摘要：Project work during the learning process enables acquisition of stable, deep and personally meaningful knowledge. However, it is still used irregularly in Latvia. This study aims to establish what discouraged teachers from using project work constantly with junior schoolchildren. Qualitative analysis of data from observation of learners’ project work in junior forms of one school (n=20), expert interviews with teachers (n=8) and the authors’ schoolwork experience suggest that what impedes constant usage of project work is the challenge of evaluating learning achievements in situations where each learner improves different skills and develops personal and social characteristics in a unique way.
关键词：Project work;learning and research skills;personal and social characteristics
