Naslov
APPLICATION OF THE PUD-BJ MODEL OF PROJECT-BASED LEARNING IN ENGINEERING EDUCATION

Autori
Purković, Damir ; Bezjak, Jožica ; Kovačević, Stjepan

Vrsta, podvrsta i kategorija rada
Sažeci sa skupova, sažetak, znanstveni

Izvornik
21th International Science Symposium TECHNICAL CREATIVITY IN SCHOOL'S CURRICULA WITH THE FORM OF PROJECT LEARNING "FROM IDEA TO THE PRODUCT" - FROM THE KINDERGARTEN TO THE TECHNICAL FACULTY / Bezjak, J. - Ljubljana : Založba Somaru, 2018, 9-9

ISBN
978-961-6728-58-4

Skup
21rd International Science Symposium ''From idea to the product: From the kindergarten to the technical faculty''

Mjesto i datum
Portorož, Slovenija, 20.04.2018. - 21.04.2018

Vrsta sudjelovanja
Predavanje

Vrsta recenzije
Međunarodna recenzija

Ključne riječi
engineering education, project teaching, project-based learning, technology education, higher education

Sažetak
Project-based learning and teaching today is an important segment of technology and engineering education and training. Nevertheless, project based learning still does not occupy a central place in the curriculum of this education. One of the reasons for this is certainly the complex organization and implementation of such teaching, as well as insufficient professional and scientific incentives that will sensitize and encourage teachers to implement such teaching. Therefore, the paper presents the main criteria that differentiate project teaching and learning from traditional teaching, and example of planning, organizing and applying such teaching in engineering education. The PUD-BJ project learning model was used for deployment. Experienced indicators of the application of this model emphasize the importance of setting clear requirements of the project task, primarily for meeting the necessary material and technical conditions for realization of the teaching. The importance of contextual materials that the teacher has to prepare for teaching, moderating and encouraging student activities and the repetition of the demonstration of the operations that students have to master are emphasized. In the end, the preliminary results of the differences between student achievements in traditional teaching and the applied project-based teaching are presented, as well as the problems faced by the teacher in the realization of this teaching. Preliminary results of the participatory observation in the presented example point to the main advantages of such teaching: it gives the opportunity to students who may and want more for higher achievements ; can make a critical starting point for their further affirmation ; positively influences the development of self-consciousness and metacognitive skills. However, further researches are needed to empirically show a clearer difference in students' achievements between traditional and project-based learning.

Izvorni jezik
Engleski

Znanstvena područja
Interdisciplinarne tehničke znanosti, Obrazovne znanosti (psihologija odgoja i obrazovanja, sociologija obrazovanja, politologija obrazovanja, ekonomika obrazovanja, antropologija obrazovanja, neuroznanost i rano učenje, pedagoške discipline)

POVEZANOST RADA