The document summarizes research conducted on using non-traditional learning spaces for education in Romania and Lithuania. Surveys of teachers and students in both countries found that:
1) While most lessons currently take place in classrooms, teachers and students believe that non-traditional spaces like parks, museums and nature can increase student motivation and engagement.
2) Teachers are open to holding lessons in these types of spaces but need guidance on effective methodologies and curriculum integration.
3) Students reported enjoying lessons outside of school that incorporated hands-on learning, group work and local history/nature topics. They were especially interested in activities in nature.
The research concluded that non-traditional learning spaces have potential
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
I am not scared & Stay@school presentation fundatia euro_edAndreeaCleminte
Fundatia EuroEd (www.euroed.ro) aduce in atentia celor interesati 2 dintre proiectele pe care le desfasoara:
Proiectul I am not scared (511645-LLP-1-2010-1-IT-KA1-KA1SCR ) - prevenirea violentei scolare
Proiectul Stay@School (2011-1-IT1-LEO05-01961) - prevenirea abandonului scolar
Proiectele sunt finanţate cu sprijinul Comisiei Europene. Această publicaţie (comunicare) reflectă numai punctul de vedere al autorului şi Comisia nu este responsabilă pentru eventuala utilizare a informaţiilor pe care le conţine.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learning’s 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
“Science Education for Active citizenship” is a publication on science education offers a 21st century vision
for science for society within the broader European agenda. This report is aimed primarily at science education
policy makers. It identifies the main issues involved in helping citizens to access scientific debate. It provides
guidance on how industry can contribute to science education; and it proposes a new framework for all types
of science education from formal, to non-formal and informal approaches.
Public engagement has already made a real difference in the governance and decision-making process of
Horizon 2020: providing a space for the citizen to tell us what works and what doesn’t, what’s important and
what’s not.
The report makes a substantive contribution to the policy debate within Europe on how best to equip citizens
with the skills they need for active participation in the processes that will shape everyone’s lives.
I am not scared & Stay@school presentation fundatia euro_edAndreeaCleminte
Fundatia EuroEd (www.euroed.ro) aduce in atentia celor interesati 2 dintre proiectele pe care le desfasoara:
Proiectul I am not scared (511645-LLP-1-2010-1-IT-KA1-KA1SCR ) - prevenirea violentei scolare
Proiectul Stay@School (2011-1-IT1-LEO05-01961) - prevenirea abandonului scolar
Proiectele sunt finanţate cu sprijinul Comisiei Europene. Această publicaţie (comunicare) reflectă numai punctul de vedere al autorului şi Comisia nu este responsabilă pentru eventuala utilizare a informaţiilor pe care le conţine.
2021 researchcolloqium south africa_22september2021_ossiannilsson_finalEbba Ossiannilsson
2021 Research Colloquium hosted by South African Department of Higher Education and Training Research Colloquium. My presentation on Blended learning: State of the nation
This is the presentation CARDET gave on the Science Fiction in Education project, during the ICEM 2014 conference in Eger, Hungary. www.scifieducation.org
My presentation at M-learn 2020 4th November 2020. 19TH WORLD CONFERENCE ON MOBILE, BLENDED AND SEAMLESS LEARNING
Sustaining equal access to learning in a mobile world
The International Association for Mobile Learning’s 19th World Conference, mLearn 2020, will be hosted in Cairo, Egypt, by the eLearning Centre at Mansoura University!
https://www.iamlearn.org/mlearn/
Presentación de la comunicación en ECER 2019 del caso Torrijos, dentro del proyecto "Nómadas del conocimiento: analizando prácticas disruptivas en educación secundaria", financiado por la fundación COTEC para la innovación.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The growth of digital devices, digital reading, and online purchasing is opening up new opportunities for publishers around the world, and this is particularly true in the classroom environment. Shane Armstrong, Executive Vice President of Scholastic Corporation and President of International Growth Markets, will present an overview of Scholastic’s big plans for global educational publishing, especially in the core areas of math and reading. He’ll talk about new opportunities with assessment, how ancillary products support Scholastic’s goals, and how trade pubs can take advantage of an increasingly global (and increasingly digital) education market.
Presentación de la comunicación en ECER 2019 del caso Torrijos, dentro del proyecto "Nómadas del conocimiento: analizando prácticas disruptivas en educación secundaria", financiado por la fundación COTEC para la innovación.
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVI...Ramesh C. Sharma
A Global Study of Macro, Meso and Micro aspects of Open Education due to COVID-19
Friday, December 10 • 11:30am - 12:30pm
C.M. Stracke, R.C. Sharma, C. Swiatek, D. Burgos, A. Bozkurt, Ö. Karakaya, A. Inamorato dos Santos, J. Mason, C. Nerantzi, J.F. Obiageli Agbu, E. Ossiannilsson, M. S. Ramírez Montoya, G. Santos-Hermosa, J. G. Shon, M. Wan, G. Conole, R. Farrow
Un estudio global de los aspectos macro, meso y micro de la educación abierta debido a COVID-19 #oercampglobal #oercamp
Um estudo global dos aspectos macro, meso e micro da educação aberta devido ao COVID-19 #oercampglobal #oercamp
Une étude mondiale des aspects macro, méso et micro de l'éducation ouverte en raison de COVID-19 #oercampglobal #oercamp
由于 COVID-19 对开放教育宏观、中观和微观方面的全球研究
This presentation provides findings of our global overview of the status of Open Education and Open Science during the first year of the COVID-19 pandemic wherein we gathered practices and uses cases from 13 countries and global regions. We also identify challenges for formal education during the COVID-19 outbreak and potential solutions and examples of Open Education and Open Science.
https://oercampglobal2021.sched.com/event/r1oT/a-global-study-of-macro-meso-and-micro-aspects-of-open-education-due-to-covid-19
OERcamp.global 2021 – an Unconference on OER
The first 48-hour Festival for Open Educational Resources
December 09–11, 2021. https://www.oercamp.de/global/
The OERcamp is a BarCamp on Open Education and Open Educational Resources (OER). “BarCamp” means that everyone can contribute to the programme by submitting their sessions. It is a user-generated (un-)conference. A BarCamp is not only about sharing knowledge: Open issues, ongoing activities and joint reflection can take place in sessions, as well. It’s about sharing and co-creating knowledge, the open way!
The event communication will be in English. Workshop sessions in any other language are highly welcomed!
The OERcamp.global is hosted by the German Commission for UNESCO and Agentur J&K – Jöran und Konsorten, which has been hosting OERcamps since 2012.
The growth of digital devices, digital reading, and online purchasing is opening up new opportunities for publishers around the world, and this is particularly true in the classroom environment. Shane Armstrong, Executive Vice President of Scholastic Corporation and President of International Growth Markets, will present an overview of Scholastic’s big plans for global educational publishing, especially in the core areas of math and reading. He’ll talk about new opportunities with assessment, how ancillary products support Scholastic’s goals, and how trade pubs can take advantage of an increasingly global (and increasingly digital) education market.
Project work, Field trips, Laboratory work, Journal writing, concept mapping,...DeepanshuYadav2
The key focus and desired outcomes for Project Work are:
1. Communication
2. Students can express their ideas clearly and effectively, both verbally and in written form.
3. Collaboration
4. Students can work as a team to achieve common goals.
5. Knowledge application
6. Students are able to make links across different areas of knowledge and to generate, develop and evaluate ideas and information related to the project.
7. Independent learning
8. Students are able to learn on their own, reflect on their learning and improve upon it.
By: Khitam Al-Utaibi
iEARN-Jordan Representative
ALC 5th Annual “Shaping the Way We Teach” Conference
“Promoting Equality in the English Language Classroom: Making Every Learner’s Chance to Succeed the Same -- Regardless of Gender, Social Standing, or Geography”
January 19, 2013
Amman, Jordan
Mod 1 the role of the teacher librarian and the schooltlspecial
UBC LLED 469: Role of the TL and the School Library Program
Module 1 presentation introduces students to the capacity of the teacher-librarian to support classroom teachers designing resource-based inquiry learning.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Project Leonardo da Vinci 2013, mobility of a Romanian delegation of experts in education from Bucharest, Romania at Dundee and Angus College, Scotland UK
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Prezentare conferinta proiectomenius regio final simona luca
1. Comenius Regio
"City as a Learning Place -
Where Learning is An
Adventure"
Project meeting
ROMANIA
Bucharest
8-13 October 2012
2. Theoretical premises
• Centuries ago, visionar psychologists
and experts in education like Rousseau
and, later Piaget have emphasis that
real life experiences form the basis of
learning and bring precious inputs to
education
• Over 200 years ago, in his manual of
pedagogy, Rousseau settled the
importance of learning from different
places and settings, recommending for
Emile a whole year of learning by
traveling.
• Gaining experiences that would have
the major role for personal development
and growing mature.
3. Up to present
• In our present Knowledge society, The European
Union stress upon the important role of involving
student in different and intercultral learning
experiences through placements in enterprises
and companies.
• The major role of working altogether end
experiencing new environments.
• Experiences may be planned to take place within
lessons in school class, school laboratory, as
well as in museums, parks or field trips.
4. Conceptual basis
• In present research we started from studying
concepts like:
• Outdoor education
• Non-formal education
• Formal education
5. Outdoor education
• Starting from immemorial times, people was "trained"
to live in the world.
• For at least several million years, learning and
training was conducted in the outdoors and in
different unstructured places and ways.
• Through the last millennium the science of education
got a structure and methodology, education became
more structured.
• Outdoor education was the trend to return to
• Promoters of outdoor education, in theory were in
UK, and USA, and later Australia during the Second
World War (1943)
nature and experience
6. Studies upon the effectiveness of
outdoor education
• In 1983, Minda Borun published a research
related to: Planets and Pulleys: Studies of
Class Visits to Science Museums
• The University of Chicago published in 1998 In
The Elementary School Journal , a Quantitative
and qualitative study that assessed the effects
of an extracurricular science program on
students' interest and learning about biology.
• Emmett L. Wright realized an Analysis of the
effect of a museum experience on the
biology achievement of sixth-graders
published In Journal of Research in Science
Teaching, 2006
7. Outdoor education is by itself a powerful
teaching tool:
through “doing”, facing challenges, and
stepping outside students’ comfort zone,
assuming ownership, working as or with
leaders, learning process certainly takes on
a new dimension.
Outdoor education is an ideal catalyst for
learning about these notions.
(Anna Schmidt- USA 2006)
8. Conclusions of international studies
• After researching this domain, we could
conclude that there is a lack of research and a
relatively new trend that concernsit’s
effectiveness
• There might be a general conclusion of all
international research:
learning experiences that take place in a
different place that school class is more
susceptible to generate skills linked to the
neurological development and personal
development.
9. Formal activities in non-formal settings
• Through this Regio project we proposed to create a
natural link between the structured types of
education related with different learning
environment end and experiences:
• Formal education
• Non-formal education
• The innovation that our project brings in, is :
to join strengths of formal education and
non-formal education, in order to overcome
their weaknesses
10.
11.
12. Non-formal education
• More experience and research is gained in the
field of non-formal education methodology at
international level.
• In Romania, this type of education was one of a
great interest and grew in the last period
UNESCO and European bodies contributed
through their politics and programs to it’s
flourishing.
13. • Most countries have Educational Management Information
Systems to monitor formal education, but only in rare cases
such systems exist for the non-formal sector.
• As a response to this challenge, UNESCO has developed an
easy-to-use methodology and database for creating a
Non-Formal Education Management Information System
(NFE-MIS).
The system:
• provides a practical and internationally applicable approach to NFE monitoring and evaluation,
adaptable to local contexts and information needs;
• enables countries to generate meaningful and reliable information and statistics on NFE which
can be used by policy-makers and planners for informed decision making, better planning and
delivery, monitoring and evaluation of NFE;
• aims at improving the co-ordination of programmes among NFE providers; and
• raises interest and encourages participation in NFE programmes.
Non-formal education
14. Methodology of Study
The research was European.
Commonly developed by Romanian-Bucharest
and Lithuanian- Prienai project teams:
• Discussing and common analyzing aspects of research
• Commonly conceiving the mythology of research
• Designing in Common of instruments of research-
questionnaire
• Selecting the similar scale of target group in both regions.
Participants in the questionnaire survey were teachers
involved in the Comenius Regio project "City as a place
of learning - where learning is an adventure”.
15. • The research was coordinated by the Teacher
Training Center of Bucharest Romania in
cooperation with The Municipality of Prienai-
educational department, Lithuania,
the international coordinators of Comenius Regio
project “City as a learning place - where learning
is an adventure” COM-11-PR-28-B-RO
• The research was realized between
December 2011- February 2012
in 5 schools from the two countries regions:
Bucharest- Romania and Prienai-Lithuania
Methodology of Study
16. Research target group
• A total number of 205 persons were
interviewed on a questionnaire base.
• 80 teaches of different subjects
• 125 students of 10-15 years old
1.School nr. 87 "M. Botez“
2.School nr. 112 “Titan”
3.“Eugen Lovinescu” High School
4.Silavotas basic school
5.Veiveriai Tomas Zilinskas gymnasium
17. Aim of research
• The is to set a scientific (even at small pilot
scale) background to our project and to identify
best ways, methods, strategies and places to
implement the proposed educational innovation:
Teaching school lessons in non-formal
educational settings offered by the city
facilities
Bridging formal and non-formal
education by joining their strengths and
overcoming their weaknesses.
18. General hypothesis
• Education in state
schools in Romania and
Lithuania is still traditional
and old in our schools,
based on classes and
lessons pedagogical
theory, designed by John
Amos Comenius (1592-
1670), and the curriculum
is conceived in the
classical division of
school disciplines based
on different sciences.
19. • Needs and expectations of beneficiaries of education are high, in
trends with modern times. Teenagers are multitasking thinking,
permanently on the move, are under influence of mass-media, of IT
resources, are full of information and unstructured skills form
society. In this context students appreciate challenges and
“adventure” learning instead of classical settings of school classes.
They often feel bored by school and school classes can’t raise their
need for learning and raise their curiosity.
General hypothesis
20. Survey idea
• Teachers perceived students needs and tend to
understand that some changes are needed in
their teaching in order to connect with students.
• Educators need to explore, research a system,
a methodology to raise curiosity and regain the
natural spirit of curiosity and adventure of
learning.
• The survey idea was to screen the current
situation regarding routine teaching settings
and possible innovative interventions.
23. City setting will impact students’
motivation.
45%
40%
10% 5%
very much
much
little
al all
Most teachers believe that non-
traditional places positively increase
students` learning motivation.
24. Best place for organizing an effective lesson
for the subject that they teach
52
24
21
18
15
12
8
0
10
20
30
40
50
60
70
80
90
100
classroom
school area
nature
park
museum
church
library
trip
other
25. • In both countries, classroom is considered
the perfect place for an ideal lesson.
• Still, teachers are open to conceive good
lessons in nature and other places in the
city.
• Institutions in the city are also considered
as places suitable for organizing lessons in.
• The most popular non traditional places for
learning according to the hierarchy are
parks, museums and nature.
Best place for organizing an effective
lesson for the subject that they teach
26. SUBJECTS & PLACES
• The most subjects identified is English language,
biology, physics, primary school lessons, the
mother tongue language, art, history, religion,
music and biology
• Museum
• Church
• Park
• Factory
• Film/Theatre
• Opera
• Memorial houses
• Streets
• Library
27. Teachers methodological needs
In order to give lessons
methodologically teachers need
25%
21%21%
14%
6%
13%
good practice
information
team work
procedures
clarifying concepts
training course
28. The part of curriculum implemented in
non traditional places
47%
37%
16%
formal curriculum
non-formal
curriculum
informal curriculum
• In both countries, teachers highly relate
unconventional places like city places with
non-formal and informal curriculum
• By the project teachers started to see
unconventional places like suitable for formal
curriculum also
29. Teachers` intention to develop
competencies
10%
9%
29%
10%
16%
26%
Communication
Evaluation
Curriculum
Professional development
Training students
Training parents in the paradigm of the relation between
school
30. STUDENTS` RESPONSES TO COMENIUS
REGIO PROJECT "CITY AS A PLACE OF
LEARNING - WHERE LEARNING IS AN
ADVENTURE” SURVEY
Target group of the students’ survey- 125 students
65 Romanian students
65 Lithuanian students
•Şcoala cu clasele I-VIII nr. 87 "M. Botez“-(10-12 years old)
•Şcoala cu clasele I-VIII nr. 112 “Titan” 12-14 years old
•Liceul teoretic “Eugen Lovinescu” (13-15 years old)
•Silavotas basic school-(10-12 years old)
•Veiveriai Tomas Zilinskas gymnasium (13-15 years old)
31. Do students like learning?
37%
60%
3%
love learning
sometimes like
sometimes not
don`t like
Students’ opinion regarding
emotional and motivation involved
in their usual learning
32. Students’ opinion regarding
preferences of
educational settings
Students like school when they
26%
22%13%
11%
14%
3% 11%
learn new interesting things
meet their classmates
learn in a cozy, beautiful classrooms
have lessons outside the school
work in the classroom with a computer
work in the classroom with interactive whiteboard
participate in project activities
33. Students` opinion about teachers`
practices in lessons
Teachers in the lessons
30%
51%
8%
11%
encourage learning in groups
teach to search for the answers
use non-traditional methods
have lessons outside the school
37. CONCLUSIONS
• Despite of significant differences between
Romania and Lithuania (national, geographical,
cultural, linguistically, social, historical),
educational practices and
opinions regarding them are
surprisingly much similar in the
two countries at present,
both on teachers group and
students group
38. • Both teachers and students in the two countries
agreed that it would be a plus under multiple
aspects to conceive and apply a methodology of
using unconventional places to teach normal
lessons for classes.
• Almost all subjects and lessons can be taught in
unconventional places if a rigorous methodology
and a good interdisciplinary planning is done
• Almost all subject teachers have such drafts of
lessons plans which they can give in
unconventional places
CONCLUSIONS
39. • The lessons, teachers give to their students, mainly take
place in the classrooms and in other school area. Only
some lessons are given in non traditional spaces.
• Most teachers believe that non traditional places
positively increase students` learning motivation.
• The most popular non traditional places for learning
according to the hierarchy are parks, museums and
nature.
• Most school subjects in non traditional places were
identified like: mother tongue language, communication,
(Lithuanian, Romanian) English language teachers,
primary class teachers and physics teachers.
• If teachers wish to organize such lessons,
methodologically, they would need good practice
examples, more information how to organize such
lessons and team work practice. Mostly non-formal
education plan is carried out in non traditional
educational places (at the museums, on the excursions).
• Learning in non conventional areas increases, enhance
quality and efficiency of students’ learning.
40. • In most cases teachers in order to be able to proceed professionally in
organizing lessons in the city, intends to improve curriculum, training
parents in the paradigm of the relation between school, and training
students` competencies.
• The majority students sometimes enjoy learning.
• Most students like school, where they discover new and interesting
things when they meet with classmates and learn in cozy, beautiful
classrooms.
• Some of the surveyed students like learning in non-traditional learning
spaces.
• The students state that teachers in the lessons mostly teach them to
search for the answers. They are encouraged to learn in groups too.
Some teachers give lessons outside the school.
• Students like lessons given in nature most of all.
• In lessons, which took place in non-traditional spaces, the students
remembered best local and national history facts, learned to know
nature, did some sport.
• Some of students state that teachers assess their activities in marks or
otherwise in lessons which are given outside the school. Part of
students do not know whether their activities are assessed.
• Most of the students would like to have lessons in nature, have trips, sports.