Diplomsko delo z naslovom Projektno delo na razredni stopnji osnovne šole v teoretičnem delu podrobno opisuje lastnosti projektnega dela, saj učiteljevo poznavanje le-teh bistveno vpliva na kakovost izvajanja projektnega dela in prispeva h kvalitativnim premikom v delu osnovne šole in celotnem življenju. Skozi učni proces je pomembno poudarjanje aktivne vloge učenca in njegovo lastno konstruiranje, izgrajevanje in odkrivanje znanja. S tem je spremenjena tudi vloga učitelja, ki preide iz zgolj posredovalca in prenašalca znanja na raziskovalca, ki s premišljenim in sistematičnim delom na predznanju in idejah učencev posveča pozornost njihovemu nepopolnemu razumevanju in napačnim predstavam (Rutar Ilc, 2003, str. 173-174). Vse to omogoča projektno delo, kjer sta učitelj in učenec v enakovrednem odnosu in s kooperativnim delom oblikujeta ter usvajata znanje. Projektno delo temelji na skupinskem in timskem delu, skupnem dogovarjanju o ciljih, razvija ogromno možnosti za samostojno in odgovorno ravnanje in učencem krepi samozavest ter jih pripravlja na nadaljnje samostojno in poklicno življenje (Jank, Meyer, 2006, str. 36povz. po Ivanuš Grmek idr., 2009, str. 39).
V empiričnem delu je opisana uporaba projektnega dela v prvem in drugem vzgojno-izobraževalnem obdobju osnovne šole. Raziskana je pogostost uporabe projektnega dela, najuspešnejši izvedeni projekti, vrsta znanja, ki je primerna za usvajanje s projektnim delom, kraj izvajanja projektnega dela, učiteljevo upoštevanje faz pri načrtovanju učnega procesa, temeljno načelo, ki vodi učiteljevo načrtovanje, velikost izvajanih projektov, učiteljevo vzdrževanje motiviranosti učencev, mnenje učiteljev o motiviranosti učencev in o kakovosti ter kvantiteti usvojenega znanja s projektnim delom, mnenje učiteljev o priljubljenosti projektnega dela med učenci ter o najpomembnejših prednostih in slabostih, ki jih učitelji pripisujejo vključevanju in uporabi projektnega dela v vzgojno-izobraževalni proces.The diploma research titled Project work in elementary classes at primary school represents the qualities of project work in details. In its first, theoretical part deals with teachers’ awareness and knowledge about them which influences essentially on the quality of execution of project work. It contributes to qualitative movements within primary school work and affects entire life in general. It is important to stress the active role of pupils in their own engineering and deductive processes of gaining knowledge. The role of the teacher is also changed from a deliverer of knowledge to researcher, who pays attention to pupils’ incomplete understanding and wrong notions thoughtfully and systematically. (Rutar Ilc, 2003, page 173-174). That observation makes project work possible and establishes equality in relationship between a teacher and a pupil and enables them to learn in a cooperative way. Project work is based on group and team work and mutual arranging of goals. It develops many possibilities for independent and responsible acting. Pupils’ self-confidence strengthens and prepares them for further independent and professional life (Jank, Meyer, 2006, page 36based upon Ivanuš Grmek idr., 2009, page 39).
The use of project work in the first and second stage of primary education is described within empirical part of this dissertation. It includes researches on frequency of usage of project work, investigates most successful projects, teachers’ appropriate kinds of knowledge used, places of execution of project work, teachers’ consideration of development and planning didactic processes, basic principles that guide teachers’ planning, the size of executed projects, teachers’ maintenance of pupils’ motivation, views and opinions on pupils’ involvement, quality and quantity of knowledge, acquired by project work, their opinion on popularity of project work among pupils and last but not least it presents important advantages and disadvantages that teachers attribute to using project work in educational process
