Page 330 - Igor Ž. Žagar in Ana Mlekuž, ur. Raziskovanje v vzgoji in izobraževanju: mednarodni vidiki vzgoje in izobraževanja. Ljubljana: Pedagoški inštitut, 2020. Digitalna knjižnica, Dissertationes 38
P. 330
r aziskovanje v vzgoji in izobr aževanju: mednarodni vidki vzgoje in izobr aževanja
cultural context. Students emphasized on learning about classroom topics
and deepening their understanding in certain aspects: “I knew stereotypes
exist but I wasn’t able to look beyond them, nor giving a precise definition
of it.” The term ‘intersectionality’ also got mentioned most of the times as
a new concept for many students. As far as it concerns gaining knowledge
about the Hungarian cultural context, the evaluation survey shows that al-
though most of the students really enjoyed the topics related to the Hungar-
ian culture (such as neonationalism), they haven’t felt the amount of class-
room topics was satisfactory in this regard and that they would like to have
a larger overview of such topics (20%). As an additional outcome result of
the questionnaire more students (about 30%) mentioned that thanks to the
final assignment project they gained knowledge in research methodology
(DIVE method, approach of intersectionality).
The next questions of the survey concerned opinions about the class-
room activities. Findings show that students enjoyed the most interactive
classroom activities such as group work, nonformal creative exercises, ener-
gizers and icebreakers; thus practical activities such as the library fieldtrip.
As students have expressed, “with these kinds of activities you learn more
than studying from a book’ and ‘they make learning much more enjoyable’.
Due to the nature of the Faculty, a great percentage of the students study for
becoming pre-school teachers: therefore they mentioned that some of the
activities (especially ice-breakers) were beneficial because they could im-
plement them in their own teaching practice later on. Group activities were
underlined by other students but rather for the sake of being confronted by
different perspectives (“it is good to have a conversation with someone who
doesn’t have the same point of view”) or because of “learning something by
doing not just by sitting and listening”).
The last question also asked survey participants about suggestions for
improving the course in general; and some of the students would appreci-
ate making the course more dynamic and fill the course content with more
interactive games and activities. As it was mentioned before, most of the
students would like to learn more about Hungarian culture and even the
political context. Due to the flexible curriculum design not all the topics
could get involved in the final course structure which has led to some neg-
ative opinion/room for improvement from the students. Other suggestions
for improvement mainly concerned technical issues and the lecturers’ abil-
ities: time- management, having a clearer structure at times.
330
cultural context. Students emphasized on learning about classroom topics
and deepening their understanding in certain aspects: “I knew stereotypes
exist but I wasn’t able to look beyond them, nor giving a precise definition
of it.” The term ‘intersectionality’ also got mentioned most of the times as
a new concept for many students. As far as it concerns gaining knowledge
about the Hungarian cultural context, the evaluation survey shows that al-
though most of the students really enjoyed the topics related to the Hungar-
ian culture (such as neonationalism), they haven’t felt the amount of class-
room topics was satisfactory in this regard and that they would like to have
a larger overview of such topics (20%). As an additional outcome result of
the questionnaire more students (about 30%) mentioned that thanks to the
final assignment project they gained knowledge in research methodology
(DIVE method, approach of intersectionality).
The next questions of the survey concerned opinions about the class-
room activities. Findings show that students enjoyed the most interactive
classroom activities such as group work, nonformal creative exercises, ener-
gizers and icebreakers; thus practical activities such as the library fieldtrip.
As students have expressed, “with these kinds of activities you learn more
than studying from a book’ and ‘they make learning much more enjoyable’.
Due to the nature of the Faculty, a great percentage of the students study for
becoming pre-school teachers: therefore they mentioned that some of the
activities (especially ice-breakers) were beneficial because they could im-
plement them in their own teaching practice later on. Group activities were
underlined by other students but rather for the sake of being confronted by
different perspectives (“it is good to have a conversation with someone who
doesn’t have the same point of view”) or because of “learning something by
doing not just by sitting and listening”).
The last question also asked survey participants about suggestions for
improving the course in general; and some of the students would appreci-
ate making the course more dynamic and fill the course content with more
interactive games and activities. As it was mentioned before, most of the
students would like to learn more about Hungarian culture and even the
political context. Due to the flexible curriculum design not all the topics
could get involved in the final course structure which has led to some neg-
ative opinion/room for improvement from the students. Other suggestions
for improvement mainly concerned technical issues and the lecturers’ abil-
ities: time- management, having a clearer structure at times.
330
