Out-of-School Learning in Hungarian Primary Education: Practice and Barriers

Autor/in	Fuz, Nóra
Titel	Out-of-School Learning in Hungarian Primary Education: Practice and Barriers
Quelle	In: Journal of Experiential Education, 41 (2018) 3, S.277-294 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825918758342
Schlagwörter	Science Instruction; Foreign Countries; Outdoor Education; Place Based Education; Informal Education; Student Motivation; Elementary School Students; Elementary School Teachers; Principals; After School Programs; After School Education; Student Attitudes; Teacher Attitudes; Administrator Attitudes; Educational Practices; Barriers; Hungary + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Ausland; Freiluftunterricht; Informelle Bildung; Nichtformale Bildung; Schulische Motivation; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Principal; Schulleiter; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; After school programs; Out of school education; Out-of-school education; Schülerverhalten; Lehrerverhalten; Bildungspraxis; Ungarn
Abstract	Background: In recent years interest has increased in the role of out-of-school learning (OSL) in improving science education and students' motivation toward learning. In Hungary, however, little is known about the practice and outlook of OSL. Purpose: This study explored (a) how Hungarian primary schools use OSL places (including the location, frequency, and motivation of the visits), (b) the overall attitudes toward OSL, and (c) whether any obstacles to OSL exist that schools need to overcome. Methodology/Approach: We used a large-scale online survey collecting data from a total of 4,861 respondents, which identified the parameters of OSL programs organized by primary schools. Findings/Conclusions: Results reveal that schools follow the recommendations of the National Core Curriculum on OSL, but such programs only occasionally take place, even though the majority of respondents expressed the desire for increased frequency. The main reasons for the low prevalence of OSL activities are difficulties with financial arrangements and fitting them into the syllabus. Implications: Further research should focus on how to overcome barriers to OSL to take the intention of the respondents into consideration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01