The Design of Learning Spaces?Matters:?Perceived?Impact?of the Deskless?School?on Learning and Teaching

Autor/inn/en	Reinius, Hanna; Korhonen, Tiina; Hakkarainen, Kai
Titel	The Design of Learning Spaces?Matters:?Perceived?Impact?of the Deskless?School?on Learning and Teaching
Quelle	In: Learning Environments Research, 24 (2021) 3, S.339-354 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reinius, Hanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1387-1579
DOI	10.1007/s10984-020-09345-8
Schlagwörter	Educational Facilities Design; Classroom Design; School Space; Space Utilization; Furniture; Educational Environment; Physical Environment; Cooperative Learning; Elementary School Students; Elementary School Teachers; Teacher Attitudes; Student Attitudes; Grade 2; Personal Autonomy; Foreign Countries; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Klassenraumgestaltung; Schulraum; Raumnutzung; Möbel; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Natürliche Umwelt; Kooperatives Lernen; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Individuelle Autonomie; Ausland
Abstract	This exploratory case study examined the kinds of activity that a 'deskless school" (i.e., flexible physical school spaces) engenders among pupils and teachers. We also considered the meaning and significance that pupils and teachers attach to various features of the school, as well as the associated action possibilities. The data were gathered in a new school in the Helsinki capital area that was architecturally designed to have flexible learning spaces (FLS) without traditional classrooms or desks for pupils in an attempt to encourage pedagogical renewal. The participants comprised 17 pupils in one second-grade class and their two teachers. The data were collected by participant observation (15 lessons over 3 weeks) and interviews with the teachers and groups of pupils. Those working in FLS engaged in collaborative learning and teaching activities. Pupils worked constantly in pairs or small groups and studied collaboratively. They also incorporated mobility into their own learning activities and developed agency by choosing how and where they would work. In particular, they appreciated being able to collaborate with their peers and freely choose where and how to study. Teachers approved of the school environment's facilitation of collaborative learning and highlighted the importance of professional co-planning and other aspects of collaboration. Overall, the design of school environments matters at the pedagogical and professional level. With thoughtful planning, such design can support deeper collaboration among teachers and pupils, foster knowledge sharing, and even develop pupils' agency. Although the learning space itself does not ensure change, it does enable new kinds of interaction and joint learning activities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01