Iskolán kívüli színterek az általános iskolai oktatásban

Fűz, Nóra

doi:10.17670/mped.2017.2.197

Cited by 5 publications

(4 citation statements)

References 18 publications

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“…Visiting the museum should not be seen as a mere recreation or excursion, although there is a great difference between schools in this area. Fortunately, there are purposefully developed, prepared, didactically constructed extracurricular occupations (Fűz 2017). Success requires knowledge of context, the appropriate method, knowledge of the mediated content (subjects), understanding the theories of learning and teaching, and speaking for mediation (Griffiths, Aerni and King 2007).…”

Section: Good Practices Of Museum Education Art Pedagogy and Circus Pedagogy In Hungarymentioning

confidence: 99%

Challenges and in Museum Education, Best Practices in Hungary

Kempf¹,

Vincze²,

Németh³

2020

RSE

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The study aims to present the best practices of museum education, art pedagogy and circus pedagogy in Hungary, to highlight their importance and their role as mediators of cultural values and their role in social equal opportunities. It emphasizes the role of non-formal forms of learning that are capable of meeting learners’ needs in a well-defined, differentiated, and experiential way outside the school system. At the same time, the study reflects on current issues in the renewal of museum education. Among other things, for those who want to study, «everything is more interesting outside of school». Changing learning habits and technical opportunities poses a major challenge in sustaining learning motivation. It also emphasizes the potential of informal learning in diverse settings - family, community, informal and supportive of information acquisition and capacity building (Coombs 1969, 1972). It cites examples of good domestic practice as interpreted by the Constructivist Museum (Anderson 2008; Black 2012; Hein 2004 a, b) and refers to programs, projects, and circus pedagogical initiatives for SEN and disadvantaged groups.

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Section: Good Practices Of Museum Education Art Pedagogy and Circus Pedagogy In Hungarymentioning

confidence: 99%

Challenges and in Museum Education, Best Practices in Hungary

Kempf¹,

Vincze²,

Németh³

2020

RSE

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“…A regressziós modellbe az iskolán kívüli program összesített megítélése került mint függő változó, a független változók pedig a következők: az iskola iránti általános tanulói attitűd, az iskolán kívüli foglalkozás iránti általános tanulói attitűd, a tanulók által látogatott színterek száma és a látogatások gyakorisága. A kérdőív kapcsolódó tételeinek eredményeit külön tanulmányban ismertettük (Fűz, 2017).…”

Section: Befolyásoló Tényezők Az Iskolán Kívüli Foglalkozás Hasznossáunclassified

Az iskolán kívüli tanórák hatékonyságának megítélése általános iskolás diákok és pedagógusok körében

Fűz¹

2018

Self Cite

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„A fizikai környezet, ahol a tanulás végbemegy, rendkívüli fontossággal bír, ezért a tanulást autentikus kontextusban szükséges vizsgálnunk” (Rennie és mtsai, 2003). A tanulási folyamatok és a tanulás fizikai, tárgyi környezete közötti összefüggés kutatására napjainkban ismét fokozott figyelem irányult, hiszen az információrobbanás valamint a gyors tudományos és technikai fejlődés hatására egyre inkább megdől az iskola egyeduralma az információszerzésben. Az iskolán kívüli tanulás helyszínei, mint például a tudományos központok, látványlaboratóriumok, állatkertek vagy könyvtárak olyan, iskolai oktatást kiegészítő kontextust teremtenek, ahol a személyes, szociális és mozgásos tanulás egyszerre van jelen. Nagymintás empirikus kutatásunkkal az iskolán kívüli programok hatását vizsgáltuk a tanulás kognitív és nem-kognitív dimenziói mentén. Online kérdőívünk segítségével 3–8. osztályos diákok és pedagógusaik, intézményvezetőik véleményét kérdeztük az iskola által szervezett, a tanterem falain kívül megvalósuló foglalkozások jellegéről, hatékonyságáról.

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“…The acquisition of the English language is essential for international, cultural and scientific communication, and due to the rapid internationalization developments in education, it is vital for learning in a university intercultural environment. The emergence of new digital technologies greatly aids the language acquisition process and more and more students are using tools and mobile applications to support out-of-school learning (Fűz, 2017;Teng, 2020). Especially in the last four years, language MALL applications have emerged to help language learning, which can effectively help the development of skills (especially listening and reading comprehension).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

Thékes

2021

IJTE

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Examining the relationship between technology and the success of language acquisition and the integration of technology into language instruction has been around of a long time by now. The development of technology can essentially change how languages are taught. Nevertheless, it is only in the last few years that the road has opened up for new language learning opportunities. In this current study, the impact of a pedagogical intervention is presented grounded on Xeropan, a gamified language learning application. In addition to assessing the impact of the app, a questionnaire was also applied to find out how efficient language learners find language learning with the application. Based on the original aim of the literature and the study, answers were sought as to how Xeropan influences the English language learning process, how student users find Xeropan in terms of efficiency and motivation, and how self-regulated motivation correlates with use of Xeropan. It was found that Xeropan application has a positive impact on language learning processes. There was a visible improvement in language learners, and at the level of some tasks, it was indicated that there was a significant improvement as a result of the developmental intervention using Xeropan. It was also pointed out that students are content to work with Xeropan and find that it has a positive effect on them. Further conclusions are drawn.

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Iskolán kívüli színterek az általános iskolai oktatásban

Cited by 5 publications

References 18 publications

Challenges and in Museum Education, Best Practices in Hungary

Challenges and in Museum Education, Best Practices in Hungary

Az iskolán kívüli tanórák hatékonyságának megítélése általános iskolás diákok és pedagógusok körében

The Impact of Xeropan: An Online Application Assisting Language Learning on the Processes of Foreign Language Learning

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