Opening up learning environments: liking school among students in reformed learning spaces

Niemi, Kreeta; Minkkinen, Jaana; Poikkeus, Anna‐Maija

doi:10.1080/00131911.2022.2098927

Cited by 3 publications

(1 citation statement)

References 40 publications

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“…According to Sun & Peng (2020), Niemi, Minkkinen, & Poikkeus (2022), Bouw, Zitter, & de Bruijn (2021), cognitive and play space at the educational institution must be organized in several stages. The first stage (preliminary) concerns specification of objectives and analysis of psychological, pedagogical, methodical, organizational, material and mechanical maintenance of the educational process.…”

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confidence: 99%

Cognitive and play space of educational institutions of the future: trends, models, cases

2022

FeD

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The play is a spontaneous, creative, and purposeful activity oriented towards child’s learning and personality development. To make the play effective, the educational institution organizes adequate cognitive and play space. The aim of the article is to analyze the main trends, models and cases of cognition and play space organization as well as the outlining of the most efficient methods that can be applied within the educational institutions of the future. In the article one used a number of theoretical methods including the analysis of scientific and pedagogical literature, the synthesis of research results and the main trends of play space organization in modern educational institutions. The following empirical methods of research were also applied: focus group interviewing, pedagogical observation, and closed questionnaire survey. To process the data obtained during the pedagogical experiment the methods of statistical analysis were used. The research results showed three main models of cognitive and play space organization at the modern educational institutions: nature-based or outdoor, indoor, and virtual ones. Each of them has its own advantages and disadvantages. The choice depends on the learning objectives, institutional resources, teacher’s pedagogical readiness, technical possibilities of educational process, and external condition. The survey proves that it is necessary to combine the elements of different models to make the learning positive. In such conditions hybrid or mixed cognitive and play space is applied. Such space is focused on learning activity stimulation and child’s personality development in different conditions: outdoors, indoors, and virtually. The research demonstrates that well-designed hybrid cognitive and play space is essential for comprehensive and harmonious development of child’s personality within the educational process. The research showed that hybrid cognitive play space is an appropriate model for the education institutions of the future as it is characterized by dynamism and multifunctionality.

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confidence: 99%

Cognitive and play space of educational institutions of the future: trends, models, cases

2022

FeD

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New Possibilities for Spatial Research: Re-Animating the Built Environment Through Speculative Maps and Models

Trafí-Prats,

de Freitas

2024

Qualitative Inquiry

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This article presents creative methodologies for studying the emotionally charged environment of school buildings, with particular attention to situated movements and modes of engagement after the Covid pandemic. Drawing on digital-sensory methods and futuring practices, developed in collaboration with staff and students in a UK secondary school, we present a series of speculative architectural models and living maps. Our approach is informed by Bruno Latour’s concept of the Terrestrial as a metamorphic zone that includes the built environment, with connections to contemporary architecture and design practices. We use techniques in speculative cartography and cosmography, creating maps and models that show how students negotiate the affective atmosphere and social-material ecology associated with school buildings.

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Investigating User Feedback for Learning Space Design in Primary Schools of Shandong Province, China

Sun,

Firzan

2024

Buildings

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A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students’ learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment.

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Opening up learning environments: liking school among students in reformed learning spaces

Cited by 3 publications

References 40 publications

Cognitive and play space of educational institutions of the future: trends, models, cases

Cognitive and play space of educational institutions of the future: trends, models, cases

New Possibilities for Spatial Research: Re-Animating the Built Environment Through Speculative Maps and Models

Investigating User Feedback for Learning Space Design in Primary Schools of Shandong Province, China

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