Volume/Issue :

Article type :

Original article

Page No :

49-56

Abstract :

A school for the 21st century requires innovative approaches to learning and teaching. The presented research investigates the current state of innovative teaching methods, particularly problem-based learning (PBL), among teachers of the subject Technology and Engineering (TE) in Slovenian lower secondary schools. The main aim of the research was to determine the attitude towards such innovative teaching approaches, how often innovative teaching methods are used, how teachers perceive their importance, and finally, according to the teachers, how they are qualified for this. In the research, an appropriate questionnaire for teachers is developed. Qualitative and quantitative research was conducted using an online survey and statistical data processing. The online survey results showed that teachers positively assess the importance of using PBL, which is perceived as a more challenging method than traditional teaching methods. Despite numerous challenges, teachers express high motivation to improve their teaching practices. Based on the data obtained, it is found that teachers' knowledge is assessed less positively than their competence assessment, which indicates the need for more accurate methods of evaluating knowledge and emphasizes the importance of continuous professional development. The research findings could be important for improving teaching practices and promoting innovations in the educational process. High motivation and readiness of teachers to accept innovative pedagogical approaches can contribute to a better learning environment and the development of a more competent teacher in the future.

Keywords :

continuous professional development, innovative teaching methods, problem-based learning, student motivation, teacher competence, technology and engineering

References :

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Cite as :

Voler, L., Flogie, A. (2024). Teacher opinion about using problem-based learning in technology and engineering education. Gamtamokslinis ugdymas / Natural Science Education, 21(1), 49–56. https://doi.org/10.48127/gu-nse/24.21.49