APA 6th Edition Gazibara, S. (2013). Aktivno učenje: put prema uspješnom odgoju i obrazovanju. Školski vjesnik, 62 (2-3), 375-389. Preuzeto s https://hrcak.srce.hr/105358
MLA 8th Edition Gazibara, Senka. "Aktivno učenje: put prema uspješnom odgoju i obrazovanju." Školski vjesnik, vol. 62, br. 2-3, 2013, str. 375-389. https://hrcak.srce.hr/105358. Citirano 20.10.2021.
Chicago 17th Edition Gazibara, Senka. "Aktivno učenje: put prema uspješnom odgoju i obrazovanju." Školski vjesnik 62, br. 2-3 (2013): 375-389. https://hrcak.srce.hr/105358
Harvard Gazibara, S. (2013). 'Aktivno učenje: put prema uspješnom odgoju i obrazovanju', Školski vjesnik, 62(2-3), str. 375-389. Preuzeto s: https://hrcak.srce.hr/105358 (Datum pristupa: 20.10.2021.)
Vancouver Gazibara S. Aktivno učenje: put prema uspješnom odgoju i obrazovanju. Školski vjesnik [Internet]. 2013 [pristupljeno 20.10.2021.];62(2-3):375-389. Dostupno na: https://hrcak.srce.hr/105358
IEEE S. Gazibara, "Aktivno učenje: put prema uspješnom odgoju i obrazovanju", Školski vjesnik, vol.62, br. 2-3, str. 375-389, 2013. [Online]. Dostupno na: https://hrcak.srce.hr/105358. [Citirano: 20.10.2021.]
Sažetak This paper applies the holistic and pedagogical approach in analyzing active learning as a path towards successful education. In today´s changing society and extremely rapid knowledge accumulation, active learning in educational institutions is an imperative for the development of independent, creative, unconstrained, successful individuals and responsible citizens. The emphasis is on self determination, independent activities, self-organization and self management that encourage active learning models, as a constructivist model of learning and hands-on teaching (integrative learning), studentcentred learning, holistic learning, experiential and cooperative learning. Specifically, many scientists believe (Bruner, 2000; Stoll and Fink, 2000; Henting, 1997) that highquality and successful changes in education can be achieved by changing the culture of learning in which the holism and integrity of a human being is respected, especially in the context of lifelong learning, which integrates all three domains of learning: cognitive, affective and psychomotor, and a variety of styles, strategies, methods and techniques of learning. In this way, cognitive, affective and active learning interests are fully expressed, i.e. the fact that people learn, think, feel and act differently is acknowledged. And it is active learning in contemporary schools that fosters students’ permanent development of knowledge, skills and abilities (competencies).