Abstract
Project based learning (PBL) is one of the organizational forms of teaching in line with the ideas of the founder of pragmatic teaching John Dewey. However, the word "project" is often overused and features many school activities that do not meet the principles on which PBL is based.
From the above information, it is clear, that realizing PBL instruction in accordance with its original principles involves a detailed examination of its methodology by the teacher. Project instruction is primarily based on group work.
The pupils' teams solve the themes that are associated with their everyday life. These topics must have an inter-subject character.
The specific topics of PBL must be based on the interests of pupils themselves. The aim of the paper is to monitor the implementation of PBL in science lessons in the Czech, with respect to the original philosophy of PBL instruction formulated by John Dewey and the PBL methodical pillars.
The data was obtained through semi-structured interviews and the attendance method. It has been found that teachers often fail to comply with the PBL methodology.
The subject of our research was the extent to which teachers respect the idea of project-based learning with respect to the initial pillars defined by Dewey, defined by Dewey. The results of the interviews were recorded in tabular form.