Suchergebnisse

The ecological dimension of education should entail all the elements of contemporary ecological culture and personality structure. The school, fulfilling its role as an educational institution, should embrace its share of responsibility for promoting and fostering ecological education, and the process itself should be viewed as a valuable and stimulating activity that instills positive values in students, improves critical thinking skills, and develops active attitudes towards oneself, but also towards other people, nature, society and culture as a whole. Ecological education should be grounded in acquiring knowledge about natural processes, the interconnectedness of global developments, and their effect on human populations and the environment. Young learners best learn about nature through play, i.e., they learn by doing and cooperating. The activities conducted in schools are mostly of the practical type, or lessons for life: collecting scrap paper, sorting waste and recyclables, taking care of seedlings and plants, promoting ecology on important dates. Actively involving students in maintaining their schoolyard teaches them key values, namely that their involvement matters and contributes to a healthier, more pleasant environment. Ecological projects born out of student-adult cooperation and engaging local communities aim to convey important messages about ecology, raise awareness and foster the adoption of positive attitudes towards nature and community. This paper will present positive examples and key characteristics of good practices of the Eco Club in "Miroslav Krleža" Elementary School. It will also suggest the most acceptable activities by outlining several didactic-methodological proposals that may be of use to students of educational colleges, as well as to elementary school teachers who run eco clubs, or wish to start extracurricular activities in the field of ecology.

The goal of this study is to figure out the benefits of having extracurricular activities in schools so that they become a factor when people think about going to college. The type of research is qualitative with an ex post facto model, and it's done that way. The method used to get data in this study is called field research, and it includes things like observations, interviews, and documentation. The total number of people in this study was 153, and the total number of people in the sample was 21. This study found that extracurricular activities can help students develop a variety of character traits, including: In (b) the flag ceremony, students learned how to be disciplined, patriotic, and able to defend their country. The role of nationalism and the country as a whole. (c) When individuals do exercise, they become disciplined, orderly, keep their bodies healthy, and build relationships with other people. (d) Scouting: Activities that build a democratic, confident, obedient to social rules, spirit of cooperation, respect for diversity, independence, discipline, hard work, and responsibility are all part of Scouting. While the things that help and hurt extracurricular activities are (a) the enthusiasm and enthusiasm of the students, the cohesiveness of all parties, parental support, the teacher's role model, good communication between students and teachers, and enough time. (b) things that make it hard to do something Lack of teachers for extracurricular activities, different family backgrounds, and limited facilities and infrastructure make it hard to do extracurricular activities.

HSch participants in extracurricular activities follow 'leading.

High school extracurricular activities are a source of the informal status networks in American secondary schools. The status networks and the norms upon which they are based do not inculcate values which stress the intrinsic worth of edu cation. Extracurricular activities are also supposed to teach the attributes of good citizenship. This study found no direct relationship between participation in high school extracurricu lar activities and attitude toward politics. The teen-ager who participates feels more integrated into the informal high school status system, This feeling of integration is associated with social trust. The more socially trusting teen-agers have a more positive attitude toward politics. Teen-agers from work ing-class backgrounds participate least, but are most likely to see the informal status system as open. It was inferred that these students were insulated by a belief in equality of oppor tunity from a direct awareness of how the status system actually operates.

Examines how the school affects student participation in high school extracurricular activities, using the High School and Beyond database (subsample N = 5,772 students from 281 public schools) and analyzing school structural and contextual effects on student participation in extracurricular activities generally and in athletics specifically, using hierarchical linear modeling procedures. Findings indicate that a complex set of structural factors (size and pupil:teacher ratio) and contextual characteristics (general school climate, mean socioeconomic status of the student body, and % of students from single-parent households) impinge on student participation. Further, there are subtle differences between school attributes that affect involvement in general and vs athletic participation. School structure and context are significant determinants of student participation in extracurricular activities, effectively altering student access to sources of human, cultural, and social capital. 2 Tables, 51 References. Adapted from the source document.

This is a report on the educational merits of an extracurricular community-building learning project undertaken at Kyoto University of Foreign Studies which was begun in April 1997 and is still operating at the time this article was written in early 2012. This project is a micro-financing house-building initiative conducted in collaboration with the NGO Habitat for Humanity International (HFHI). The houses are built to reduce poverty and to provide protection and relief from natural disasters. A description of the project, an outline of its major activities, an analysis of its development as an agent of innovative student-led educational extracurricular activities, and a discussion of the project's possible links with the curriculum are included. The HFHI extracurricular learning project has benefited the university in three ways. First, the projects have provided students with practical experiences in conceiving, planning, and carrying out action-plan projects which are small-scale simulations of the work of international community-building NGOs and also of logistical and communication aspects of business activities. Second, it may be claimed that the projects outlined in this report have Peace Studies curriculum links in the learning of foreign languages and cultures, the practice of intercultural communication skills and the development of better understandings of global political, social and economic issues. Third, student management of, and participation in, the projects may lead to important attributes of university success: a development of critical thinking capacity and a dedicated engagement in self-regulated learning. 要旨 本稿は、1997年4月に開始され、2012年初頭の本論執筆時現在も実施されている、京都外国語大学のコミュニティ構築課外学習プロジェクトの教育的メリットについての報告である。このプロジェクトは、NGO団体ハビタット・フォー・ヒューマニティー・インターナショナル(HFHI)と共同で実施されている少額融資による住宅建設の取り組みであり、住宅を建設することによって貧困を減らし、自然災害の危険と不安を取り除くことを目指している。本稿にはプロジェクトの説明、主な活動の概要、革新的な学生主導型教育課外活動の担当教員として述べるプロジェクト展開の分析、およびプロジェクトをどのようにカリキュラムと関係づけられるかに関する議論が含まれる。HFHI課外学習プロジェクトが大学に果たしてきた貢献は次の3点である。第一に、プロジェクトのおかげで学生たちは、国際的コミュニティ構築NGOの業務、ならびに商業活動の物流管理と意思疎通を小規模にシミュレーションできる行動計画プロジェクトを着想し、計画し、実行することを実地に経験できた。第二に、本報告で概述されるプロジェクトは平和学カリキュラムを通じて、外国の言語と文化の学習、異文化間における意思疎通能力の実践、そして世界的な政治、社会、経済問題の理解を深めることにつながっていると言える。第三に、学生がプロジェクトをまとめ、プロジェクトに参加することによって、大学が躍進するための重要な特質である、批判的思考能力の育成と自己管理型学習への熱心な取り組みが実現され得る。

There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills.

There have been multiple trends of building democratic citizens through formal education, and in the European context the trials have been dramatically increased with the Europeanization process since the 1980s. In line with this trend, an in-depth qualitative case study was carried out in a private primary school in Turkey to shed light on the role of school-based extra-curricular activities as a contemporary trend in building active citizenship values and competencies in students. Qualitative data were collected through multiple data collection tools as observation field notes, interviews, and document analysis to achieve triangulation and trustworthiness. Much of the findings were compatible with EURYDICE Report (2005) on citizenship education, and yielded six themes, called the six blossoms of extra-curricular activities in citizenship education: namely, active citizenship perception; social accountability; intercultural awareness; awareness of democracy and human rights; thinking and research skills; and interaction and interpersonal skills.

Examines how the school affects student participation in high school extracurricular activities, using the High School & Beyond database (subsample N = 5,772 students from 281 public schools) & analyzing school structural & contextual effects on student participation in extracurricular activities generally & in athletics specifically, using hierarchical linear modeling procedures. Findings indicate that a complex set of structural factors (size & pupil:teacher ratio) & contextual characteristics (general school climate, mean socioeconomic status of the student body, & % of students from single-parent households) impinge on student participation. Further, there are subtle differences between school attributes that affect involvement in general & vs athletic participation. School structure & context are significant determinants of student participation in extracurricular activities, effectively altering student access to sources of human, cultural, & social capital. 2 Tables, 51 References. Adapted from the source document.