Session Information
27 SES 01 A, School Students’ Views of Learning Space in Educational Processes
Symposium
Contribution
Since Dewey and his modern education manifestos, schools have been trying to focus their spaces in the students’ process of learning. This perspective understands the school space in the opposite point of view that considers the teachers process of teaching and educating. Traditionally, classes are the places to develop the process of teaching and learning, while the courtyard is the place to play. Although, some experimental schools have been trying to explore other possibilities, the ar-chitecture school in Portugal was dominated for the teachers’ perspective. From the classroom to the courtyard, schools are characterized by a series of spaces, both formal and informal. Hertzberger has been demanding for a more complex understanding of the learning and spaces relationships in his writing and in his projects. The recent Secondary Schools Modernisation Pro-gramme (SSMP), implemented in Portugal between 2007 and 2011, challenged architects and educational actors to transform school buildings with these Hertzberger and Dewey perspective – design schools for children where all the spaces were potentially good for learning (Veloso, Marques, Duarte, 2014). This paper will bring to the debate some of the concepts and practices implemented in these schools, focusing on the duality between formal and informal learning spaces, as they are defined in the SSMP principles and are perceived by social actors.
References
Dewey, J (1916). Democracy and Education: An Introduction to the Philosophy of Education, Macmillan. Duarte, Alexandra, Veloso, Luisa, Marques, Joana and Sebastião, João (2014). “Site-specific focus groups: analysing learning spaces in situ.” International Journal of Social Research Methodology. DOI: 10.1080/13645579.2014.910743 Hertzberger, H. (2008). Space and Learning: Lessons in Architecture 3.Rotterdam: 010 Publishers. Veloso, L., Marques, J. & Duarte, A. (2014) “Changing education through learning spaces: Impacts of the Portuguese school buildings’ renovation programme.”, in Cambridge Journal of Education, 44(3): 401-423.
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