空格(标点符号)
公民新闻
学习环境
物理空间
鉴定(生物学)
参与式行动研究
数学教育
主动学习(机器学习)
教育学
心理学
社会学
计算机科学
生态学
地理
地图学
人工智能
万维网
人类学
生物
操作系统
作者
Pamela Woolner,Sheila McCarter,Kate Wall,Steve Higgins
标识
DOI:10.1177/1365480211434796
摘要
School premises make a difference to learning, but it is important to understand the relationship between setting and educational activities. Physical space has been found to entrench practice, making it harder to reflect and make changes. Yet changes made to the physical environment may not lead to changes in teaching or learning. This may be understood theoretically in terms of levels of participation, and many school design practitioners advocate active participation of school communities in the processes of change. This article considers two case studies of teachers and learners engaging with their physical school learning environment. The overview of responses and outcomes generated by these two studies enables the identification of central issues for effective participatory approaches to the learning environment.
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