As Comber et al (2006) shown in a redesign process of an outdoor area in a low-SES South Aus-tralian community it is necessary to involve students in the design and planning process. So the view of school students of educational space had to be taken in consideration. Also Titman (1994) shows that students “want a space for doing (to undertake a range of physical activities), thinking (to be intellectually stimulated and enjoy discovery), feeling (to appreciate color, beauty as well as ownership) and being (to be themselves with some privacy).“ (Blackmore et al 2011: 29). Based on this research we examine the student’s view of schoolyards and outdoor areas: Round about 8.000 students fulfilled a questionnaire in 2005-2011 about the satisfaction with and the importance of their schoolyard. The students also described their activities. In our data we could find, that students prefer schoolyards with different zones of action and silence, public and privacy. These results differ between primary and secondary school students and between girls and boys. We also examine round about 1000 teachers with a questionnaire about size, equipment and design of the schoolyards. Hence we could not match the data we could find similar answers. In our presentation we focus on this similar answers, describe the use of schoolyards in Germany from the students’ and the teachers’ view. We see a connection between the students’ view of learning space, their practice in and with the learning environment in our data, as described theoretical (see Stadler-Altmann 2013 and 2015) in the educational research. Hence we find some interesting facts for fur-ther research and develop a research design to connect the students and the teachers view of learning space.

Blackmore, J.; Bateman, D.; Loughlin, J.; O’Mara, J.; Aranda, G. (2011), Research into the connection between built learning spaces and students outcome: Literature review, Melbourne: Education Policy and Research Division Department of Education and Early Childhood Development. Comber, B.; Nixon, H.; Ashmore, L.; Loo, S.; Cook, J. (2006), Urban renewal from the inside out: Spatial and cirtical literacies in a low socioeconomic school community, in: Mind, Culture, and Activity, vol. 13, no. 3, pp. 228-246. Stadler-Altmann, U. (2013), Lehren und Lernen in der gebauten Umgebung. Anmerkungen zur medialen Nutzung des Klassenraums im Unterricht, in: Westphal, K.; Jörissen, B. (Hrsg.), Mediale Erfahrungen: Vom Straßenkind zum Medienkind. Pädagogische Raum- und Medienforschung im 21. Jahrhundert, Weinheim, München: Juventa, S. 176-196. Stadler-Altmann, U. (2015), Learning Environment: The Influence of School and Classroom Space on Education, in: C. Rubie-Davies, J. M. Stephens, & P. Watson (Eds.), The Routledge International Handbook of Social Psychology of the Classroom, London: Routledge. (in press). Titman, W. (1999), Grounds for concern, learning through landscapes, Winchester LTL.