APA 6th Edition Bušljeta, R. (2013). Polazišta proučavanju transformacijske uloge udžbenika. Školski vjesnik, 62 (1), 55-73. Preuzeto s https://hrcak.srce.hr/99758
MLA 8th Edition Bušljeta, Rona. "Polazišta proučavanju transformacijske uloge udžbenika." Školski vjesnik, vol. 62, br. 1, 2013, str. 55-73. https://hrcak.srce.hr/99758. Citirano 23.10.2021.
Chicago 17th Edition Bušljeta, Rona. "Polazišta proučavanju transformacijske uloge udžbenika." Školski vjesnik 62, br. 1 (2013): 55-73. https://hrcak.srce.hr/99758
Harvard Bušljeta, R. (2013). 'Polazišta proučavanju transformacijske uloge udžbenika', Školski vjesnik, 62(1), str. 55-73. Preuzeto s: https://hrcak.srce.hr/99758 (Datum pristupa: 23.10.2021.)
Vancouver Bušljeta R. Polazišta proučavanju transformacijske uloge udžbenika. Školski vjesnik [Internet]. 2013 [pristupljeno 23.10.2021.];62(1):55-73. Dostupno na: https://hrcak.srce.hr/99758
IEEE R. Bušljeta, "Polazišta proučavanju transformacijske uloge udžbenika", Školski vjesnik, vol.62, br. 1, str. 55-73, 2013. [Online]. Dostupno na: https://hrcak.srce.hr/99758. [Citirano: 23.10.2021.]
Sažetak The importance and impact of the content presented in school textbooks is indisputable. However, if we take into consideration the fact that textbook is still the basic teaching medium in an institutionalized educational process, that is, the subject of teaching and learning processes, then we should not see textbooks exclusively as a medium of compulsory information transmission, but we should primarily stress transformational textbook role based on composing and editing in accordance with scientifi c achievements related to educational processes and with the aim of fulfi lling teaching objectives. Textbook transformational role, that is, its didactic-methodical concept, presents a very complex phenomenon referring to a current educational policy of a particular country, that is, to scientifi c scope of pedagogy, didactics, methodics, even psychology. The role also defi nes the way of students’ reception, understanding, memory, communication, motivation and self-study, as much as it infl uences logics, organizing and structuring of educational processes. Since the process of standardization of textbook didactic-methodical concept started in Croatia not until 2003, when the first Act on textbook standard was issued, this paper analyzes in a critical way the part of the Act which relates to didactic-methodical standards and requirements, as well as it exposes, through professional bibliography, concrete proposals for their supplement.