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Marekh Natenadze
Teimuraz Gvaramadze


Still in the process the implementation the second generation of the national curriculum, project-based learning is widespread in secondary schools, which significantly increased the involvement of students in the learning process, contributed to the development of their high thinking skills (analysis, evaluation, synthesis) and the development of the  twenty-first century skills such as: 1) Learning and invention, 2) Information, media and technology and 3) Life and career skills.

At the same time, in cooperation with Samtskhe-Javakheti schools, it turned out to us that students of the mentioned schools, did not have proper information on regional issues, for example, students basic  level of schools did not properly master the issue of Javakheti Protected Areas , at that time, according to the second generation of the national curriculum, the issue of protected areas was taught in a sixth grade science subject. We decided to implement educational project with the students of sixth grade at the subject science on the topic: Javakheti Protected Areas, specifically, at the issues of conservation measures for the flora and fauna of Javakheti.

The implementation of the project was also driven by the desire of students to  study better  protected areas in the Samtskhe-Javakheti region; We also took into account the fact that theme about Javakheti Protected Areas in textbooks was not fully presented and discussed.

Importantly, the educational project was related to the real life. At the stage evaluation, the project was positively assessed by teachers, students and their parents and they expressed a desire to hold similar events in the future.

Next, in the 2018-2019 academic year, when the third generation of the national curriculum (2018-2024) was launched at the primary school level, we decided to carry out study activities on protected area issues again with sixth graders. Learning activities were selected according to the annual program of the nature study.

Considering the content of the program and the recommended activities defined directions and achievable results. The students happily completed the complex assignments developed in accordance with the third generation of the national curriculum. They wrote essays, compiled projects, attempted to plan outschool activities.

At the summary meeting students, teachers and parents of students analyzed completed  work and  assessed it positively. The parents liked the process of working on the complex assignments and they noted that a creative approach to a complex assignment allows all students to do work.

At the summarizing stage it was also mentioned that  previous academic years, in the process of  the educational projects  began after learning the theoretical part, at the stage of  the current  changes at the school education, in this case, according to the third generation of.the national curriculum when performing the complex assignments  of the work begins at the beginning of the  learning, for example, the execution of a project and the students associate the topic of the unit with a specific project in the learning process.

Such work motivates students to learn, increases their interest in the subject and prepares them for life. In addition, the parents of the students realized their role in the educational process and expressed a desire to actively participate in this process.

An educational project Javakheti Protected Areas third generation of the national curriculum the complex assignments
Published: Jan 9, 2021

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