Ilm-fan va ta’limda innovatsion yondashuvlar, muammolar, taklif va

“UzACADEMIA” scientific-methodical journal
 
 
 
 
200 
www.academiascience.uz
Depending on the real-life situation of the context or policy adoption, the student will 
try to link their classroom knowledge with their parliamentary experience. Such an 
approach to education concludes that the mind naturally seeks contextual meaning 
related to one‘s current environment. This is done through a logical search for 
correlations that are important to the individual.
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The use of outside classroom learning is well known as an effective pedagogical 
tool in building a diverse and sustainable education. It has been shown to increase 
learning outcomes, motivation, physical activity, and social behavior among pupils 
and students (Fägerstam, 2012, Mygind, 2007). Extracurricular learning includes 
many practices, from excursions to monuments and natural sites, to field trips, field 
work, and community-based development projects (Rikkinson et al., 2004). However, 
in European education systems today, extracurricular education is largely understood 
as an adjunct to traditional education and is traditionally added randomly to places 
related to the external environment, such as environmental education. 
Most outdoor practices in primary and secondary school systems focus on 
aspects of environmental, social, and personal development in students ‘general 
education, and are often logically related to outdoor activities such as physical 
education and wildlife which is limited to school subjects. However, applying it in 
other sciences will lead to effective results. For example, if English lessons are 
conducted outside of classroom learning, students will be able to increase their 
vocabulary by understanding what is available in social life. The use of museums as a 
study also opens up an object-based, experience-based, thought-provoking type of 
learning that museums prefer (Hahn, 1998). Changing a room can lead a class to a 
more flexible, goal-oriented learning situation, from a sitting school day based on its 
own internal planning logic. Today, students face a number of demands on their 
personal and academic skills. Outdoor learning is understood here as ‗extracurricular 
learning‘, which provides didactic opportunities for students to develop their skills 
and find information from a variety of sources. Outdoor teaching refers to working 
with practical knowledge through hands-on experience, which makes the topic more 
relevant to the student.
In conclusion, the Outside classroom learning helps teachers create a passion for 
learning, providing a real-world context. Students who experience extracurricular 
learning benefit from self-esteem and are more involved in their own learning. 
Evidence suggests that extracurricular learning can help increase achievement, 
improve classroom behavior, and improve student engagement, including those that 
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https://www.researchgate.net/publication/251710094_Learning_Outside_The_Classroom_Effects_on_St
udent_Concentration_and_Interest
 

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“ILM-FAN VA TA’LIMDA INNOVATSION YONDASHUVLAR, MUAMMOLAR, TAKLIF VA 
YECHIMLAR” MAVZUSIDAGI 2
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