Page 54 - Pedagoška vizija / A Pedagogical Vision
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Melita Lemut Bajec


                  fers an ideal platform for a variety of skills and competencies to be facili-
                  tated, such as critical thinking, creative, metacognitive, and emphatic skills
                  (Fakin Bajec 2019).This way,italsoaidsinthe development ofculturalcom-
                  petencies that facilitate one’s self-awareness and sensitivity towards preju-
                  dice, conflict, xenophobia, racism, stereotypes, etc., and empowers one to
                  recognize, understand, respect, and embrace cultural variations and their di-
                  verse values (Ministrstvo za šolstvo in šport and Zavod Republike Slovenije
                  za šolstvo 2008a; Allemann-Ghionda 2015).


                  Methodology
                  Having laid out the theoretical framework, the study aims to investigate the
                  potential of PBL when addressing the topic of cultural heritage.
                    Therefore, the following research questions were posed:


                    RQ1 How do students perceive PBL?
                    RQ2 How do students respond to challenging tasks in PBL?
                    RQ3 How did the evaluators assess the submitted assignment?
                    RQ4 What effects did project work activities have on the students’ lives?

                    To gain deeper insights into participants’ perceptions and views regard-
                  ing various situations, processes, attitudes, behaviours, etc., a case study, as
                  a type of qualitative research, was chosen (Merriam 2019).

                  Participants
                  The research was conducted in a Slovenian secondary school with 518 stu-
                  dents aged fifteen to nineteen at the time of the research. The sample con-
                  sisted of a selected class of 28 students aged between seventeen and eigh-
                  teen and five female teachers, participating as evaluators. Additionally, an
                  English teacher, a history teacher, and an IT teacher were included as they
                  navigated the students through the project work activities. The participants
                  were acquainted with the aims of the study and invited to participate volun-
                  tarily.


                  Data Collection
                  The data was collected through students’ pre-survey questionnaires, stu-
                  dents’self-evaluation sheets,andevaluators’sheetsin paperformat.Allthree
                  data collection techniques consisted of open-ended questions. The research
                  took place between the 1st of September and the 5th of November 2022.


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