowledge and representation or varius learning theories such as constructivism and conectionism by computer program. The enthusiasm to develop technologicall advanced learning tools resulted in technologies with limited application. The need to develop simple computer-based tools to assist instruction and demonstrate its impressiveness to enhance learning is most important, but those tools desperetly need to be designed with epistemological (didactical) knowledge and integrated into a pedagogical framework. 
 The paper presents researc connected with the design and use of an interactive computer-aided learning tool for enhanced learning and the impact of an interactive computer-aided e-learning tool on students learning achievement. The study was motivated by the need to evaluate the use and effectiveness of computer-aided learning applications as they are used in the instructional environment. The mayor research questions that guided this study are: Does the e-learning tool have a measurable effect on students learning? And what is the impact of the e-learning tool usage on students{\textquoteright} performance? The results of the study proof the impact of usage e-learning tools on students{\textquoteright} performance at knowledge assessment. While using the prepared e-learning tool, the score and the time of complete interactive session were measured.},
	keywords = {education, ICT, intelligente learning tools},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/11.37.09},
	url = {https://oaji.net/articles/2014/457-1408435570.pdf},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {434,
	title = {INFORMATION COMMUNICATION TECHNOLOGY AND E-LEARNING CONTRA TEACHER},
	journal = {Problems of Education in the 21st Century },
	volume = {24},
	year = {2010},
	month = {October/2010},
	type = {Original article},
	chapter = {8-18},
	abstract = {This article presents the results of a pilot research about interaction between e-learning/teaching paradigms and {\textquotedblleft}classical{\textquotedblright} ones, where a {\textquotedblleft}human{\textquotedblright} teacher is the central element. With other words, we analyzed relation between e-teacher and the human one. Because the presented results are gained in a pilot research and so the sample was relatively small, we would like to show how, with the help of statistical methods the reliability of the results can be increased. In our research work we developed different tools and with this pilot research we would like to test, if this tools:
 {\textbullet} are precisely enough and specially if they
 {\textbullet} give us enough reliable results.
 Results of our research in this paper will point out two important conclusions, namely:
 1. the students need (human) teacher and e-material (or e-teacher/tutor) is simply not enough, especially if we would like to reach higher cognitive, long lasting knowledge, and
 2. with appropriate selected statistical methods, also with small sample, we can obtain enough reliable results.},
	keywords = {e-learning, human teacher, ICT},
	issn = {1822-7864},
	url = {https://journals.indexcopernicus.com/search/article?articleId=2594527},
	author = {Boris Aber{\v s}ek and Kordigel Aber{\v s}ek, M.}
}
@article {263,
	title = {ENHANCEMENT OF EDUCATIONAL PROCESS USING EXPERIENCE BASED TUTORING APPROACHES},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Original article},
	chapter = {7-23},
	abstract = {In any technological development we must always take into account very important set of equations:
 
Better vocational training = more skilled workers = better production = more competitive production = greater employability = reduce unemployment and its effects.
 
The equations clearly show that any technological development requires adequate preparation i.e. education of human resources for this development. Slovenia wishes to base its own development and prosperity mainly on knowledge. Therefore, the change and modification of education system became an imperative. Consequently, the following article deals with the demand: Slovenia has to fulfil in this process of transformation. 
From the experiences of recent years, it seems clear that the existing education system in Slovenia, as a whole, is perceived as an ailing system that fails to meet the needs of a major portion of the society it serves. Every aspect of the educational process and system must be studied and reconsidered in light of new and different societal expectations. And for these purposes we would like to use all positive experiences from different systems in the world.},
	keywords = {learning environment, quality enhancement},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668265.pdf},
	author = {Boris Aber{\v s}ek and Mateja Ploj Virti{\v c}}
}
@article {262,
	title = {YOUNG PEDAGOGICAL CENTRE WITH EXTENSIVE EXPERIENCE AND KNOWLEDGE},
	journal = {Problems of Education in the 21st Century },
	volume = {14},
	year = {2009},
	month = {October/2009},
	type = {Editorial},
	chapter = {5-6},
	abstract = {The contributions gathered in this publication have been prepared within the framework of the Pedagogical Center (PC) of the Faculty of Natural Sciences and Mathematics (FNM) at the University of Maribor, which might seem to be a young center since it has only been established in 2009, nevertheless, the extensive experience and knowledge of its faculty tell a story of a much more established institution. {\textquotedblleft}Pedagogical{\textquotedblright} is a defining term indicting that the center{\textquoteright}s activities are focused primarily on pedagogical programmes at FNM and on educating teachers at all levels in the broadest sense of the word.
 Pedagogical center FNM is a pedagogical research unit, that supports all natural science, mathematical and technology programmes at both the Faculty of Natural Sciences and Mathematics, as well as the entire University of Maribor, especially the teaching programmes, since after the separation of the large Faculty of Education into three entities - FNM being one of them - its {\textquotedblleft}colour{\textquotedblright} as well as educational and historical core have been lost. Teacher education at FNM lost previous value and has become much less emphasised than it was the case with its predecessor institution the Faculty of Education. Thus the main aim of the center is to give back to the faculty a part of its previous {\textquotedblleft}colour{\textquotedblright} as well as to promote and develop educational sciences and their interdisciplinary integration that will certainly mean a step towards guaranteeing quality of work as well as quality of education for all students. },
	keywords = {pedagogical center, science education},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1393668190.pdf},
	author = {Boris Aber{\v s}ek}
}
@article {106,
	title = {FUTURE FOR SCIENCE AND ENGINEERING EDUCATION},
	journal = {Problems of Education in the 21st Century },
	volume = {6},
	year = {2008},
	month = {May/2008},
	type = {Original article},
	chapter = {9-17},
	abstract = {School educational systems on the threshold of millennium all over the Europe are experiencing radical changes. Deliberation, which generates this changes, is mostly oriented into balancing which competences (capabilities) should educational system develop with the students, so they can successfully perform roles, that can be expected during their life, and therefore to create their own prosperity.
 In this context it is exceedingly important to see curriculum aims 
 as global (and not as it happened at previous renovation; subjects dispersion). We have to think about a correlation of knowledge between the humanities, social sciences, natural sciences and technical fields and also their role (dimension) at forming entire personality for future grown. It is not possible to deny, that humanities, social sciences, natural sciences and their application: techniques are inseparable connected, because things are getting their practicability value (become logical) only in the field of application. (Foreign language, when or if we meet foreigner, mathematics, when we want to calculate something{\textellipsis}). Natural science knowledge gets its meaning in application (techniques), and therefore gets its market value {\textendash} that can led up to rise social welfare (prosperity). That however reflexively generates new impetus of society: art, culture, humanism{\textellipsis}The circle is joined or even better, a vertical spiral is released (Picture 1).
  it is highly important to use in this process methods, that{\textquoteright}s support such curriculum aims. In our research we proposed Problem-Based Learning (PBS). PBS was first established as part of the education of physicians in medical school over 40 years ago. Developed by Howard Barrows, this strategy has grown into an instructional approach which is finding success in elementary through high school. PBL is now a prominent strategy in many elementary schools through high schools.},
	keywords = {curriculum design, educational research, problem based learning},
	issn = {1822-7864},
	url = {http://oaji.net/articles/2014/457-1392232723.pdf},
	author = {Boris Aber{\v s}ek}
}
