Programming an architecture of learning environments
This paper presents a discussion on the relation between school architecture and pedagogical approaches. The goal of this study was to detect in the literature on diverse pedagogies information on the necessary spatial configurations to house essential learning activities. The pedagogies discussed h...
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| Ngôn ngữ: | por |
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Universidade Estadual de Campinas
2015
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| Truy cập trực tuyến: | https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8634983 |
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oai:ojs.periodicos.sbu.unicamp.br:article-86349832019-06-17T17:48:07Z Programming an architecture of learning environments Programando a arquitetura da aprendizagem Alvares, Sandra Leonora Kowaltowski, Doris Catharine Cornelie Knatz Learning environment. Pedagogical approaches. School architecture. Architectural programming. Ambientes de aprendizagem. Teorias pedagógicas. Arquitetura escolar. Programa arquitetônico. This paper presents a discussion on the relation between school architecture and pedagogical approaches. The goal of this study was to detect in the literature on diverse pedagogies information on the necessary spatial configurations to house essential learning activities. The pedagogies discussed here are Traditional, Behaviorist, Constructivism and Social Constructivism. The educational approaches were analyzed from the standpoints of the student, teachers, pedagogical needs and learning environments This analysis resulted in a synthesis table with information to support a design process for school buildings in coherence with educational approaches and their needs. The literature research revealed a rich data on pedagogical concepts and description of environmental requirements, however, this data is rarely directly applicable to a productive design process and for this reason, a school design process needs further inputs. The different ways of teaching and learning need in-depth analyses and during the programming phase of a productive design process the relation between environment and activities should be analyzed, discussed and reflected upon. In this paper, several types of learning processes were analyzed and their spatial layouts configured to support an improved school design process. Este artigo apresenta uma discussão sobre a relação entre elementos da arquitetura escolar e abordagens pedagógicas. O objetivo desse estudo foi identificar e organizar informações da literatura sobre a configuração espacial de ambientes de aprendizagem de diferentes concepções pedagógicas, entre elas: Tradicional, Behaviorista, Construtivista e Sócioconstrutivista. As abordagens pedagógicas são analisadas sob o ponto de vista do aluno, professor, atividade pedagógica e ambiente de aprendizagem. Esta análise resultou em um quadro síntese com informações que suportam o processo de projeto em coerência com a abordagem educacional e suas necessidades. O levantamento da literatura revelou valiosas informações sobre teorias pedagógicas. Contudo, esses dados são raramente aplicáveis diretamente no processo de projeto e, por esta razão, a concepção do edifício escolar precisa de contribuições adicionais. As diferentes formas de ensinar e aprender necessitam de análises aprofundadas e durante a fase de programação de um processo de projeto produtivo as relações entre ambiente e atividades deveriam ser analisadas, discutidas e refletidas. Neste artigo, vários tipos de processos de aprendizagem foram analisados e seus layouts configurados para suportar e melhorar o processo de projeto do edifício escolar. Universidade Estadual de Campinas 2015-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Bibliography survey Pesquisa bibliográfica application/pdf application/vnd.openxmlformats-officedocument.wordprocessingml.document https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8634983 10.20396/parc.v6i2.8634983 PARC Pesquisa em Arquitetura e Construção; Vol. 6 No. 2 (2015); 72-84 PARC Pesquisa em Arquitetura e Construção; Vol. 6 Núm. 2 (2015); 72-84 PARC Pesquisa em Arquitetura e Construção; v. 6 n. 2 (2015); 72-84 1980-6809 por https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8634983/8764 https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8634983/19515 Copyright (c) 2018 PARC Pesquisa em Arquitetura e Construção |
| institution |
Universidade Estadual de Campinas |
| collection |
OJS |
| language |
por |
| format |
Online |
| author |
Alvares, Sandra Leonora Kowaltowski, Doris Catharine Cornelie Knatz |
| spellingShingle |
Alvares, Sandra Leonora Kowaltowski, Doris Catharine Cornelie Knatz Programming an architecture of learning environments |
| author_facet |
Alvares, Sandra Leonora Kowaltowski, Doris Catharine Cornelie Knatz |
| author_sort |
Alvares, Sandra Leonora |
| title |
Programming an architecture of learning environments |
| title_short |
Programming an architecture of learning environments |
| title_full |
Programming an architecture of learning environments |
| title_fullStr |
Programming an architecture of learning environments |
| title_full_unstemmed |
Programming an architecture of learning environments |
| title_sort |
programming an architecture of learning environments |
| description |
This paper presents a discussion on the relation between school architecture and pedagogical approaches. The goal of this study was to detect in the literature on diverse pedagogies information on the necessary spatial configurations to house essential learning activities. The pedagogies discussed here are Traditional, Behaviorist, Constructivism and Social Constructivism. The educational approaches were analyzed from the standpoints of the student, teachers, pedagogical needs and learning environments This analysis resulted in a synthesis table with information to support a design process for school buildings in coherence with educational approaches and their needs. The literature research revealed a rich data on pedagogical concepts and description of environmental requirements, however, this data is rarely directly applicable to a productive design process and for this reason, a school design process needs further inputs. The different ways of teaching and learning need in-depth analyses and during the programming phase of a productive design process the relation between environment and activities should be analyzed, discussed and reflected upon. In this paper, several types of learning processes were analyzed and their spatial layouts configured to support an improved school design process. |
| publisher |
Universidade Estadual de Campinas |
| publishDate |
2015 |
| url |
https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8634983 |
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