Addressing the Spatial to Catalyse Socio-Pedagogic Reform in Middle Years Education
Source TitleThe Translational Design of Schools: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments
University of Melbourne Author/sCleveland, Benjamin
AffiliationArchitecture, Building and Planning
CitationsCleveland, B. (2016). Addressing the Spatial to Catalyse Socio-Pedagogic Reform in Middle Years Education. Fisher, K (Ed.). The Translational Design of Schools: An Evidence-Based Approach to Aligning Pedagogy and Learning Environments, (1), 7, pp.27-49. Sense Publishers.
Access StatusOpen Access
This paper describes an interdisciplinary PhD study that explored the relationships between physical learning environments, constructivist pedagogies and student engagement. The study was undertaken as part of an Australian Research Council Linkage project entitled Smart Green Schools and was conducted in Melbourne, Australia. In the pursuit of new knowledge about how architecturally designed spaces could better support learner-centered education models, the study investigated spatial and pedagogical change in the middle years of schooling (Years 5–9). It revealed that carefully considered and innovatively designed learning spaces could catalyse the adoption of constructivist pedagogies and encourage higher levels of student engagement. In keeping with these findings, the paper introduces two new constructs that were found at the intersection of space and learning: ‘reflexive learning environments’ and ‘student geographical engagement’.
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