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master's thesis
Projektno učenje u razrednoj nastavi
Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. urn:nbn:hr:141:549128
Đaković, Nikolina
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Cite this document

Đaković, N. (2017). Projektno učenje u razrednoj nastavi (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:549128

Đaković, Nikolina. "Projektno učenje u razrednoj nastavi." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:549128

Đaković, Nikolina. "Projektno učenje u razrednoj nastavi." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2017. https://urn.nsk.hr/urn:nbn:hr:141:549128

Đaković, N. (2017). 'Projektno učenje u razrednoj nastavi', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 19 April 2024, https://urn.nsk.hr/urn:nbn:hr:141:549128

Đaković N. Projektno učenje u razrednoj nastavi [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2017 [cited 2024 April 19] Available at: https://urn.nsk.hr/urn:nbn:hr:141:549128

N. Đaković, "Projektno učenje u razrednoj nastavi", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2017. Available at: https://urn.nsk.hr/urn:nbn:hr:141:549128

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Metadata
TitleProjektno učenje u razrednoj nastavi
Title (english)Project - based learning in the primary education
AuthorNikolina Đaković
MentorBranko Bognar (mentor)
Committee memberGoran Kujundžić (predsjednik povjerenstva)
Committee memberIrena Krumes (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2017-07-06, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Pedagogy
General Pedagogy
Abstract
Projektna metoda omogućuje ostvarivanje nastave usmjerene na učenika. Projektno učenje omogućuje učeniku upravljanje vlastitim procesom učenja, učenje utemeljeno na njihovim interesima, samostalno planiranje, istraživanje, rješavanje probleme te primjenu naučenog u životnim situacijama. Učenici projektnim učenjem stječu socijalne i komunikacijske vještine, razvijaju samopouzdanje, uče procjenjivati sebe i druge te uče biti odgovorni. Čudina-Obradović i Brajvković projekt definiraju ...kao oblik integriranog učenja koji se odnosi na temeljito proučavanje određenog pojma ili teme, a uobičajeno ga provodi cijeli razred podijeljen u male skupine, ili pak mala skupina učenika u razredu, a ponekad i jedan učenik. Projekt potiče marljivost, suradničko učenje, kreativnost i učenje iz vlastitog iskustva koje rezultira završnim proizvodom. Dok ostali oblici integriranog poučavanja mogu završiti prezentacijom, priredbom, dramskom igrom ili glazbenom predstavom, projekt u užem smislu uvijek završava nekim proizvodom/uratkom. (Čudina-Obradović i Brajković, 2009, str. 50). Cilj akcijskog istraživanja „Projektno učenje u razrednoj nastavi“ bio je organizirati projektnu nastavu te potaknuti suradnju i samostalnost učenika. Tijekom akcijskog istraživanja provela sam dva projekta. Projekt Europska unija je oblik tematskog poučavanja, a projekt Stvaranje razrednoga časopisa je u punom smislu projekt. Glavne razlike između tematskog poučavanja i projekta su u tome što projekt karakterizira potpuna sloboda, samostalnost i interes učenika te se izlazi iz okvira nacionalnih planova i programa. Učenicima se sviđa projektno učenje. Oni smatraju da sudjelovanjem u projektu uče s razumijevanjem te postižu razredno zajedništvo.
Abstract (english)
The project method enables student-centred education. Project-based learning enables the students to control their process of learning, experience-based learning, individual planning, research, problem solving and applying what they have learned to real-life situations. Through project-based learning the students acquire social and communication skills, develop confidence, learn how to assess themselves and others and learn how to be responsible. Čudina-Obradović i Brajvković define the project ...as a form of integrated learning which refers to thoroughly studying particular concept or topic, usually conducted by the whole class divided into small grups, or a small group of pupils in the classroom, and sometimes only one pupil. The project promotes diligence, collaborative learning, creativity and learning from your own experience which results with a final product. While other forms of integrated teaching may result with a presentation, a play, a dramatic play or a musical performance, the project in the narrow sense always ends with some product / work. (Čudina-Obradović and Brajković, 2009, pp. 50). The aim of the action research “Project-based learning in lower elementary teaching” was to organize project strategy and encourage cooperation and independence of the students. During the action research I have carried out two projects. The project European Union is a type of thematic teaching and the project Creating a classroom magazine is a project. Unlike thematic teaching, a project is characterized by complete freedom, independence and interest of the students so it is outside of the frame of the syllabus. The students liked project-based learning. They consider that by participating in a project they are learning with understanding and achieving a class community.
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:549128
Study programmeTitle: Integrated undergraduate and graduate university Class Teacher Studies
Study programme type: university
Study level: integrated undergraduate and graduate
Academic / professional title: magistar/magistra primarnog obrazovanja (magistar/magistra primarnog obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsAccess restricted to students and staff of home institution
Terms of useLicence In copyright icon
RepositoryFOOZOS Repository
Created on2019-11-05 10:58:09