Problem based learning . A methodology for vocational training. The author describes an educational project about vocational training which lasted 7 years. The project had two main objectives: 1.to identify the students who didn’t want to go to high school and to help them to choose the best alternative for them (apprenticeship or professional training) 2. to plan and implement and evaluate a parallel program for those students. The Parallel Track was an innovative program which was student-centred and used interactive methods like : problem based learning (PBL), role playing sessions, site visits and short work experiences. The Project followed several steps: teacher training activities, creation of a planning group, creation of educational materials, creation of students working groups, implementation of the educational activities. The Parallel track program lasted 4 months (20 sessions with students) and it was repeated for 7 years. After 7 years it was held the evaluation of the impact of this Project. 140 students were invited to evaluate this project, 75 went for a semi-structured interviews. They said the Parallel Track program helped them to choose their career, 45% said that they well understood what was necessary to enter in the market labour, 25% understood what to do to look for a job.

L'apprendimento per problemi. Una metodologia con funzione orientativa.

LOTTI, ANTONELLA
2009

Abstract

Problem based learning . A methodology for vocational training. The author describes an educational project about vocational training which lasted 7 years. The project had two main objectives: 1.to identify the students who didn’t want to go to high school and to help them to choose the best alternative for them (apprenticeship or professional training) 2. to plan and implement and evaluate a parallel program for those students. The Parallel Track was an innovative program which was student-centred and used interactive methods like : problem based learning (PBL), role playing sessions, site visits and short work experiences. The Project followed several steps: teacher training activities, creation of a planning group, creation of educational materials, creation of students working groups, implementation of the educational activities. The Parallel track program lasted 4 months (20 sessions with students) and it was repeated for 7 years. After 7 years it was held the evaluation of the impact of this Project. 140 students were invited to evaluate this project, 75 went for a semi-structured interviews. They said the Parallel Track program helped them to choose their career, 45% said that they well understood what was necessary to enter in the market labour, 25% understood what to do to look for a job.
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11567/235716
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