J. Sliško

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Advising a bus company on number of needed buses: how high-school physics students deal with a “complex problem”?

J. Balukovic, J. Sliško, Z. Hadžibegović, 2011 .

How can formulation of physics problems and exercises aid students in thinking about their results

J. Sliško, 2008 .

Students' strategies for solving partially specified physics problems

Nataša Erceg, J. Sliško, M. Marušić, 2011 .

History in Bosnia and Herzegovina Physics Textbooks for Primary School: Historical Accuracy and Cognitive Adequacy

J. Sliško, Z. Hadžibegović, 2014 .

Influence of Three Different Methods of Teaching Physics on the Gain in Students' Development of Reasoning

Josip Slisko, J. Sliško, M. Marušić, 2012 .

Students' Experiences in Learning Physics: Active Learning Methods and Traditional Teaching.

J. Sliško, M. Marušić, 2014 .

Active Physics Learning: Making Possible Students’ Cognitive Growth, Positive Emotions and Amazing Creativity

J. Sliško, 2017 .

A few considerations of climbing-snail problem: Fibonacci's error, problem's popularity and Mexican students' performances

J. Sliško, Castillo Cenobio, R. Hernández, 2017 .

Questionable Authenticity of Some Problems in “Fundamentals of Physics” by Halliday, Resnick and Walker: An Initial Study of Students’ Critical Considerations

J. Sliško, 2017 .

Visual Representations of Situation in a Partially Defined Physics Problem: What Kinds of Drawings High-School and University Students Generate?

J. Sliško, M. Marušić, 2017 .

Thought Experiments in Teaching Free-Fall Weightlessness: A Critical Review and an Exploration of Mercury’s Behavior in “Falling Elevator”

J. Balukovic, J. Sliško, A. Cruz, 2016 .

Changing University Students’ Alternative Conceptions of Optics by Active Learning

J. Sliško, Z. Hadžibegović, 2013, Center for Educational Policy Studies Journal.

Facebook-supported tasks for exploring critical and creative thinking in a physics teaching course

J. Sliško, 2021, Knowledge Management & E-Learning: An International Journal.

INTRODUCING SELF-REGULATED LEARNING INTO EARLY PHYSICS TEACHING IN SERBIA: DESIGN, INITIAL IMPLEMENTATION AND EVALUATION OF A MULTI-STAGE SEQUENCE OF HOMEWORK AND CLASSWORK

J. Sliško, J. Radovanović, 2014, Journal of Baltic Science Education.

The pulley analogy does not work for every siphon

G. Planinšič, J. Sliško, 2010 .

Unfortunate Outcomes of a “Funny” Physics Problem: Some Eye‐Opening YouTube Comments

D. Dykstra, J. Sliško, 2011 .

Teaching and Learning the Concept of Weightlessness: An Additional Look at Physics Textbooks.

J. Balukovic, J. Sliško, 2018 .

Helping Students to Recognize and Evaluate an Assumption in Quantitative Reasoning: A Basic Critical-Thinking Activity with Marbles and Electronic Balance

J. Sliško, A. Cruz, 2013 .

Self-Regulated Learning in A General University Course: Design of Learning Tasks, Their Implementation and Measured Cognitive Effects

J. Sliško, 2017 .

Students' Argumentation Skills through Discrepant Event "Marbles in the Jar"

J. Sliško, B. Akarsu, Erciyes Univesity, 2013 .

The History and Philosophy of Science and Their Relationship to the Teaching of Sciences in Mexico

A. Garritz, A. Barahona, J. Sliško, 2014 .

Cavendish Experiment in Physics Textbooks: Why Do Authors Continue to Repeat a Denounced Error?.

J. Sliško, Z. Hadžibegović, 2011 .

Improving teaching design of active physics learning by using potentially helpful knowledge from other science fields

Josip Slisko, J. Sliško, 2016 .

Do Learning Activities Improve Students' Ability to Construct Explanatory Models with a Prism Foil Problem?

G. Planinšič, J. Sliško, Mihael Gojkošek, 2013, Center for Educational Policy Studies Journal.

Students' explanations of events in an electrostatic demonstration of free-fall weightlessness: An initial taxonomy of explanatory models and their features

J. Balukovic, J. Sliško, 2016 .

Magnetic demonstration of weightlessness: A spark of student creativity

J. Sliško, A. Corona, H. Ayala, 2011 .

High-School Students Believe School Physics Helps in Developing Logical but Not Creative Thinking: Active Learning Can Change This Idea.

J. Sliško, M. Marušić, 2015 .

On approximate formulas for the electrostatic force between two conducting spheres

J. Sliško, R. Brito-Orta, 1998 .

Applying a predict–observe–explain sequence in teaching of buoyant force

Josip Slisko, J. Sliško, Jelena Radovanovic, 2013 .

The Role of Scientific Terminology in Research and Teaching: Is Something Important Missing?.

Dewey I. Dykstra, Josip Slisko, D. Dykstra, 1997 .

Escaping Bear and Snail: How Ready are Engineering Students for Puzzle-Based Learning?

Bayram Akarsu, Beyhan Akarsu, Josip Slisko, 2019 .

What did first-year students of physics learn previously about experiments that show existence of atmospheric pressure?

J. Sliško, 2017 .

A Cross-Country Comparison of Students’ Graphs Understanding and Perceived Mental Effort

J. Sliško, O. Zajkov, M. Stojanović, 2022, Mathematics.

The influence of active physics learning on reasoning skills of prospective elementary teachers: A short initial study with ISLE methodology

J. Sliško, D. M. Coca, Costa Brava, 2013 .

Software Socrative and Smartphones as Tools For Implementation of Basic Processes of Active Physics Learning in Classroom: An Initial Feasibility Study With Prospective Teachers

Josip Slisko, J. Sliško, D. M. Coca, 2013 .

Water jet from a bottle in free fall

Josip Slisko, Željan Kutleša, J. Sliško, 2020, Physics Education.

Simplifications and Idealizations in High School Physics in Mechanics: A Study of Slovenian Curriculum and Textbooks.

Matej Forjan, Josip Slisko, J. Sliško, 2014 .

What students can learn from Fibonacci´s error in solving “The lion in the pit” problem

J. Sliško, 2020 .

The cognitive reflection test and students’ achievements in mathematics and physics

J. Sliško, Daniel Doz, 2024, European Journal of Science and Mathematics Education.