[All, A., Plovie, B., Nuriez Castellar, E. P., & Van Looy, J. (2017). Pre-test influences on the effectiveness of digital-game based learning: A case study of a fire safety game. Computers & Education, 114, 11, 24–37.10.1016/j.compedu.2017.05.018]Search in Google Scholar
[Badura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.]Search in Google Scholar
[Barr, N., Pennycook, G., Stolz, J. A., & Fugelsang J. A. (2015). The brain in your pocket: Evidence that smartphones are used to supplant thinking. Computers in Human Behaviour, 48, 473–480.10.1016/j.chb.2015.02.029]Search in Google Scholar
[Bernstein, J. H. (2015). Transdisciplinarity: A review of its origins, development, and current issues. Journal of Research Practice, 11(1), Article R 1.]Search in Google Scholar
[Bregant, I., Stožer, A., & Cerkvenik, M. (2010). Molecular reduction: reality or fiction? Synthese, 72(30), 437–450.10.1007/s11229-008-9401-z]Search in Google Scholar
[Briede, L. (2015). The relationship between mathematics teachers teaching approaches and 9th grade students mathematical self [Doctoral dissertation], Daugavpils: Daugavpils University.10.1515/jtes-2016-0003]Search in Google Scholar
[Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: National Science Teachers Association.]Search in Google Scholar
[Cedere, D., Jurgena, I., & Gedrovics, J. (2015). Longitudinal research on the change of Grade 9 pupils’ cognitive interests in sciences (2003–2013). In V. Dislere (Ed.), Engineering for Rural Development. Proceedings of the 14th International Scientific Conference (pp. 742–747). Jelgava: Latvia University of Agriculture.]Search in Google Scholar
[Cedere, D., Jurgena, I., Helmane I., Tiltiņa-Kapele, I., & Praulīte, G. (2015). Cognitive interest: problems and solutions in the acquisition of science and mathematics in schools of Latvia. Journal of Baltic Science Education, 14(4), 424–434.10.33225/jbse/15.14.424]Search in Google Scholar
[Cedere, D., Jurgena, I., & Kalnina S. (2017). Prospective teachers’ opinion about the content of modern basic education in the science context. In V. Dislere (Ed.), Rural Environment, Education, Personality. Proceedings of the 10th International Scientific Conference (pp. 63–69). Jelgava: Latvia University of Agriculture.]Search in Google Scholar
[Cedere, D., Jurgena, I., & Praulite, G. (2016). Possibilities of promoting students’ cognitive interest in science subjects. In V. Dislere (Ed.), Engineering for Rural Development. Proceedings of the 15th International Scientific Conference (pp. 511–516). Jelgava: Latvia University of Agriculture.]Search in Google Scholar
[Cedere, D., Jurgena, I., & Targamadze, V. (2018). Interest of Latvian and Lithuanian students in science and mathematics. Journal of Baltic Science Education, 17(1), 31–42.10.33225/jbse/18.17.31]Search in Google Scholar
[Dincer, S., & Doganay, A. (2017). The effects of multiple-pedagogical agents on learners’ academic success, motivation, and cognitive load. Computers & Education, 111, 74–100.10.1016/j.compedu.2017.04.005]Search in Google Scholar
[Eilks, I. (2015). Science education and education for sustainable development – justifications, models, practices and perspectives. Eurasia Journal of Mathematics, Science & Technology Education, 11(1), 149–158.10.12973/eurasia.2015.1313a]Search in Google Scholar
[Flogie, A., & Aberšek, B. (2015). Transdisciplinary approach of science technology, engineering and mathematics education. Journal of Baltic Science Education, 14(6), 779–789.10.33225/jbse/15.14.779]Search in Google Scholar
[Flogie, A., Dolonec, K., & Aberšek, B. (2015). Transdisciplinarity in education is near. In V. Lamanauskas, V. Šlekiené, & I. Raguliené (Eds.), State-of-the art and future perspectives. Proceedings of the 11th International Baltic Symposium on Science and Technology Education (BalticSTE2015) (pp. 45–47). Šiauliai: Scientia Socialis Press.]Search in Google Scholar
[Helds, J. (2006). Mācīšanās kā konstruktīvs un sistēmisks jēdziens [Learning as a constructive and systemic notion]. In I. Maslo (Ed.), No zināšanām uz kompetentu darbību [From knowledge to competent activity] (pp. 31–44). Rīga: LU Akadē-miskais apgāds.]Search in Google Scholar
[Holzkamp, K. (1995). Lernen. Subjektwissenschaftliche Grundlegung. Frankfurt: Studien-ausgabe.]Search in Google Scholar
[Honey, M., Pearson, G., & Schweingruber, H. (Eds.) (2014). STEM integration in K-12 education: Status, prospects, and an agenda for research. Washington, D.C.: The National Academies Press. Retrieved from http://www.nap.edu/catalog.php?record_id=18612]Search in Google Scholar
[Jihyun, L., & Hyoseon, C. (2017). What affects learners’ higher-order thinking in technology-enhanced learning environments? The effects of learner factors. Computers & Education, 115(12), 143–152.]Search in Google Scholar
[Jurgena, I., Cedere, D., & Keviša I. (2015). Innovative and traditional elements in the work of academic staff: The views of pre-service teachers. Journal of Teacher Education for Sustainability, 17(2), 74–90.10.1515/jtes-2015-0012]Search in Google Scholar
[Kapenieks, J., & Salite, I. (2012). Action research for creating knowledge in an e-learning environment. Journal of Teacher Education for Sustainability, 14(2), 111–129.10.2478/v10099-012-0012-x]Search in Google Scholar
[Kapenieks, J. (2016). Educational action research to achieve the essential competencies of the future. Journal of Teacher Education for Sustainability, 18(1), 95–110.10.1515/jtes-2016-0008]Search in Google Scholar
[Klein, J. T. (2015). Reprint of ‘Discourses of transdisciplinarity: Looking back to the future.’ Futures, 65, 10–16.10.1016/j.futures.2015.01.003]Search in Google Scholar
[Klein, J. T. (2001). The discourse on transdisciplinarity: An expanding global field. In J. Thompson Klein, W. Grossenbacher-Mansury, R. Hāberli, A. Bill, R. W. Scholz, & M. Welti (Eds.), Transdisciplinarity: Joint problem solving among science, technology, and society: An effective way of managing complexity (pp. 35–45), Basel, Switzerland: Birkhāuser.]Search in Google Scholar
[Lamanauskas, V. (2011). Ten theses on modern natural science education. Problems of Education in the 21st Century, 33, 5–8.]Search in Google Scholar
[Lopez-Huertas, M. (2013). Reflexions on multidimensional knowledge: Its influence on the Foundation of knowledge organization. Knowledge Organization, 40(6), 400–407.10.5771/0943-7444-2013-6-400]Search in Google Scholar
[Madni, A. M. (2007). Transdisciplinarity: Reaching beyond disciplines to find connections. Journal of Integrated Design and Process Science, 11(1), 1–11.]Search in Google Scholar
[McCrindle, M. (2014). The ABC of XYZ. McCrindle Research Pty Ltd.]Search in Google Scholar
[McGregor, S. L. T. (2015). The Nicolescuian and Zurich approaches to transdisciplinarity. Integral Leadership Review, 15(2), 6–16.]Search in Google Scholar
[Migdley, C., & Urdan, T. (2001). Academic self-handicapping and performance goals: A further examination. Contemporary Educational Psychology, 26, 61–75.10.1006/ceps.2000.1041]Search in Google Scholar
[Mladkova, L. (2017). Learning habits of generation Z students. Proceedings of the European Conference on Knowledge Management, ECKM, 2, 698–703.]Search in Google Scholar
[Montuori, A. (2008). Foreword: Transdisciplinarity. In B. Nicolescu (Ed.), Transdisciplinarity: Theory and Practice (pp. 9–17). Cresskill, NJ: Hampton.]Search in Google Scholar
[Muravska, T., & Ozoliņa, Ž. (Eds.) (2012). Starpdisciplinaritāte sociālajās zinātnēs: vai tā sniedz atbildes uz mūsdienu izaicinājumiem augstākajā izglītībā un pētniecībā [Transdisciplinarity in social sciences: does it provide answers to contemporary challenges in higher education and research]? Rīga: LU Akadēmiskais apgāds.]Search in Google Scholar
[Nicolescu, B. (2010). Methodology of transdisciplinarity – Levels of Reality, Logic of the Included Middle and Complexity. Transdisciplinary Journal of Engineering & Science, 1(1), 19–38.10.22545/2010/0009]Search in Google Scholar
[OECD (2016). PISA 2015 Results (Volume I): Excellence and Equity in Education. Paris: PISA, OECD Publishing. Retrieved from http://dx.doi.org/10.1787/9789264266490-en10.1787/9789264266490-en]Abierto DOISearch in Google Scholar
[Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. International Journal of Science Education, 25(2), 177-196.]Search in Google Scholar
[Padurean, A., & Cheveresan, C. T. (2010). Transdisciplinarity in education. Journal Plus Education, 6(1), 127–133.]Search in Google Scholar
[Pešakovič, D., Flogie, A., & Aberšek, B. (2014). Development and evaluation of a competence-based teaching process for science and technology education, Journal of Baltic Science Education, 13(50), 740-755.10.33225/jbse/14.13.740]Search in Google Scholar
[Piaget, J. (1972). The epistemology of interdisciplinary relationships. In Centre for Educational Research and Innovation (CERI), Interdisciplinarity: Problems of Teaching and research in universities, Paris: Organisation for Economic Co-operation and Development, 127–139.]Search in Google Scholar
[Pipere, A. (2016). Envisioning complexity: Towards a new conceptualization of educational research for sustainability. Discourse and Communication for Sustainable Education, 7(2), 68–91.10.1515/dcse-2016-0017]Search in Google Scholar
[Potvin, P., & Hasni, A. (2014). Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research. Studies in Science Education, 50(1), 85–129.10.1080/03057267.2014.881626]Search in Google Scholar
[Salīte, I. (2015). Searching for sustainability in teacher education and educational research: Experiences from the Baltic and Black Sea Circle Consortium for Educational Research. Journal of Teacher Education for Sustainability, 6(1), 21–29.]Search in Google Scholar
[Salite, I., Drelinga, E., Iliško, Dz., Oļehnoviča, E., & Zariņa, S. (2016). Sustainability from the transdisciplinary perspective: An action research strategy for continuing education program development. Journal of Teacher Education for Sustainability, 18 (2), 135–152.10.1515/jtes-2016-0020]Search in Google Scholar
[Salīte, I., Gedžūne, G. & Gedžūne, I. (2009). Educational action research for sustainability: Seeking wisdom of insight in teacher education. Journal of Teacher Education for Sustainability, 11(2), 14–30.10.2478/v10099-009-0037-y]Search in Google Scholar
[Sjøberg, S., & Schreiner, C. (2010). The ROSE project. An overview and key findings. Retrieved from https://roseproject.no/network/countries/norway/eng/nor-Sjoberg-Schreiner-overview-2010.pdf]Search in Google Scholar
[Latvijas Republikas Ministru kabinets [The Cabinet of Ministers of the Republic of Latvia] (2013). Noteikumi par valsts pamatizglītības standartu, pamatizglītības mācību priekšmetu standartiem un pamatizglītības programmu paraugiem [Regulations on national standard of basic education, subject standards of basic education and sample basic education curricula]. Retrieved from http://likumi.lv/doc.php?id=259125]Search in Google Scholar
[Underwool, J. D. M., & Farrington-Flint, L. (2015). Learning and the e-generation. West Sussex: Wiley, Blackwell.]Search in Google Scholar
[Weinberger, D. (2011). Too big to know: Rethinking knowledge now that the facts aren’t the facts, experts are everywhere, and the smartest person in the room is the room. New York, NY: Basic.]Search in Google Scholar
[Valsts izglītības satura centrs [National Centre for Education]. Mācību priekšmetu programmu paraugi pamatizglītībā [Samples of subject curricula in primary education]. Retrieved from http://www.visc.gov.lv/vispizglitiba/saturs/programmas_pam_izgl.shtml]Search in Google Scholar
[Volk, M., Cotič, M., Zajc, M., & Istenic Starcic, A. (2017). Tablet-based cross-curricular maths vs. traditional maths classroom practice for higher-order learning outcomes, Computers & Education, 114, 11, 1–23.]Search in Google Scholar
