@article {1025,
	title = {UNIFIED TAXONOMY OF COMPETENCES FOR VERIFICATION OF STUDENT{\textquoteright}S SKILLS},
	journal = {Problems of Education in the 21st Century},
	volume = {72},
	year = {2016},
	month = {August/2016},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {89-100},
	abstract = {Skills, which students have to manage, are divided on a lower and higher taxonomic ({\guillemotright}competent{\guillemotleft}) level, which allows differentiation and individualization in the lessons. It also allows easier monitoring and verifying of skills. The combination of taxonomies in all three fields, cognitive, affective and psychomotor has been searched and combined in competent taxonomic levels, which allows development and verification of student{\textquoteright}s skills on a lower and higher taxonomic level. Special attention was on verification and assessment of student{\textquoteright}s knowledge, where it can be found out once more that the greatest emphasis is on the knowledge, whereas skills are put in the background. Derived from introduced taxonomies, Bloom{\textquoteright}s cognitive and affective and Dave{\textquoteright}s and Simpson{\textquoteright}s psychomotor the lower and higher competent taxonomic level were defined and unified taxonomy of competences was developed. The paraphernalia was made, which allows monitoring and evaluating of student{\textquoteright}s skills on cognitive, affective and psychomotor field at technical subjects. Paraphernalia is transferable also on those fields of education, where student{\textquoteright}s skills are important.},
	keywords = {generic competences, students{\textquoteright} skills, unified taxonomy for competences},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/16.72.89},
	url = {http://journals.indexcopernicus.com/abstract.php?icid=1221621},
	author = {Dragica   Pe{\v s}akovi{\'c} and Andrej   {\v S}afhalter}
}
@article {970,
	title = {TECHNICAL TALENT AND TECHNICAL CREATIVITY IN LOWER SECONDARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {65},
	year = {2015},
	month = {June/2015},
	pages = {Discontinuous},
	type = {Original article},
	chapter = {73-81},
	abstract = {Technical subjects should include creative activities in order to foster the development of technical creativity in talented students. Talent should be regarded as a potential or a characteristic, which a certain student possesses. Creativity can be described as an activity through which such talent shows. The research on the correlation between technical talent and technical creativity included 109 students aged 11 to 15 years, in two Slovenian lower secondary schools. Students were tested by two modified tests on technical creativity and technical talent. The results show that a positive correlation between technical talent and technical creativity exists. It depends on the gender, age and closing assessment of the student. Females displayed a higher level of technical creativity in comparison to males; however, the males achieved higher scores in the technical talent test. The higher the closing assessment and the age of the students, the higher was the level of their technical talent and technical creativity. },
	keywords = {basic education, technical creativity, technical talent, technique and technology},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/15.65.73},
	url = {http://oaji.net/articles/2015/457-1438197313.pdf},
	author = {Andrej   {\v S}afhalter and Dragica   Pe{\v s}akovi{\'c}}
}
@article {761,
	title = {EXPRESSION OF TECHNICAL CREATIVITY AT PRIMARY SCHOOL STUDENTS},
	journal = {Problems of Education in the 21st Century},
	volume = {46},
	year = {2012},
	month = {October/2012},
	type = {Original article},
	chapter = {101-108},
	abstract = {Subjects such as design and technology are in Slovenian primary schools based on students{\textquoteright} creativity and discovery and consequently by preparing students to participate in the technical field. As we know, the creative ability is a spontaneity of expression and other creative skills, which can be motivated or hindered by the teachers. Through testing we can get to the image of the actual state of the creative abilities of students. Therefore, a special instrumentation and methodology were developed, which could achieve that the test conditions were equal for all participants.
 The purpose of this study was to examine the state-level of technical creative skills of students with the help of a modelled test of creativity. In the verbal part we valued the originality, flexibility and fluency. In non-verbal part we valued originality, flexibility and elaboration. Each element of technical creativity was evaluated through a detailed criterion and benchmark points. The results, which will be presented in the article confirms that students who express a higher level of creativity are more effective in learning. The survey shows that the creativity of students depends on a number of factors, including sex - girls are more creative than boys, and from age - older people are more creative. Students expressed a low level of overall creativity. We can speak about creativity expressed specifically in this test, which can serve for comparison purposes only, not to describe the overall situation. There can be many reasons, but this can already be the subject of other research and another following study.},
	keywords = {basic education, engineering and technology, engineering creativity},
	issn = {1822-7864},
	doi = {https://doi.org/10.33225/pec/12.46.101},
	url = {http://oaji.net/articles/2014/457-1413728304.pdf},
	author = {Dragica   Pe{\v s}akovi{\'c}}
}
