Project-based learning: challenges and implementation support
Аутори
Đerić, IvanaMalinić, Dušica
Đević, Rajka
Остала ауторства
Gutvajn, NikoletaStanišić, Jelena
Radović, Vera
Поглавље у монографији (Објављена верзија)
Метаподаци
Приказ свих података о документуАпстракт
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.
Кључне речи:
education / learning / Serbia / education systemИзвор:
Problems and perspectives of contemporary education, 2021, 52-73Издавач:
- Belgrade : Institute for Educational Research
Финансирање / пројекти:
- Министарство науке, технолошког развоја и иновација Републике Србије, институционално финансирање - 200018 (Институт за педагошка истраживања, Београд) (RS-MESTD-inst-2020-200018)
Напомена:
- Collection name: LIBRARY "PEDAGOGICAL THEORY AND PRACTICE" 52
Институција/група
IPITY - CHAP AU - Đerić, Ivana AU - Malinić, Dušica AU - Đević, Rajka PY - 2021 UR - http://ipir.ipisr.org.rs/handle/123456789/657 AB - 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. PB - Belgrade : Institute for Educational Research T2 - Problems and perspectives of contemporary education T1 - Project-based learning: challenges and implementation support EP - 73 SP - 52 UR - https://hdl.handle.net/21.15107/rcub_ipir_657 ER -
@inbook{ author = "Đerić, Ivana and Malinić, Dušica and Đević, Rajka", year = "2021", 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.", publisher = "Belgrade : Institute for Educational Research", journal = "Problems and perspectives of contemporary education", booktitle = "Project-based learning: challenges and implementation support", pages = "73-52", url = "https://hdl.handle.net/21.15107/rcub_ipir_657" }
Đerić, I., Malinić, D.,& Đević, R.. (2021). Project-based learning: challenges and implementation support. in Problems and perspectives of contemporary education Belgrade : Institute for Educational Research., 52-73. https://hdl.handle.net/21.15107/rcub_ipir_657
Đerić I, Malinić D, Đević R. Project-based learning: challenges and implementation support. in Problems and perspectives of contemporary education. 2021;:52-73. https://hdl.handle.net/21.15107/rcub_ipir_657 .
Đerić, Ivana, Malinić, Dušica, Đević, Rajka, "Project-based learning: challenges and implementation support" in Problems and perspectives of contemporary education (2021):52-73, https://hdl.handle.net/21.15107/rcub_ipir_657 .