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ERIC Number: EJ1153652
Record Type: Journal
Publication Date: 2017-Oct
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1387-1579
EISSN: N/A
Classroom Environments: An Experiential Analysis of the Pupil-Teacher Visual Interaction in Uruguay
Cardellino, Paula; Araneda, Claudio; García Alvarado, Rodrigo
Learning Environments Research, v20 n3 p417-431 Oct 2017
We argue that the traditional physical environment is commonly taken for granted and that little consideration has been given to how this affects pupil-teacher interactions. This article presents evidence that certain physical environments do not allow equal visual interaction and, as a result, we derive a set of basic guiding principles that could contribute to the improvement of classroom design. Discussions about research on the design of classroom spaces and the methods to evaluate them articulate the rationale for this study. We seek to accomplish this by focusing on two fundamental variables of the face-to-face communication process: visual and distance. They are discussed in the context of four classroom case studies. The method is based on a hybrid approach composed of first-hand video-photographic records, isovist analysis and proxemic information regarding distances. The conclusions suggest that the proportion and spatial configuration of a classroom have a substantial impact on the number of pupils receiving high-quality visual interaction with the teacher. Finally, the importance of integrating experiential analysis in the architectural design process to ensure the quality and equality of the interaction among the protagonists of the teaching and learning process is highlighted.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Uruguay
Grant or Contract Numbers: N/A