Designing New Learning Environments: An Innovative Pedagogical Perspective

Autor/inn/en	Sasson, Irit; Yehuda, Itamar; Miedijensky, Shirley; Malkinson, Noam
Titel	Designing New Learning Environments: An Innovative Pedagogical Perspective
Quelle	In: Curriculum Journal, 33 (2022) 1, S.61-81 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sasson, Irit)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0958-5176
DOI	10.1002/curj.125
Schlagwörter	Educational Environment; Educational Facilities Design; Innovation; Active Learning; Thinking Skills; Constructivism (Learning); Problem Solving; Critical Thinking; Difficulty Level; Learning Processes; Teaching Methods + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Aktives Lernen; Denkfähigkeit; Problemlösen; Kritisches Denken; Schwierigkeitsgrad; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Given growing systemic investment in the designing of new learning spaces, researching the relationships between physical space and learning and teaching processes is imperative. Researching innovative learning spaces is challenging, therefore the aim of this paper is to demonstrate a pedagogical characterization based on a three-dimensional theoretical framework. The study presented here includes three schools in the process of implementing a constructivist pedagogical change involving gradual development of educational initiatives including the redesigning of learning spaces. We characterized learning environments by space, pedagogical practices and curricular potential and explored the relationships between space, active learning and the development of high-order thinking skills (HOT). Characterization of teaching and learning processes was based on interviews with 12 teachers, 478 class observations and analysis of 307 learning tasks. The findings indicate a higher expression of active learning in the innovative learning spaces compared with the traditional spaces. Nevertheless, results demonstrated difficulties in designing constructivist learning tasks and developing HOT skills, with relatively low encouragement for problem solving skills and critical thinking. Learning tasks were characterized by low cognitive complexity. This study provides a new methodology for investigating teaching and learning processes in innovative learning spaces. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01