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Space, Place, and Learning.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Space, Place, and Learning./
作者:	Bargeloh, Connor E.
面頁冊數:	1 online resource (70 pages)
附註:	Source: Masters Abstracts International, Volume: 84-12.
Contained By:	Masters Abstracts International84-12.
標題:	Pedagogy. -
電子資源:	click for full text (PQDT)
ISBN:	9798379602475

Space, Place, and Learning.
Bargeloh, Connor E.

Space, Place, and Learning. - 1 online resource (70 pages)

Source: Masters Abstracts International, Volume: 84-12.

Thesis (M.Arch.)--University of Cincinnati, 2023.

Includes bibliographical references

The school building is the location where students spend the majority of their time during their developmental years. However, the need for education and the contents of that education shift as culture and technology change over time. Students will learn facts in the 3rd grade that by the time they enter the 9th grade are proven false or partially incorrect, and teaching methods may shift drastically as new technological advances allow for more efficient teaching. The buildings which students occupy are unable to change at the same rate, meaning they need to be able to accommodate these pedagogical changes over time.This thesis looks to re-establish the school an iconic structure in the community by reshaping its role as a building. Utilizing pedagogy as a foundational design element, the school can be reshaped into continuous learning institution. Both over time as pedagogical shifts occur, as a location where life-long learning can occur. Individuals of all ages can gain benefit from the structure as it will no longer be limited by an inadequate design, established from a long outdated pedagogical approach.As it stands our existing school buildings are outdated and near un-usable. Unable to accommodate these shifts in pedagogy, students are left with an ineffective and suboptimal learning experience. To change this the building needs to be reshaped in order to accept these new pedagogies. By using pedagogy as a foundational system for the design of spaces, the school building can accept these shifts as they occur without the need for a whole new building. Starting with the classroom and reworking the building across all its spaces this new school will look not to define how students learn, but instead give agency to students and teachers to allow them to craft how they learn. Learning becomes more than rote memorization and busy work, giving teachers and students the ability control how and when learning occurs. The building will provide structure and frame to the spaces, where its occupants will determine its feel and use.Even by utilizing an existing building structure and reshaping the interior, a building can transform to work with the flexible nature of learning. Creating better spaces by utilizing furniture, daylighting, and color allows for a better learning experience. The overall interior can be reworked by changing materials, adding in glazing and changing how 'dead' spaces such as hallways are used day-to-day. A new architectural design allows for these spaces to become the best versions of themselves and transforms the student learning experience. Students no longer need to receive the same education in the same building as their parents and teachers have access the necessary tools to provide the best education possible.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379602475Subjects--Topical Terms:

1148703
Pedagogy.
Subjects--Index Terms:

SchoolIndex Terms--Genre/Form:

554714
Electronic books.

Space, Place, and Learning.
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520 $a The school building is the location where students spend the majority of their time during their developmental years. However, the need for education and the contents of that education shift as culture and technology change over time. Students will learn facts in the 3rd grade that by the time they enter the 9th grade are proven false or partially incorrect, and teaching methods may shift drastically as new technological advances allow for more efficient teaching. The buildings which students occupy are unable to change at the same rate, meaning they need to be able to accommodate these pedagogical changes over time.This thesis looks to re-establish the school an iconic structure in the community by reshaping its role as a building. Utilizing pedagogy as a foundational design element, the school can be reshaped into continuous learning institution. Both over time as pedagogical shifts occur, as a location where life-long learning can occur. Individuals of all ages can gain benefit from the structure as it will no longer be limited by an inadequate design, established from a long outdated pedagogical approach.As it stands our existing school buildings are outdated and near un-usable. Unable to accommodate these shifts in pedagogy, students are left with an ineffective and suboptimal learning experience. To change this the building needs to be reshaped in order to accept these new pedagogies. By using pedagogy as a foundational system for the design of spaces, the school building can accept these shifts as they occur without the need for a whole new building. Starting with the classroom and reworking the building across all its spaces this new school will look not to define how students learn, but instead give agency to students and teachers to allow them to craft how they learn. Learning becomes more than rote memorization and busy work, giving teachers and students the ability control how and when learning occurs. The building will provide structure and frame to the spaces, where its occupants will determine its feel and use.Even by utilizing an existing building structure and reshaping the interior, a building can transform to work with the flexible nature of learning. Creating better spaces by utilizing furniture, daylighting, and color allows for a better learning experience. The overall interior can be reworked by changing materials, adding in glazing and changing how 'dead' spaces such as hallways are used day-to-day. A new architectural design allows for these spaces to become the best versions of themselves and transforms the student learning experience. Students no longer need to receive the same education in the same building as their parents and teachers have access the necessary tools to provide the best education possible.
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