20.500.12556/DKUM-94964 Povezanost izvajanja projektnega učnega dela z nekaterimi didaktičnimi značilnostmi učnega procesa, značilnostmi učitelja in šole Connection between the organization of project-based learning and selected didactic characteristics of the learning process, the teacher, and the school Projektno učno delo, ki ga uvrščamo med didaktične strategije odprtega pouka, pomembno prispeva k doseganju izobraževalnih in vzgojnih ciljev. Pri tem je ključnega pomena upoštevanje značilnosti takega načina dela in specifične artikulacije učnega procesa. V empirični kvantitativni raziskavi, ki je bila izpeljana na priložnostnem vzorcu 169 slovenskih učiteljev razrednega pouka, nas je zanimalo, kako pogosto organizirajo projektno učno delo in kako je to povezano z nekaterimi drugimi didaktičnimi značilnostmi učnega procesa, značilnostmi učitelja in šole. Rezultati so pokazali, da večina učiteljev ne glede na fazo profesionalnega razvoja vsaj občasno organizira projektno učno delo. Korelacijska analiza je pokazala, da učitelji, ki pogosteje organizirajo projektno učno delo, tudi pogosteje vpeljujejo problemski in raziskovalni pouk, pogosteje individualizirajo pouk, spodbujajo ustvarjalno mišljenje in organizirajo skupinsko učno obliko. Pokazalo se je tudi, da so pogosteje vključeni v raziskovalne projekte, višje ocenjujejo svojo uspešnost pri navduševanju sodelavcev za inoviranje pedagoške prakse, ter pogosteje poučujejo na šolah, ki v večji meri poudarjajo nekatere vidike učeče se organizacije. Project-based learning is recognized as a didactic strategy of open instruction and plays a significant role in achieving both cognitive and conative educational goals. Its implementation requires careful attention to the specific characteristics of this instructional approach and the unique articulation of the learning process. In this quantitative empirical study, conducted on a purposive sample of 169 Slovenian primary school teachers, we examined how frequently teachers implement project-based learning and how this practice is related to selected didactic features of the learning process, as well as to teacher and school characteristics. The results show that the majority of teachers−regardless of their stage of professional development−implement project-based learning at least occasionally. Correlational analysis revealed that teachers who engage in project-based learning more frequently are also more likely to use problem-based and research-based instruction, to individualize their teaching, to foster creative thinking, and to organize group work. These teachers are also more likely to participate in research projects, rate themselves higher in their ability to inspire colleagues toward innovation in teaching, and are more often employed at schools that place a greater emphasis on various aspects of instructional organization. problemski pouk raziskovalni pouk artikulacija učnega procesa individualizacija odprt pouk project-based learning problem-based learning research-based instruction articulation of the learning process individualization open instruction true false true Univerza v Mariboru, Univerzitetna založba Slovenski jezik Angleški jezik Znanstveno delo 2025-08-30 03:37:11 2026-05-06 15:59:13 2026-05-07 03:10:30 0000-00-00 00:00:00 2025 0 Maribor 0 Str. 93-116 0000-00-00 Zaloznikova Objavljeno NiDoloceno 0000-00-00 0000-00-00 2025-07-21 37.091.3 242816515 245459459 10.18690/um.pef.7.2025.5 RAZ_Valencic_Zuljan_Milena_2025.pdf RAZ_Valencic_Zuljan_Milena_2025.pdf 1 416C84053424E65D4EBA669A51F22577 313b7fb2a5166cf12b48fbb128e76c88c9bd6c780bba2a7c7963454ed2b53f79 b140119b-4953-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205831 https://doi.org/10.18690/um.pef.7.2025.5 0 bcf19de8-4953-11f1-baa1-00155d0001a1 https://dk.um.si/Dokument.php?lang=slv&id=205832 Univerzitetna založba Univerze v Mariboru Pedagoška fakulteta 0 0 0