Slovenian Chemistry Teachers' Understanding of Project-based Learning

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F21%3A10435930" target="_blank" >RIV/00216208:11410/21:10435930 - isvavai.cz</a>

Výsledek na webu

<a href="https://pages.pedf.cuni.cz/pbe/files/2021/05/ProceedingsPBE2020_final.pdf" target="_blank" >https://pages.pedf.cuni.cz/pbe/files/2021/05/ProceedingsPBE2020_final.pdf</a>

DOI - Digital Object Identifier

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Jazyk výsledku

angličtina

Název v původním jazyce

Slovenian Chemistry Teachers' Understanding of Project-based Learning

Popis výsledku v původním jazyce

The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. The study deals with the topic of understanding how Slovenian chemistry teachers understand PBL and implement it in their teaching of chemistry or related subjects. 130 responses were gathered through questionnaire which was sent to Slovenian chemistry teachers of all lower secondary and general upper secondary schools. Results show that teachers barely understand PBL and that contrary to their opinion they do not use frequently PBL in practice. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian secondary schools.

Název v anglickém jazyce

Slovenian Chemistry Teachers' Understanding of Project-based Learning

Popis výsledku anglicky

The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools. The study deals with the topic of understanding how Slovenian chemistry teachers understand PBL and implement it in their teaching of chemistry or related subjects. 130 responses were gathered through questionnaire which was sent to Slovenian chemistry teachers of all lower secondary and general upper secondary schools. Results show that teachers barely understand PBL and that contrary to their opinion they do not use frequently PBL in practice. Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian secondary schools.

Druh

D - Stať ve sborníku

CEP obor

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OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

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Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2021

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název statě ve sborníku

PROJECT-BASED EDUCATION AND OTHER ACTIVATING STRATEGIES IN SCIENCE EDUCATION XVIII (PBE 2020)

ISBN

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ISSN

2695-0626

e-ISSN

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Počet stran výsledku

9

Strana od-do

67-75

Název nakladatele

CHARLES UNIV PRAGUE

Místo vydání

PRAHA 1

Místo konání akce

Prague

Datum konání akce

5. 11. 2020

Typ akce podle státní příslušnosti

WRD - Celosvětová akce

Kód UT WoS článku

000728144300007