Učenička percepcija saradnje u projektnom modelu nastave prirode i društva

Abstract

The paper presents the results obtained in a wider experimental research on the effects of the project-based model of teaching of Social, Environmental and Scientific Education. Given that theoretical considerations of work on group projects presuppose the development of cooperative behaviour among students, after the experimental programme had been completed, we analysed student perceptions of cooperation in the groups applying the project model (experimental classes) and in the groups applying traditional group work (control classes) in the Social, Environmental and Scientific Education classes. The research sample consisted of 72 fourth-graders in the experimental group and 70 fourth-graders in the control group. The comparison of the self-evaluations of pupils in both groups confirmed that cooperation is mainly the positive result of using the project-based model of teaching. The project-based activities and the concept of tasks contributed to pupils' greater satisfaction with their own role in the groups and group activities, an increased perception of belonging to a group, and their greater involvement in the group work.