Page 62 - Pedagoška vizija / A Pedagogical Vision

Melita Lemut Bajec

claims that innovative teaching approaches, when introduced in the right
manner, may be the propelling factor that leads to social progress.

Conclusion
The findings obtained in the study prove that PBL has the potential to facili-
tatethedevelopmentofavarietyofskillsandcompetencies.Notably,higher-
order thinking processes are prominent and get enhanced due to the teach-
ers’ efficient guidance. Next, students prefer collaborating with others due
to better efficiency and a more conducive atmosphere. Despite their incli-
nation, they do not express high levels of enthusiasm to engage with PBL
when there is no extrinsic motivation to lure them in. Further, they touch
upon unfavourable role and work division, character incompatibility, and the
constant need for adjustment. When faced with more demanding project
work activities, students report either becoming more proactive or more
frustrated, insecure, and powerless. Lastly, based on the completed assign-
ment it can be safely claimed that the approach has the capacity to moti-
vate students beyond the scope of the national examination and curricular
requirements. Namely, PBL empowered them with holistic knowledge of cul-
tural heritage, consequently prompting them to re-evaluate their existing
values and worldviews. They autonomously reflected upon societal changes,
putting themselves into the role of active, engaged, and informed citizens.
Nonetheless, it needs to be highlighted that the findings of the present case
study are limited to a non-representative sample, which is why further re-
search in this field is highly desired and may enrich the present insights.
To conclude, it is strongly advocated that teachers be entrusted with more
freedom and flexibility to choose topics of their own choice, rather than be-
ing limited within the narrow and rigid data-burdened prescribed topics as-
signed by curricular and national examination boards. If this were to hap-
pen, teachers might opt for a more diverse, meaningful, and current range
of topics and address them using less traditional and more innovative di-
dactic approaches. Overall, this would beneficially affect motivation and pro-
vide an incentive for students and teachers alike to look beyond the scope of
curriculum-prescribed topics.

References
Al-Balushi, S. M., and S. S. Al-Aamri. 2014. ‘The Effect of Environmental Science
Projects on Students’ Environmental Knowledge and Science Attitudes.’
International Research in Geographical and Environmental Education 23 (3):
213–227.

62