Slovenian chemistry teachersʼ understanding of project-based learning

masterʼs thesis

Hanija Bujas (Author), Matjaž Kristl (Mentor), Martin Bílek (Co-mentor)

Abstract

Project-based learning (PBL) is a teaching method through which students gain knowledge and skills while working on a project for an extended period of time. They investigate and respond to an authentic, engaging, and complex problem. The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. In the master's thesis we wanted to understand how Slovenian chemistry teachers understand PBL, and how do they implement it in their teaching of chemistry or chemistry related subjects. We created a questionnaire on Google forms and distributed it to chemistry teachers of all Slovenian lower secondary schools and general upper secondary schools. We gathered 130 answers, out of which 95 were teachers who teach in lower secondary schools and 35 who teach in general upper secondary schools. According to the results, teachers barely understand PBL. A majority of teachers are convinced that they use PBL, when the results show that in practice they do not. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Our respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian schools.

Keywords

master theses;projekt-based learning;teachers;chemistry;understanding;

Data

Language:	English
Year of publishing:	2020
Typology:	2.09 - Master's Thesis
Organization:	UM FNM - Faculty of Natural Sciences and Mathematics
Publisher:	[H. Bujas]
UDC:	54:37(043.2)
COBISS:	34685443
Views:	460
Downloads:	42
Average score:	0 (0 votes)
Metadata:

Other data

Secondary language:	Slovenian
Secondary title:	Razumevanje projektnega učenja s strani slovenskih učiteljev kemije
Secondary abstract:	Projektno učenje je učna metoda, pri kateri učenci/dijaki pridobijo znanje in veščine skozi projektno delo, ki traja dlje časa, ima aktualno tematiko, ki se ukvarja z realnimi kompleksnimi problemi. Ta metoda je vedno bolj popularna, vendar težka za razumeti, kar posledično pomeni, da jo je tudi težko vpeljati v šole. V magistrskem delu smo želeli ugotoviti, kako slovenski učitelji kemije razumejo projektno učenje (ang. project-based learning) in kako ga uporabljajo pri pouku kemije ali izbirnih predmetov, ki vsebujejo kemijsko snov. Do želenih odgovorov smo prišli s pomočjo vprašalnika, ki smo ga sestavili na spletni strani Google obrazci in ga posredovali učiteljem kemije v vseh osnovnih šolah in gimnazijah. Pridobili smo 130 odgovorov, od katerih je bilo 95 osnovnošolskih učiteljev in 35 gimnazijskih učiteljev. Pridobljeni rezultati kažejo slabo razumevanje projektnega učenja. Veliko učiteljev je prepričanih, da uporabljajo projektno učenje pri svojem pouku, vendar rezultati kažejo, da v praksi ni tako. Pogosto učitelji uporabljajo le dele projektnega učenja, saj ne razumejo vsega v celoti in le-tega popolnoma ne implementirajo. Projektno učenje pogosto zamenjujejo s problemskim učenjem, kar pri učiteljih povzroča zmedo. Učitelji verjamejo, da zaradi obsežnega učnega načrta in premalo časa v slovenskih šolah ni mogoče izvesti projektnega učenja v celoti.
Secondary keywords:	magistrska dela;projektno učenje;učitelji;kemija;razumevanje;
Type (COBISS):	Master's thesis/paper
Thesis comment:	Univ. v Mariboru, Fak. za naravoslovje in matematiko, Oddelek za biologijo, Katedra za izobraževalno kemijo
Pages:	X, 65 str.
ID:	11913872