Student participation in school design: one school's approach to student engagement in the BSF process

Newman, Michelle; Thomas, Peter Samson

doi:10.1080/15710880802524938

Cited by 14 publications

(12 citation statements)

References 10 publications

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“…A study by Newman and Thomas (2008) it is planned to rebuild all secondary schools under Building Schools for the Future program. One of the requirements of the program is the participation of the student.…”

Section: Shaviv Methods Was First Introduced In 1978mentioning

confidence: 99%

A Method Developed for Determining the Optimum Orientation and the Optimum Shading of School Buildings in Warm Climatic Regions

Varoğlu

Altin

2017

EURASIA J MATH SCI T

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The aim of this study is to find optimum angles for the orientation and the shading for buildings in the warm climatic regions. This study was conducted at Cyprus, which has Mediterranean climate. In the literature, many studies exist which consider only optimum orientation or only optimum shading. To this end, this study instead focuses on both optimum orientation and optimum shading and evaluates the results through experimental simulations. This research findings could be used to improve architecture students' skills about optimum orientation and optimum shading for buildings such as school buildings. Further, this study discusses the effective use of sunlight. Different building orientations were tested with a cube building model using the Ecotect simulation software. As a result, the minimum energy consumption area of the total annual energy use (heating and cooling) shows the optimum building orientation. Furthermore, the profile angle, which has the total minimum cooling consumption for the optimum building orientation, demonstrates the optimum shading element angle. In order to find the optimum orientation angle of the cube model, the building was oriented by incrementing 10° azimuth angle (without shading elements) in the clockwise direction beginning from the north. As a result of the simulation of the cube model, the minimum energy consumption area was found at the azimuth 170°, azimuth 180° and azimuth 190°. For these orientations, simulations were conducted by incrementing a 1° azimuth angle between 170° and 190°. Based on the results of the optimum building orientation, the horizontal shading element was added to the window by incrementing the profile angle from 0° to 40° using 10° step size. Then, an analysis was conducted by increasing 1° angle for the estimated profile angles that show the minimum energy consumption. The simulation results for the cube model indicates that the optimum profile angle for the horizontal shading element is between 20° and 30°. As a result, the optimum building orientation for the cube model was determined as azimuth 171° (9° towards east from the south) and 22° for the optimum profile angle.

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Section: Shaviv Methods Was First Introduced In 1978mentioning

confidence: 99%

A Method Developed for Determining the Optimum Orientation and the Optimum Shading of School Buildings in Warm Climatic Regions

Varoğlu

Altin

2017

EURASIA J MATH SCI T

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“…BSF, cancelled in 2010, has been widely analysed and critiqued (e.g. den Besten et al 2008, Newman and Thomas 2008, Parnell et al 2008. The massive scale of the programme meant there was considerable variation in the way it worked within individual schools and unfortunately little detail has been published on actual methods used, as a useful comparison to the eco-classroom.…”

Section: Co-design With Childrenmentioning

confidence: 99%

Developing an “ecology of learning” within a school sustainability co-design project with children in New Zealand

Wake

Eames

2013

Local Environment

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This paper analyses the inter-relatedness of layers of involvement, as contributing to learning, within a school sustainability project (the eco-classroom project). This engaged students, staff and community members (including professional practitioners) in an architectural co-design project that resulted, after 4 years, in a built classroom. The paper utilises an "ecology of learning" diagram to indicate layers and show connections, which are evidenced by findings from the project, alongside relevant literature in geographies of architecture and childhood, pedagogies of sustainable learning and children's participatory and co-design examples. In conclusion, the ecology of learning approach is critiqued and encouragement of more sustainability co-design projects with children is recommended. It is proposed this could lead to improved processes for all participants while promoting authentic and relevant sustainability learning.Keywords: co-design; participation with children; education for sustainability; schoolbased learning; architecture IntroductionThis special edition addresses children, young people and sustainability globally, but under a local lens. The call for papers stated that while this demographic has capability for developing caring for, and engagement with, environmental issues, they are often not included or involved within policy-making regarding key sustainability issues, for example, climate change adaptation. Engagement with local, action-taking environmental projects, especially assuming an advocacy role or engaging politically within environmental projects, is believed to encourage active, critical learners (Jensen and Schnack 1997). It could be argued that such learners are better equipped to engage in sustainability issues and more likely to seek opportunities to do so. A political stance lends greater authenticity to a project, while a local focus gives greater relevance for children (Chawla and Cushing 2007). Children spend considerable time at school, and global documents such as the Tbilisi Declaration (UNESCO 1977) and the Earth Summit's programme of action, Agenda 21 (UNESCO 1992), established the primacy of environmental education (EE) in schools, latterly emphasising the multi-disciplinary nature of environmental sustainability and the importance of active participation for learning.This paper demonstrates the inter-dependency of local (i.e. school and immediate community) involvement and its effect on children's environmental learning due to participation # 2013 Taylor & Francis * Corresponding author. Email: swake@unitec.ac.nz Local Environment, 2013 Vol. 18, No. 3, 305 -322, http://dx.doi.org/10.1080/13549839.2012 Downloaded by [Unitec Institute of Technology] at 13:57 10 March 2015 in a school-based education for sustainability (EfS) 1 project in New Zealand. The ecoclassroom project emphasised EfS action as the issue, democracy as the mode, architectural design as the process and local community as the sphere of involvement.The eco-classroom project was ambitious in its man...

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“…This is an issue of direct relevance in my research since the eco-classroom project spanned more than four years. Newman & Thomas (2008) looked at one secondary school example and found schools also had difficulties in negotiating the process -especially the complex triangle of students/teachers, architects and builders. Parnell et al (2008) interviewed Local Authority representatives and included architects, builders and facilitators who were involved in the process of school design within the BSF programme.…”

Section: For Example In Huge Western Economies Such As the United Stamentioning

confidence: 99%

“…Of particular interest to this literature review is the intended participatory aspect with students and the school community (Parnell et al, 2008), and the sustainability focus (Wheeler, 2009a). Newman and Thomas (2008) reported the investment in BSF was estimated to be approximately £22 billion by completion.…”

Section: For Example In Huge Western Economies Such As the United Stamentioning

confidence: 99%

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The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

Wake¹,

Eames²

2012

Aust. J. environ. educ.

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This thesis investigated learning and other outcomes in participants, particularly students (9–11 years), as a result of their involvement in an education for sustainability (EfS) co-design and build project at their primary school in New Zealand, within the Enviroschools Programme. The research focused on four areas that distinguished the project: sustainability learning as the issue, participatory practice as the method, design as the process, and community partnerships as the sphere of involvement. Each of these was considered in terms of its influence on learning that was either cognitively based (knowledge), psychomotor (skills) or affective (attitudes and values). This led to the set-up of a matrix to collect qualitative data that was gathered using a narrative inquiry method around participants’ stories. This included focus groups with students who were part of the Eco-building Working Party, interviews with key adults from the school and the wider community, survey questionnaires to parents of the focus group students, plus classroom observations and analysis of visual diaries made by the teacher.Findings revealed student learning occurred in all three learning domains. This included EfS learning (particularly related to architecture and the built environment), understanding a design and build process, and cross-disciplinary learning that included skills such as leadership, teamwork and public speaking. Adult participants also gained from their involvement in the project. A correlation was made between the set-up and execution of the eco-classroom project and the Danish concept of Action Competence. This was indicated through the authentic, relevant and democratic action-taking focus of the eco-classroom project, which is linked to learning transformations. Also in agreement with an action competence approach was the strong focus in the project on both individual and collective learning. This was due to the process-focused nature of the project, itself related to the learning mandate and commitment to a democratic process with students. The project ran for a number of years with annually changing groups of students, who all had different experiences. The teacher used ‘peer education’ and reflective tools to manage the changeover of students positively. This gave depth and breadth to learning and ensured the project was truly collaborative. The embedding of learning in the project within the New Zealand Curriculum provided evidence of the flexible and multidisciplinary nature of EfS. Finally, a number of key management aspects were identified by the findings as contributing significantly to learning in the project and these are discussed.

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Student participation in school design: one school's approach to student engagement in the BSF process

Cited by 14 publications

References 10 publications

A Method Developed for Determining the Optimum Orientation and the Optimum Shading of School Buildings in Warm Climatic Regions

A Method Developed for Determining the Optimum Orientation and the Optimum Shading of School Buildings in Warm Climatic Regions

Developing an “ecology of learning” within a school sustainability co-design project with children in New Zealand

The Eco-Classroom Project: Fostering Student Participation Through Education for Sustainability

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