<abstract xmlns="http://www.w3.org/1999/xhtml"><p>The contribution describes the circumstances of the implementation of a chemistry project with the main theme “Chemical show - Harry Potter”. Project-based learning belongs between the complex teaching methods, where the desired effect can be influenced by many factors, <italic>eg</italic> student’s attitude, student’s overall opinion and feelings about the method. The motivation of the researchers was to understand and evaluate the factors present in the realised project. The analysed factors and behavioural schemes can provide a good starting point for the teachers at planning their projects. With the aim to understand the students’ reaction the researchers used Q-methodology to identify the different behavioural groups of participating students based on their real opinion. In the presented research the researchers analyse the response of totally 26 students. As a result totally 6 behavioural examples are presented that teachers can meet during implementation of project based learning. The presented categorization collaborates with other formerly publicised types of student’s behaviour, <italic>eg</italic> students of “pleasant surprises” and “disappointing surprises”. However, other additional types of behavioural types emerged <italic>eg</italic> students orienting and concentrating on the theoretical knowledge, students with very strong need for leading and students with the need of several assessment systems. The presented results can provide a wider view for the teachers in preparing and forecasting the flow of their projects and can help them to prepare the project.</p></abstract>

The contribution describes the circumstances of the implementation of a chemistry project with the main theme “Chemical show - Harry Potter”. Project-based learning belongs between the complex teaching methods, where the desired effect can be influenced by many factors, eg student’s attitude, student’s overall opinion and feelings about the method. The motivation of the researchers was to understand and evaluate the factors present in the realised project. The analysed factors and behavioural schemes can provide a good starting point for the teachers at planning their projects. With the aim to understand the students’ reaction the researchers used Q-methodology to identify the different behavioural groups of participating students based on their real opinion. In the presented research the researchers analyse the response of totally 26 students. As a result totally 6 behavioural examples are presented that teachers can meet during implementation of project based learning. The presented categorization collaborates with other formerly publicised types of student’s behaviour, eg students of “pleasant surprises” and “disappointing surprises”. However, other additional types of behavioural types emerged eg students orienting and concentrating on the theoretical knowledge, students with very strong need for leading and students with the need of several assessment systems. The presented results can provide a wider view for the teachers in preparing and forecasting the flow of their projects and can help them to prepare the project.

Q-Methodology Study of Students Behaviour During Project-Based Learning

Department of Didactics and Pedagogics of Chemistry, Faculty of Natural Science, Comenius University, Bratislava 842 15, Mlynská dolina, SK

Chemistry-Didactics-Ecology-Metrology

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

{"article-title":"Q-Methodology Study of Students Behaviour During Project-Based Learning"}

The contribution describes the circumstances of the implementation of a chemistry project with the main theme “Chemical show - Harry Potter”. Project-based...

Q-Methodology Study of Students Behaviour During Project-Based Learning

Publié en ligne: 26 janv. 2016

Pages: 39 - 48

DOI: https://doi.org/10.1515/cdem-2015-0004

Mots clés
project-based learning, Q-methodology, student’s opinion

© 2015 Gabriella Németh et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Q-Methodology Study of Students Behaviour During Project-Based Learning

Publié en ligne: 26 janv. 2016

Pages: 39 - 48

DOI: https://doi.org/10.1515/cdem-2015-0004

Mots clésproject-based learning, Q-methodology, student’s opinion

© 2015 Gabriella Németh et al., published by De Gruyter Open

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 License.

Mots clés
project-based learning, Q-methodology, student’s opinion