International Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE)

IJCRSEE Editorial Team; Biljana J. Stojanović; Dušan Ristanović; Predrag Živković; Mirsada Džaferović

doi:10.23947/2334-8496-2023-11-2-213-220

Authors

Biljana J. Stojanović Faculty of Education Jagodina, University of Kragujevac, Serbia https://orcid.org/0000-0002-6217-9873
Dušan Ristanović Faculty of Education Jagodina, University of Kragujevac, Serbia https://orcid.org/0000-0001-8205-4341
Predrag Živković Faculty of Education Jagodina, University of Kragujevac, Serbia https://orcid.org/0000-0001-5874-0165
Mirsada Džaferović Preschool Teacher Training College of Applied Studies in Kikinda, Serbia https://orcid.org/0000-0003-1330-8314

DOI:

https://doi.org/10.23947/2334-8496-2023-11-2-213-220

Keywords:

project-based learning approach, preschool age, preschool teacher

Abstract

The aim of the research was to examine the attitude of preschool teachers towards the implementation of project-based learning within the system of preschool education in the Republic of Serbia, with a special emphasis on the identification of its advantages and disadvantages. The research sample comprised 410 preschool teachers from 9 cities in Serbia. The findings showed that preschool teachers have a moderately positive attitude towards the benefits of the project-based learning for children and preschool teachers (M=4). The respondents also agree with all the statements from the questionnaire which relate to the difficulties in implementation of the project-based learning approach. A statistically significant difference among preschool teachers in relation to the academic level and length of work experience, occured only in case of one item, which is related to the lack of didactic materials (p=0,008; p=0.02).

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