Abstract
The popularity of PBL is constantly rising. However, PBL is hard to understand and therefore harder to implement in schools.
The study deals with the topic of understanding how Slovenian chemistry teachers understand PBL and implement it in their teaching of chemistry or related subjects. 130 responses were gathered through questionnaire which was sent to Slovenian chemistry teachers of all lower secondary and general upper secondary schools. Results show that teachers barely understand PBL and that contrary to their opinion they do not use frequently PBL in practice.
Project-based learning is often confused for problem-based learning, which is the main confusion for the teachers. Respondents believe that, because of extensive curriculum and lack of time, it is not possible to fully implement PBL in Slovenian secondary schools.