A conceptual framework on informal learning of active citizenship competencies.

Autor/inn/en	Maslowski, Ralf; Breit, Heiko; Eckensberger, Lutz H.; Scheerens, Jaap
Titel	A conceptual framework on informal learning of active citizenship competencies.
Quelle	Aus: Scheerens, Jaap (Hrsg.): Informal learning of active citizenship at school. An international comparative study in seven European countries. Dordrecht u.a.: Springer Science + Business Media B.V (2009) S. 11-24 PDF als Volltext Link als defekt meldenVerfügbarkeit
Reihe	Lifelong learning book series. 14
Beigaben	grafische Darstellungen
Sprache	englisch
Dokumenttyp	online; gedruckt; Sammelwerksbeitrag
ISBN	1-4020-9620-8; 978-1-4020-9620-4
DOI	10.1007/978-1-4020-9621-1_2
Schlagwörter	Kompetenz; Empirische Untersuchung; Methodologie; Formale Bildung; Bildungsmanagement; Schule; Schulklasse; Schulkultur; Schüler-Lehrer-Beziehung; Informelles Lernen; Moral; Norm; Demokratie; Politische Bildung; Wertorientierung; Deutschland
Abstract	The conceptual framework for this study consists of three types of factors: 1. the citizenship competencies and values, 2. the informal student activities and experiences at school and 3. the school context. The first factor, referring to citizenship competencies and values, can be seen as resulting from (among other origins) the informal student activities and learning experiences at school. The second factor, informal activities and experiences at school, represents situations in which students "learn" certain citizenship competencies. As such, these can be considered as mediating factors between the competencies and values on the one hand, and the school context, in which these activities and experiences are embedded on the other. The school context can be conceived as consisting of factors stimulating or restraining informal student activities and experiences. Although the citizenship competencies and values are considered as being influenced by students' informal learning experiences, it is acknowledged that these competencies and values, in their turn, influence informal activities and experiences. Moreover, citizenship competencies and values can also shape several school context conditions, under which the informal earning experiences take place. As such, the tree types of factors are seen as related in a reciprocal rather than in a one-direction linear way. (DIPF/Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2009/4