Abstract
School space is an important factor in the realization of educational work since it shapes the material conditions for the implementation of the educational process. The aim of this paper, which focuses on a review of contemporary sociological scientific literature, is to investigate and highlight the effect of school space on the shaping of pedagogical practices, as well as on the pupils’ learning outcomes. Study and analysis of the content of research findings and relevant scientific papers reveal that school space is chiefly “mono-functional” and that both teachers and pupils remain caught up in the implementation of what are largely traditional pedagogical practices. School space clearly needs to be adapted to the new pupil-centered pedagogical methods, and this can only be achieved through the initiative and agency of the teachers. Finally, it is also clear that the pupils’ learning outcomes are to a great extent linked to the position they occupy in the space within the school classroom.
Highlights
During the four last decades, the importance of school space in the shaping of the way educational work is carried out, has been highlighted (Christie, 2002; Wasnock, 2010)
School space is an important factor in the realization of educational work since it shapes the material conditions for the implementation of the educational process
From the analysis of the research findings, it emerges that the model of the school space in many countries in the western world is still characterized today as “stationary”, favoring the development of visible pedagogical practices (Bernstein, 1996, 2000)
Summary
During the four last decades, the importance of school space in the shaping of the way educational work is carried out, has been highlighted (Christie, 2002; Wasnock, 2010). The formation and suitability of the school space, with the essential material conditions which ensure the existence of a pleasant and creative learning environment are the goals for meeting the needs and demands of daily school activities (Alterator & Deed, 2013; Berris & Miller, 2011; Cheryan, Ziegler, Plaut & Meltzoff, 2014; Christie, 2002; Figueroa, Lim & Lee, 2016; Ghaziani, 2010; Gislason, 2009a; Kaya & Burgess, 2007; Koustourakis, 2018c; Kuuskorpi & Cabellos Gonzalez, 2011; Martin, 2002; McGregor, 2004; Perkins & Wieman, 2005; Szteinberg & Finch, 2006; Urwick & Junaidu, 1991; Wasnock, 2010) With this in mind, criteria for the design of a contemporary school unit are both the actual needs of the subjects that will experience it and use it on a daily basis, and the interactive processes that are expected to govern the relationship that develops between them (Gislason, 2009b; Leiringer & Cardellino, 2011; Marx, Fuhrer & Harting, 1999).
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