<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej   Šafhalter</style></author><author><style face="normal" font="default" size="100%">Srečko   Glodež</style></author><author><style face="normal" font="default" size="100%">Boris Aberšek</style></author><author><style face="normal" font="default" size="100%">Karin  Bakračevič  Vukman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING SPATIAL ABILITY USING 3D MODELING IN LOWER SECONDARY SCHOOL</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive development</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial ability</style></keyword><keyword><style  face="normal" font="default" size="100%">visualization</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2014</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2014</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2015/457-1422204168.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">61</style></volume><pages><style face="normal" font="default" size="100%">Discontinuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">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– 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. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">113-120</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej   Šafhalter</style></author><author><style face="normal" font="default" size="100%">Srečko   Glodež</style></author><author><style face="normal" font="default" size="100%">Karin  Bakračevič  Vukman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SPATIAL ABILITY, 3D MODELING AND STYLES OF THINKING IN RELATION TO BRAIN HEMISPHERE DOMINANCE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">cognitive development</style></keyword><keyword><style  face="normal" font="default" size="100%">hemispheric dominance</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial ability</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2013</style></year><pub-dates><date><style  face="normal" font="default" size="100%">June/2013</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1420054374.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">54</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The progress of neuroscience and the understanding of children's styles of thinking are opening up new teaching styles that take into account differences in individual cognitive perception. Students can be classified into three distinctive perceptive types, according to the pronounced activity of one cerebral hemisphere in their thinking and information processing: left-hemisphere, right-hemisphere, and integrative type that does not exhibit a considerable dominance of one particular hemisphere.
 The purpose of the research was to establish differences in the 3D modeling encouraged progression of spatial ability between the left-hemisphere, right-hemisphere and integrative types of students.
 Computerized 3D modeling employed during technical extra-curricular activity in lower secondary school (grades 6 to 9) may affect the spatial ability of students, which according to other studies, appears to be predominantly connected with the right brain hemisphere. Research was conducted among a variety of lower secondary school students across Slovenia aged 11 – 15 years. Data on spatial ability and its development was collected using a hybrid spatial intelligence test conducted on two separate occasions, while assessment of the learning perception type of students – depending on hemispheric dominance – was obtained using a self-evaluation questionnaire. The 3D modeling of technical objects and objects drawn in orthographic or isometric projection was done with the software Trimble SketchUp.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">91-98</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrej   Šafhalter</style></author><author><style face="normal" font="default" size="100%">Srečko   Glodež</style></author><author><style face="normal" font="default" size="100%">Karin  Bakračevič  Vukman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING SPATIAL VISUALIZATION WITH 3D MODELING</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">3D modeling</style></keyword><keyword><style  face="normal" font="default" size="100%">perception styles</style></keyword><keyword><style  face="normal" font="default" size="100%">spatial visualization</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413728559.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The research was carried out in 2011 among 22 pupils from 14 – 15years old. The purpose of the pilot study was to determine the influence of 3D modeling on the spatial visualization of pupils, as well as the gender difference in the spatial visualization of the tested pupils and the progress of this visualization in individual genders. In addition, it tried to determine whether the sensory style of the pupils, visual, auditory or kinesthetic, influences spatial perception and the development of spatial visualization. 
 Pupils were divided into two groups, the test group and the control group. Pupils in the test group attended a 3D modeling extra-curricular activity for twelve teaching hours in the second evaluation period of the 2010/2011 school year. Spatial visualization was determined with a modified spatial visualization test, namely before the extra-curricular activity and afterwards. The modified test consisted of different spatial visualization tests: PSVT: R, MCT, MRT, DAT: SR, and tests of rotation within a plane. For 3D modeling exercises pupils used the open-source software Google SketchUp. None of the tested pupils have encountered the mentioned software before.
 After a second testing, the test group showed greater progress in solving spatial visualization tasks in comparison with the control group, while gender differences were minimal. The results of the spatial visualization test were also compared with the sensory style of pupils, which was filled out by all the pupils included in the study.
 In the 2011/2012 school year a broader study is underway, involving almost two hundred pupils of various elementary schools in Slovenia.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">131-137</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Karin  Bakračevič  Vukman</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">METACOGNITIVE ACCURACY AND LEARNING TO LEARN: A DEVELOPMENTAL PERSPECTIVE</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">accuracy</style></keyword><keyword><style  face="normal" font="default" size="100%">metacognition</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2012</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2012</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1413727763.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">46</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Metacognition belongs to higher-order mental processes and enables us to control, plan and accordingly regulate our own learning and problem solving process. In the present study we researched developmental changes in different reasoning domains and in metacognitive accuracy, which is considered as part of successful metacognitive monitoring/ regulation, and as an essential element of self-regulated learning and learning to learn competence.
 The study involved 282 participants from four different age groups: 13-15-, 23-25-, 33-35- and 43-45- year olds. These participants solved tasks addressed to spatial, verbal-propositional and social reasoning, and evaluated their own performance on these tasks. To specify possible differences in metacognitive accuracy, the metacognitive accuracy index was computed. 
 Results showed that metacognitive evaluations were accurate in spatial domain, less accurate in verbal-propositional and quite inaccurate in the social domain. The accuracy of self-evaluation increased with age and males were more accurate in their self-evaluations than females. Improvement of metacognitive accuracy with age is in tune with findings that metacognition becomes more effective with development and that people with age become more reflective and self-aware.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">15-21</style></section></record></records></xml>