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Title:Povezanost izvajanja projektnega učnega dela z nekaterimi didaktičnimi značilnostmi učnega procesa, značilnostmi učitelja in šole
Authors:ID Valenčič Zuljan, Milena (Author)
ID Plešec Gasparič, Romina (Author)
ID Žveglič Mihelič, Mojca (Author)
Files:.pdf RAZ_Valencic_Zuljan_Milena_2025.pdf (401,38 KB)
MD5: 416C84053424E65D4EBA669A51F22577
 
URL https://doi.org/10.18690/um.pef.7.2025.5
 
Language:Slovenian
Work type:Scientific work
Typology:1.16 - Independent Scientific Component Part or a Chapter in a Monograph
Organization:UZUM - University of Maribor Press
PEF - Faculty of Education
Abstract: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.
Keywords:problemski pouk, raziskovalni pouk, artikulacija učnega procesa, individualizacija, odprt pouk
Publication status:Published
Publication version:Version of Record
Publication date:21.07.2025
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
Number of pages:Str. 93-116
PID:20.500.12556/DKUM-94964 New window
UDC:37.091.3
COBISS.SI-ID:245459459 New window
DOI:10.18690/um.pef.7.2025.5 New window
Publication date in DKUM:06.05.2026
Views:103
Downloads:5
Metadata:XML DC-XML DC-RDF
Categories:Misc.
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Record is a part of a monograph

Title:Sodobni didaktični diskurzi v kontekstu pedagoške tradicije : monografija v počastitev 80-letnice prof. dr. Martina Kramarja
Editors:Marija Javornik, Milena Ivanuš-Grmek, Monika Mithans
Place of publishing:Maribor
Publisher:Univerza v Mariboru, Univerzitetna založba
Year of publishing:2025
ISBN:978-961-299-018-3
COBISS.SI-ID:242816515 New window

Licences

License:CC BY 4.0, Creative Commons Attribution 4.0 International
Link:http://creativecommons.org/licenses/by/4.0/
Description:This is the standard Creative Commons license that gives others maximum freedom to do what they want with the work as long as they credit the author.
Licensing start date:21.07.2025

Secondary language

Language:English
Title:Connection between the organization of project-based learning and selected didactic characteristics of the learning process, the teacher, and the school
Abstract: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.
Keywords:project-based learning, problem-based learning, research-based instruction, articulation of the learning process, individualization, open instruction


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