Page 51 - Pedagoška vizija / A Pedagogical Vision

Exploring the Content of Cultural Heritage

through Project-Based Learning

Melita Lemut Bajec
University of Ljubljana
melita.lemutbajec@pef.uni-lj.si

Project-based learning facilitates active knowledge construction through
group interaction, promoting cognitive engagement and preparing youth for
real-world challenges. The paper presents a case study involving twenty-eight
Slovenian upper-secondary students, nine of whom opted for project-based
learning. Three teacher mentors and four evaluators also participated. The
research explores students’ perceptions of project-based learning, focusing
on the topic of cultural heritage. The findings reveal students’ positive views,
highlighting overall satisfaction with project-based learning. Issues such as
role and work division, character incompatibility, and constant adjustments
are acknowledged. The quality of the completed project work assignment
is attributed to students’ higher-order thinking skills, which are enhanced
by teachers’ efficient guidance and emphasis on metacognitive skills. All in
all, project-based learning fosters a deep understanding of cultural heritage,
prompting students to re-evaluate contemporary values and worldviews and
be critical of societal changes.
Keywords: project-based learning, higher-order thinking processes, metacog-
nition, cultural heritage, upper-secondary school

Introduction
Project-based learning (PBL), also referred to as project work or the project
method, represents an integrated learning approach closely related to prob-
lem-based and inquiry-based learning. It incorporates key aspects of collab-
orative learning, thus leading to a comprehensive exploration of the sub-
ject matter (Kokotsak, Menzies, and Wiggins 2016). The approach is charac-
terized by contextualized and authentic learning, encouraging students to
work slightly above their cognitive abilities (Krajcik and Shin 2014). It boosts
higher-order thinking skills such as critical thinking and metacognitive skills
and is central to competencies development (Marx et al. 2004; Krajcik and
Shin 2014; Kokotsaki, Menzies, and Wiggins 2016). Moreover, it prepares stu-
dents for the future work environment, where they will need to be able to
put project-solving skills into practice (Helle, Tynjälä, and Olkinuora 2006).
While PBL has been proven to be beneficial to the school system, there is

Krmac, N.,S.Hudovernik, M. Rodela,M.Mezgec, M. RadetićPaićinM. Kukanja Gabrijelčič, ur. 2024.
Pedagoška vizija: premikanje izobraževanja od tradicije do inovacij – 50 let razvoja na Pedagoški fakulteti.
Koper: Založba Univerze na Primorskem. https://doi.org/10.26493/978-961-293-358-6.51-66