Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development

Autor/in	Arndt, Petra A.
Titel	Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development
Quelle	In: Mind, Brain, and Education, 6 (2012) 1, S.41-48 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/j.1751-228X.2011.01136.x
Schlagwörter	Educational Environment; Child Development; Cognitive Processes; Interaction; Learning Processes; Biology; Neurology; Well Being; Reading Comprehension; Teacher Student Relationship; Science Education + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Kindesentwicklung; Cognitive process; Kognitiver Prozess; Interaktion; Learning process; Lernprozess; Biologie; Neurologie; Well-being; Wellness; Wohlbefinden; Leseverstehen; Teacher student relationships; Lehrer-Schüler-Beziehung; Naturwissenschaftliche Bildung
Abstract	The design of learning spaces is rightly gaining more and more pedagogical attention, as they influence the learning climate and learning results in multiple ways. General structural characteristics influence the willingness to learn through emotional well-being and a sense of security. Specific structural characteristics influence cognitive processes, from visual and acoustic perceptions, via attention to the model, to processes of comprehension and reflection. Aspects of the design of the learning space also modify the interaction among students and between students and their teacher. Furthermore, the different requirements that have emerged through the development toward a learning society and the explosive increase of available information in our society require changes in the design of learning processes and thus of learning environments. Taking biological needs and neurobiological processes into account when designing learning spaces can provide a beneficial learning environment with regard to mental resources. This article will highlight relevant (neuro)biological fundamentals and try to describe resulting conclusions for the design of learning spaces. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10