Ključne riječi
project-based learning
project-based learning criteria
project-based teaching
vocational teachers kriteriji projektnog učenja
poučavanje
projekt
projektna nastava
učenje temeljeno na projektima
Kako citirati
Sažetak
Prema dosadašnjim iskustvima i analizama učenje temeljeno na projektima je vrlo slabo zastupljeno u srednjim školama Republike Hrvatske kao nastavna strategija u kurikulumima stručnih predmeta. Svrha koncepta učenja temeljnog na projektima je ta da učenicima, osim usvajanja znanja, istovremeno omogući razvijanje odgovornosti i samostalnosti te unaprjeđenje njihovih vještina. Na taj način se učenike usmjerava prema učenju putem transformacije znanja tj. prilagodbom prethodno stečenih znanja kako bi stvarali nova znanja koja potom koriste pri rješavanju postavljenog problema. Ovaj rad predstavlja istraživanje percepcije koncepta projektnog učenja od strane nastavnika srednjih strukovnih škola u sektorima elektrotehnike i računalstva te strojarstva. Istraživanje je provedeno na uzorku (N = 100) nastavnika srednjih strukovnih škola. Tijekom istraživanja je provedena analiza stavova nastavnika i njihova razumijevanja kriterija projektnog učenja kako bi se utvrdilo razlikuju li projektno učenje od sličnih aktivnosti. Rezultati istraživanja pokazuju da nastavnici projektno učenje primjereno percipiraju u kontekstu vlastite uloge, važnosti za razvoj kritičkog mišljenja i sustava vrijednosti, nužnosti povezanosti sa „stvarnim svijetom“ i autonomije učenika. Unatoč tome, većinu kriterija ne percipiraju na primjerenoj razini, kao ni samo određenje projekta u nastavi, pa niti ulogu vanjskih partnera u projektnom učenju. Rezultati ukazuju na potrebu za dodatnim obrazovanjem i usavršavanjem nastavnika po pitanju kriterija i odrednica projektnog učenja kako bi se ono uspješnije implementiralo u nastavni proces.Reference
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