Page 184 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 184
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
aim was defined through an analysis of outcomes, from the students’ per-
spective, that teacher forums have on changing school climate especially in
the teaching and learning domain. Secondary school students (N=60, 35=fe-
male, 25=male) were interviewed in order to check the outcomes and possi-
ble influences on teaching processes after their teachers implemented and
shared new ideas, knowledge and methods acquired at teacher forums. In
this case study, several examples of students’ narratives will be presented and
analyzed, which refer to project-based teaching and learning, as applied dur-
ing lessons from different subjects, some of which were general level subjects
(English, geography, history, chemistry, physics) while others were vocation-
al subjects (chemical technology, environmental protection, food produc-
tion technology). Some of the interview questions posed to the interview-
ees were as follows: Describe your role in the teaching process while learning
through the project method of teaching; Describe your teacher’s style while
teaching according to the project-based method; Can you implement the
knowledge, beliefs and values gained through the project method of teach-
ing to your everyday life; and, How would you describe the main difference
between project-based teaching and traditional teaching methods?
Content analysis usually refers to analyzing text, therefore, in this pa-
per, we applied thematic deductive analysis when analyzing students’ nar-
ratives. The deductive analysis was applied and the data were examined ac-
cording to a previously formed framework, developing possible categories,
patterns and themes. This is often called ‚open coding‘ (Strauss and Corbin
1998:223) and for this research, we established five categories according to
the teaching variables and learning objectives examined through the form
of an open question/semi-structured interview. These five categories have
been defined as follows: 1. Learner’s role; 2. Teacher’s role & teacher’s style;
3. Interdisciplinary learning in the project-based approach; 4. Competen-
cy-based learning stimulated in the project-based approach; and 5. Key dif-
ferences between traditional teaching approaches and the project-based
method. The categories have been perceived as a possible learning and
teaching field where a change to the previous teaching and learning prac-
tice can be observed and analyzed as it refers to and is reflected on the three
aforementioned models of learning, Meier’s, Kolb’s and Kumaravadivelu’s.
Results
Quality analysis of data/students’ narratives has shown that students high-
ly value and assess teaching and learning in project-based method, as per-
184
aim was defined through an analysis of outcomes, from the students’ per-
spective, that teacher forums have on changing school climate especially in
the teaching and learning domain. Secondary school students (N=60, 35=fe-
male, 25=male) were interviewed in order to check the outcomes and possi-
ble influences on teaching processes after their teachers implemented and
shared new ideas, knowledge and methods acquired at teacher forums. In
this case study, several examples of students’ narratives will be presented and
analyzed, which refer to project-based teaching and learning, as applied dur-
ing lessons from different subjects, some of which were general level subjects
(English, geography, history, chemistry, physics) while others were vocation-
al subjects (chemical technology, environmental protection, food produc-
tion technology). Some of the interview questions posed to the interview-
ees were as follows: Describe your role in the teaching process while learning
through the project method of teaching; Describe your teacher’s style while
teaching according to the project-based method; Can you implement the
knowledge, beliefs and values gained through the project method of teach-
ing to your everyday life; and, How would you describe the main difference
between project-based teaching and traditional teaching methods?
Content analysis usually refers to analyzing text, therefore, in this pa-
per, we applied thematic deductive analysis when analyzing students’ nar-
ratives. The deductive analysis was applied and the data were examined ac-
cording to a previously formed framework, developing possible categories,
patterns and themes. This is often called ‚open coding‘ (Strauss and Corbin
1998:223) and for this research, we established five categories according to
the teaching variables and learning objectives examined through the form
of an open question/semi-structured interview. These five categories have
been defined as follows: 1. Learner’s role; 2. Teacher’s role & teacher’s style;
3. Interdisciplinary learning in the project-based approach; 4. Competen-
cy-based learning stimulated in the project-based approach; and 5. Key dif-
ferences between traditional teaching approaches and the project-based
method. The categories have been perceived as a possible learning and
teaching field where a change to the previous teaching and learning prac-
tice can be observed and analyzed as it refers to and is reflected on the three
aforementioned models of learning, Meier’s, Kolb’s and Kumaravadivelu’s.
Results
Quality analysis of data/students’ narratives has shown that students high-
ly value and assess teaching and learning in project-based method, as per-
184
