| Abstract [eng] |
In the educational institutions there are young people of different age groups, including teenagers, who are the most vulnerable in society. Considering the adolescence, which is a sensitive period in young people’s life, it is noticeable that negative factors easily affect young people whose self-consciousness and value base are still developing. Taking into consideration this fact, the schools are carrying out preventive projects based on the models of social influence, with the aim to teach awareness in order to resist to social pressure and negative influences. Prevention is one of the ways of solving the problems related to using psychoactive substances. By integrating preventive projects into the curriculum, it is important not only to give knowledge and information for the students about the harmful habits, addictive disorders, their consequences or the advantages of a healthy lifestyle - but it is more important through the purposeful positive activities to change the inappropriate provisions of the students and behavior patterns referring to prevailing attitudes and values in society, family and closest environment. As the young people are taught to communicate and cooperate at school, i.e. to work constructively for common goals by maintaining good relationships, the good relations with the peers help to learn special skills, improve prevention and reduce the probability of unwanted behavior. According to the scientists, cooperation and learning through collaboration are considered to be a perspective operating principle that stimulates improvement. During the process of collaborative learning, the learner is socially and intellectually involved as he or she works in a group, together seeks the goals and is responsible for group management and learning outcomes. The following problematic issues are being discussed in this Master’s thesis: what characteristics reveal the aspect of pupils' learning by collaboration in implementing preventive projects at school? How do pupils learn through collaboration in implementing preventive projects? The aim of the study: reveal the aspect of pupils' callaborative learning in implementing preventive projects at school. The objectives of this study: to substantiate the characteristics and criteria of pupils' collaborative learning aspect in implementing preventive projects; to substantiate the research methodology of pupils' collaborative learning aspect in prevention projects; to reveal the aspects of pupils' collaborative learning in implementing preventive projects at school. The research data collection methods used in the Master’s Final Project: literature Analysis has been used to explain the concept of collaborative learning and preventive project, to present the characteristics of collaborative learning and the peculiarities of preventive project implementation, and to substantiate the theoretical model of collaborative learning in preventive projects; document Analysis was used to get acquainted with the peculiarities of the Tobacco, Alcohol and Drug Prevention Program „Unplugged“: Semi-Structured interview was used to identify the aspect of collaborative learning in a preventive project based on the point of view of teachers; Written Survey is used to obtain the data needed for the study on the pupils’ collaborative learning aspects based on the pupils' point of view in implementing a preventive project. The methods of research data analysis used in the Master’s final project: Qualitative content analysis was used to systematize and analyze the data obtained during the interview; Quantitative descriptive statistics were used to systematize and analyze the written data of the survey. Research results and conclusions. The results of the empirical research have showed that in the point of view of pupils and teachers, the collaborative learning occurs during the preventive project „Unplugged“. The process of collaborative learning is revealed by distinguishing four characteristics: incentive-type interaction, interdependence, individual responsibility and reflection/discussion. The data obtained during the quantitative study has revealed that pupils intensively cooperate during the preventive project, seek a common goal, work in small groups and stimulate interaction in achieving results. While making the qualitative research, it has been found out that teachers enable the pupils to act in the process of collaborative learning during the implementation of preventive project activities. Thus, the empirical study shows that collaborative learning occurs during a preventive project where pupils not only learn about the problems and peculiarities of using psychoactive substances, but also develop their interpersonal and social skills. |
