63 KB120 KB58 KB200420242006Drobnič Vidic, Andrejaštevilka:121 straniletnik:3str. 163-183ISSN:1854-0023ISSN:1854-0031COBISSID:27704069URN:URN:NBN:SI:doc-TLU6NBLSenFakulteta za družbene vedeMetodološki zvezkieducationizobraževalni programiizobraževanjekemijsko inženirstvomodel PBLproblemsko naravnan študijSloveniaSlovenijastatistikaštudijvisoko šolstvoA model for teaching basic engineering statistics in Slovenia|Statistics contents are commonly included in university curricula. Slovenian students in general have a lack of problem solving and application knowledge in mathematics and basic statistics. Moreover, engineering students have a lack of teamwork skills, needed in their professional careers. In order to reduce these shortcomings we designed a model for teaching basic statistics to engineering students. The problembased learning (PBL) approach served as the basis for this model. We adapted it to the requirements of a basic engineering statistics course and to the environment of a Slovenian university. Four main factors of the model are described in detail: problems, which enable the development of problem solving skills and application of knowledge; PBL teachers, who need to change their roles and activities in the instruction; aims of the students, and the alternative assessment. The article also makes reference to a pedagogical experiment, in which we verified this modelTEXTznanstveno časopisjejournalsSlovenian National E-content AggregatorNational and University Library of SloveniaUniverza v Ljubljani, Fakulteta za družbene vede