20.500.12556/DKUM-76886 Slovenian Chemistry Teachers' Understanding of Project-based Learning Razumevanje projektnega učenja s strani slovenskih učiteljev kemije 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. 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) ter 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 število učiteljev je prepričano, da uporabljajo projektno učenje pri svojem pouku, vendar rezultati nakazujejo, da v praksi ni tako. Pogosto učitelji uporabljajo le dele projektnega učenja, saj ne razumejo le tega v celoti in s tem ga popolnoma ne implementirajo. Projektno učenje se pogosto zamenjuje s problemskim učenjem, kar pri učiteljih povzroča zmedo. Učitelji verjamejo, da zaradi obsežnega učnega načrta in premalo časa ni možno v slovenskih šolah izvesti projektnega učenja v celoti. project-based learning teachers chemistry understanding projektno učenje učitelji kemija razumevanje true true false [H. Bujas] Angleški jezik Slovenski jezik Magistrsko delo/naloga 2020-07-23 20:09:27 2020-10-29 12:34:27 2022-08-09 14:05:14 2020-10-30 03:15:40 2020 0 Maribor 0 0000-00-00 NiDoloceno NiDoloceno NiDoloceno 0000-00-00 0000-00-00 0000-00-00 54:37(043.2) 34685443 URN:SI:UM:DK:D5GSGX2N MAG_Bujas_Hanija_2020.pdf MAG_Bujas_Hanija_2020.pdf 1 B696D6BCE6E4F0790C1D6D72F3A6C39A bacef80b5c09de670fdbbc1d559a6d751afa3e6e37feb870e0302a07e9b2a672 6ce33f8c-7c11-11eb-bb7a-00155d0001ca 20.500.12556/dkum/6b849ee4-773e-409f-b793-7a119e93bdec https://dk.um.si/Dokument.php?lang=slv&id=143803 Fakulteta za naravoslovje in matematiko 0 0 0