2nd ICAI 2022

International Conference on Automotive Industry 2022

Mladá Boleslav, Czech Republic

application of theoretical knowledge to specific managerial decision-making. Project teaching is characterized in particular by the fact that for a certain, usually longer period of time, when selected complex problem is solved, requiring a higher degree of cooperation, coordination and combination of knowledge than in the case of frontal teaching. The project can then take the form of a question and a search for an answer to it, or it can be a challenge that always reflects the learning objectives of the subject. The principles below reflect the usual project architecture: • Identification and transfer of key knowledge in relation to the researched subject • Achieving a higher level of skills in critical thinking, healthy communication, teamwork, team playing • Development of self-management and time management • Involvement of all students • Emphasis on the applicability of the solution found • Creation of conditions and environment for searching for relevant sources, data acquisition, their interpretation and subsequent use for the decision-making process and selection of the solution to the problem • Bringing teaching closer to the real environment • Changing the role of the teacher, accepting the position of coach or mentor • Transfer of the launch initiative to the students • Use of systems sciences • Strong feedback during the evaluation of the adopted solution An activating approach to acquiring students’ knowledge and skills can be considered a major bonus of the above project teaching methods. The effective architecture of project teaching leads to a broader development of the student’s skills, which he will use not only during the following studies, but especially after the beginning of his professional career. A side effect can be the attractiveness of study, arousing interest in the subject and refuting the often-presented opinion based on experience with the classical frontal method, that teaching is not very lively. According to Tseng and Yeh (2019), the most difficult task is to intersect the three basic sets of knowledge needed to successfully master the simulation. These are the sets Contend knowledge, Technological knowledge, and pedagogical knowledge, where the intersection is the ability to implement content into technology, the ability to pass content through pedagogical procedures and finally the ability to use technology for the teaching process. Numerous studies yield results that have one common denominator. A deeper understanding of the problem was identified, a longer-lasting ability to keep the acquired knowledge in mind, more suitable conditions for knowledge interaction and new knowledge creation, i.e. easier acquisition of application skills and the ability to combine knowledge from other subjects (Bauer, 2022, Project teaching, 2022). During the project teaching, there is also the development of presentation skills, the ability to formulate ideas and factually argue the results of the project, or in a discussion about the solution of partial steps. Project teaching thus brings the real world closer,

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