Project-based learning: challenges and implementation support

Abstract

The Paper Project-based learning: challenges and implementation support by Ivana Đerić, Dušica Malinić and Rajka Đević presents the characteristics of three similar approaches in learning: 1) Inquire-Based Learning/Inquire-Based Scientific Education; 2) Problem-Based Learning; 3) Project-Based Learning. The similarities and differences between these approaches are pointed out, as well as the criteria that should be considered when choosing them in teaching practice. Then, initiatives in the preparation and implementation of project-based learning in the education system of Serbia are presented. A critical review is given of systemic trainings and manuals that were created as forms of support to teachers and school counsellors in the implementation of project-based learning in our country. It was pointed out why facilitating the work of teachers, getting acquainted with the importance and ways of formative evaluation, and monitoring in projects, techniques/methods for conceptualization of research questions can be effective ways to prevent difficulties in project-based learning. It was concluded that the implementation of project-based learning is a complex and challenging task for the educational system, teachers, and students, which requires additional professional, emotional, and organisational support.