Keywords
project-based learning
project-based learning criteria
project-based teaching
vocational teachers kriteriji projektnog učenja
poučavanje
projekt
projektna nastava
učenje temeljeno na projektima
How to Cite
Abstract
According to previous experience and analyses, project-based learning in secondary education in the Republic of Croatia is only very weakly represented as a teaching strategy in the curricula of vocational subjects. The purpose of the concept of project-based learning is that, in addition to acquiring knowledge, students are also enabled to develop responsibility and independence and improve their skills. In this way, students are guided to learn by transforming knowledge, i.e. by adapting previously acquired knowledge to create new knowledge, which they then apply in solving the given problem. This paper presents a study on the perception of the concept of project-based learning by secondary school vocational teachers in the fields of electrical and computer engineering and mechanical engineering. The study was conducted on a sample (N = 100) of vocational school teachers. The study analysed teachers' attitudes and their understanding of the criteria of project-based learning to determine whether they differentiate this type of learning from similar activities. The results of the research show that teachers perceive project-based learning appropriately in terms of their own role, its importance for the development of students' critical thinking and values, the need for a connection with the "real world" and student autonomy. However, they do not adequately perceive most of the criteria, including the actual definition of the project in the classroom and the role of external partners in project-based learning. The results suggest that teachers need further training on the criteria and determinants of project-based learning in order to integrate it more successfully into the classroom.References
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