Perceptions of Learning: Interviews with First and Second Graders in a Hungarian Primary School

Autor/inn/en	Habók, Anita; Babarczy, Anna
Titel	Perceptions of Learning: Interviews with First and Second Graders in a Hungarian Primary School
Quelle	In: Early Childhood Education Journal, 46 (2018) 1, S.61-71 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-017-0841-2
Schlagwörter	Foreign Countries; Elementary School Students; Student Attitudes; Educational Attitudes; Grade 1; Grade 2; Teacher Role; Student Role; Learning Strategies; Arithmetic; Reading; Student Evaluation; Learning Processes; Metacognition; Hungary + Suchen Sie Ihr Suchwort? Ausland; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Lehrerrolle; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Leseprozess; Lesen; Schulnote; Studentische Bewertung; Learning process; Lernprozess; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Ungarn
Abstract	The paper discusses children' attitudes towards school and learning soon after entering primary school in Hungary. First and second grade primary school students (N = 33) were interviewed. The interviews explored the following questions: What are the teachers' and the children's roles in the classroom? What is learning? Where do children learn? What kind of learning strategies do students use in arithmetic and reading? How are students evaluated in the school? What do students like best about school? The data suggest that the children quickly adapt to the school environment and, on the whole, have a positive attitude towards school and learning but--with a few exceptions--their views on the role of schooling in life reflect traditional, school subject centred goals and values and little awareness of the learning process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01