Children's Conceptions of Informal and Everyday Learning

Autor/inn/en	Bourke, Roseanna; O'Neill, John; Loveridge, Judith
Titel	Children's Conceptions of Informal and Everyday Learning
Quelle	In: Oxford Review of Education, 44 (2018) 6, S.771-786 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-4985
DOI	10.1080/03054985.2018.1450238
Schlagwörter	Informal Education; Foreign Countries; Self Concept; Interpersonal Relationship; Student Attitudes; Criticism; Learning Processes; Teacher Student Relationship; Teaching Methods; Elementary School Students; New Zealand + Suchen Sie Ihr Suchwort? Informelle Bildung; Nichtformale Bildung; Ausland; Selbstkonzept; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Schülerverhalten; Kritik; Learning process; Lernprozess; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode; Neuseeland
Abstract	Although informal learning is part of everyday life it is only recently that attempts have been made to more fully conceptualise its nature. This paper explores young children's conceptions of their everyday and informal learning outside of school within the Aotearoa New Zealand context. Phenomenography is used to systematically analyse the variation and categories of descriptions in children's conceptions of everyday informal learning. From in-depth interviews with 36 nine-year-old children about their everyday informal learning, five categories of description are identified, ranging from least to most sophisticated. Six dimensions are also identified across the categories: culture, relationships, identity, strategies, purpose, and affect/emotion. In combination these influence how children conceptualise and make meaning of their learning in the everyday. We argue that this empirical approach provides a complex understanding of informal learning, which attends to critiques of earlier conceptualisations and may also help teachers consider how to more meaningfully support all students' learning in school. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01