Page 177 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 177
non-for mal motivational focuses for potential ear ly school leavers
the non-formal learning situation to be influenced by environmental fac-
tors such as advance organisers and orientation proposed by teachers be-
fore entering into the non-formal learning environment, the design of the
environment, and reinforced events and experiences outside the environ-
ment that enhance the learning experience gained in the non-formal edu-
cation setting.
EVENTS LEARNER'S
OUTSIDE THE MOTIVATION
ENVIRONMENT
THAT ENHANCE AND
THE LEARNING EXPECTATIONS
EXPERIENCE
PRIOR
KNOWLEDGE
ADVANCE PRINCIPLES OF INTERESTS AND
ENVIRONMENT NON-FORMAL BELIEFS
ORGANISERS
AND
AND INFORMAL
ORIENTATION LEARNING
DESIGN OF THE CHOICE FOR
LEARNING PARTICIPATON
AND FEELING
ENVIRONMENT OF CONTROL
WITHIN-GROUP
INTERACTION
AND
FACILITATED
MEDIATIONS
Figure 9. Contextual model of the principles of non-formal and informal learning
(Proposed by Falk and Dierking (2000))
Besides understanding knowledge as a construct of the individual’s
integration of newly gained experience and their prior knowledge, an-
other important aspect of Falk and Dierking’s (2000) contextual model
177
the non-formal learning situation to be influenced by environmental fac-
tors such as advance organisers and orientation proposed by teachers be-
fore entering into the non-formal learning environment, the design of the
environment, and reinforced events and experiences outside the environ-
ment that enhance the learning experience gained in the non-formal edu-
cation setting.
EVENTS LEARNER'S
OUTSIDE THE MOTIVATION
ENVIRONMENT
THAT ENHANCE AND
THE LEARNING EXPECTATIONS
EXPERIENCE
PRIOR
KNOWLEDGE
ADVANCE PRINCIPLES OF INTERESTS AND
ENVIRONMENT NON-FORMAL BELIEFS
ORGANISERS
AND
AND INFORMAL
ORIENTATION LEARNING
DESIGN OF THE CHOICE FOR
LEARNING PARTICIPATON
AND FEELING
ENVIRONMENT OF CONTROL
WITHIN-GROUP
INTERACTION
AND
FACILITATED
MEDIATIONS
Figure 9. Contextual model of the principles of non-formal and informal learning
(Proposed by Falk and Dierking (2000))
Besides understanding knowledge as a construct of the individual’s
integration of newly gained experience and their prior knowledge, an-
other important aspect of Falk and Dierking’s (2000) contextual model
177
