Aligning Pedagogy with Physical Learning Spaces

Autor/inn/en	van Merriënboer, Jeroen J. G.; McKenney, Susan; Cullinan, Dominic; Heuer, Jos
Titel	Aligning Pedagogy with Physical Learning Spaces
Quelle	In: European Journal of Education, 52 (2017) 3, S.253-267 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12225
Schlagwörter	Teaching Methods; Physical Environment; Educational Quality; School Buildings; Architecture; Interior Design; Student Centered Learning; Educational Facilities Design; Cooperation; Foreign Countries; United Kingdom (England); Netherlands + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Natürliche Umwelt; Quality of education; Bildungsqualität; School building; Schulgebäude; Architektur; Raumgestaltung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Co-operation; Kooperation; Ausland; Niederlande
Abstract	The quality of education suffers when pedagogies are not aligned with physical learning spaces. For example, the architecture of the triple-decker Victorian schools across England fits the information transmission model that was dominant in the industrial age, but makes it more difficult to implement student-centred pedagogies that better fit a modern knowledge society. Yet, very little is known about how to reach powerful alignment of pedagogies and physical learning spaces. This article aims to fill this gap by describing a participatory design process to help to realise physical spaces and school buildings that optimally support specific visions of learning and pedagogy. Three phases are distinguished in this design process: (1) specifying the pedagogy, (2) aligning the pedagogy with seating arrangements and physical learning spaces, and (3) realising the school building. Particular attention is given to the core tasks relating to pedagogy (phases one and two), and especially the second phase, in which school management, teachers and students on the one hand, and architects and interior designers on the other must collaborate in a participatory design process. Illustrations are given from two schools, UCL Academy in London, UK, and De Werkplaats Kindergemeenschap in Bilthoven, The Netherlands. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01