Using a theoretical-critical and historical approach, this paper analyses the implications of the Cold War in national curricula and educational reforms of the second half of the 20th century with emphasis on the 21st century. The context of the time after the Second World War and the beginning of the Cold War is shown, as well as the social and political changes that are significant for education and were prompted by the wars. The emergence of the international Organization for Economic Cooperation and Development (OECD) (whose focus is not educational but economic) and the role of behavioural psychology were also analysed, which explained their significance in later educational reforms. The role of the Cold War in reducing socio-humanistic teaching contents and the implementation of natural sciences and mathematics has also been explained. The synthesis of the analysed aspects suggests that the Cold War military and technological race resulted in the implementation of the STEM area, thus the measurability of learning outcomes, which influenced the psychologisation, standardisation, economisation, and globalisation of education. Most of the current (un)successful national educational and curricular reforms were initiated in that direction without respect for the social, cultural, and historical features of individual countries. These changes have left a mark in pedagogy, in which the humanistic approach appears to counteract other approaches. Some educational systems demonstrate a shift from such trends, from the technical-scientific curriculum towards the didactic tradition of Bildung and the philosophy of education. The reasons can be found in the above-average results on international standardised evaluations of those countries that have national curricula, in contrast to what is recommended by the globalisation and standardisation of education as some of the elements of the Cold War heritage.

On the basis of the analysis of the general characteristics of alternative schools and the methodology of pedagogical research, the comparison and synthesis of the obtained facts were formed. It is pointed out that in the field of pedagogy, the adoption of (positivist) methodology has become a global trend. It emphasizes the uncritical application of research tools from the corpus of quantitative methodology in research of specific educational problems, as well as in research of alternative schools in which the context of the research is significantly different than the one of the conventional public schools.

The aim of this study was to examine the characteristics of the frequency of constructivist learning and its dimensions, including critical thinking, the differences in them with regard to certain demographic characteristics, and correlations with the frequency of use of certain new media in teaching students in the final grade of lower secondary education in Croatia(N = 703). The results show that students assessed a significantly higher incidence of critical thinking in relation to the other four dimensions of constructivist learning. In respect of every latent dimension of constructivist learning, (all) students with higher grade point averages are inclined towards a higher assessment of the frequency of the personal relevance of learning, critical thinking, and collaborative learning. Girls are more likely to highlight the personal importance of studying, critical thinking, and student negotiation, while there is no difference in the assessments regarding gender in the control of studying and the uncertainty of learning with new media. Students, regardless of where they live, assess the incidence of generalconstructivist learning equally, also in regard to each dimension, i.e. the personal relevance of learning, the uncertainty of learning (with new media), critical thinking, shared control, and collaborative learning. The frequent use of new media is associated with the increased incidence of all the dimensions of constructivist learning. An interpretation of the resultsindicates that critical thinking is by far the most prominent dimension of  constructivist learning, whereby the gender of students and their grade point average are, to some extent, key factors in the differences in critical thinking, but also in most other dimensions of constructivist learning. This paper explains in detail the didactic implications of its research results.

didaktike te neurodidaktike s pravcima i pokretima reformne pedagogije. Analizom je pokazano da su neka od zajedničkih obilježja konstruktivističke didaktike i neurodidaktike vidljiva u nastavnim strategijama kao što su: učenje istraživanjem, učenje rješavanjem problema, suradničko učenje, djelovanju usmjereno učenje, učenje igrom i projektno učenje. Drugim riječima, u okviru onoga što se naziva nastavom usmjerenom na učenika. Ta obilježja nisu (u potpunosti) noviteti proizašli iz tih koncepata. Ukazuje se da su ta didaktička obilježja formirana još prije više od stoljeća u pravcima i pokretima reformne pedagogije. Opravdano je nuditi zaključak da ono što je označeno kao konstruktivistička nastava već postoji oblikovano u reformnoj pedagogiji. Ali, isto je tako opravdano zaključiti da neuroznanstvena istraživanja, osim što nude nove spoznaje o procesima učenja, potvrđuju i didaktičke vrijednosti pravaca i pokreta reformne pedagogije s prijelaza 19. u 20. stoljeće. S obzirom na međusobnu kompatibilnost analiziranih koncepata, poželjno je težiti njihovoj daljnjoj kritičkoj i argumentiranoj sinergiji, a radi unapređenja nastave.

The specifics of meat production from free-ranging animals include the killing of animals in the wild with firearms. This type of uncontrolled killing sometimes leads to the phenomenon that the game does not die immediately but after a certain time from the shot to death, which may ultimately affect the quality of the meat. During one hunting year on free-ranging red deer (Cervus elaphus) (RD), roe deer (Capreolus capreolus) (RoD), and wild boar (Sus scrofa) (WB), the effect of time from shot to death on final pH, water-holding capacity (WHC), water content, and colour (L*, a*, b*) was investigated. All analyses were performed on Musculus biceps femoris (BF). After shooting, the animals were divided into two categories (A = time from shot to death ≤ 1 min; B = time from shot to death > 1 min). In RD, group B had significantly lower (p < 0.05) water content. In RoD, group B had significantly lower (p < 0.05) values of L* and b*. In WB, group B had significantly lower (p < 0.05) L* value and significantly higher (p < 0.05) pH value. The study proves that in BF of the three studied game species, the time extension from shot to death significantly affects the final water content values in RD, L* and b* in RoD and pH and L * in WB.