Towards an Interdisciplinary Model of Practice for Participatory Building Design in Education

Autor/inn/en	Könings, Karen D.; Bovill, Catherine; Woolner, Pamela
Titel	Towards an Interdisciplinary Model of Practice for Participatory Building Design in Education
Quelle	In: European Journal of Education, 52 (2017) 3, S.306-317 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0141-8211
DOI	10.1111/ejed.12230
Schlagwörter	Interdisciplinary Approach; Building Design; School Buildings; Teaching Methods; Architecture; Instructional Design; Teacher Participation; Student Participation; Guidelines; Cross Cultural Studies; Foreign Countries; Learning Experience; Cooperation; Physical Environment; Educational Environment; Educational Policy; United Kingdom (England); Netherlands + Suchen Sie Ihr Suchwort? Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Baugestaltung; School building; Schulgebäude; Teaching method; Lehrmethode; Unterrichtsmethode; Architektur; Lesson concept; Lessonplan; Unterrichtsentwurf; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Richtlinien; Cultural comparison; Kulturvergleich; Ausland; Lernerfahrung; Co-operation; Kooperation; Natürliche Umwelt; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Politics of education; Bildungspolitik; Niederlande
Abstract	It is recognised that educational environments influence learning experiences, so it is important to ensure that educational buildings are designed to be fit for purpose. In order to ensure that educational buildings meet the needs of those who use them, all relevant stakeholders should be involved in the design process. However, this is not straightforward and much remains unclear about how involvement in such complex design processes should proceed. This article presents the findings of four small heterogeneous groups of architects, educational designers, teachers and students from the UK and The Netherlands, discussing how they would envision optimal collaboration and involvement of stakeholders in the process of (re)designing educational buildings and instructional methods. Presentations from the four groups were transcribed and analysed. Informed by a review of existing models and frameworks, our findings were synthesised into a new interdisciplinary model of participatory building design in education. This new model focuses on an iterative design process with different stakeholders involved in different ways at different times. We propose that this model can inform policy and practice in educational building design, as well as within co-creation of curricula, learning, teaching and assessment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01