About this paper

Appears in:
Pages: 8663-8672
Publication year: 2016
ISBN: 978-84-608-8860-4
ISSN: 2340-1117
doi: 10.21125/edulearn.2016.0885

Conference name: 8th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2016
Location: Barcelona, Spain

ARCHITECTURE AS PEDAGOGY: DESIGNING PUBLIC SCHOOLS AS LEARNING SPACES

R. Panchal, K. Patil, S. Gupta

IIT Kanpur (INDIA)
Schools play an important role in providing an enriching education to children. In India, more than 70% children in the age of 6-14 years go to public primary school. It is thus very crucial to provide a nurturing environment as most children come from a very underprivileged background. However most of the public schools are built with minimal funds and have very basic infrastructure.

Many schools have 2-3 rooms which house 5 grades of schooling. Apart from the multi-grade classrooms, they often have only 1-2 teachers appointed per school. These scenarios give rise to challenges of pedagogy as well as demands for innovative learning spaces.

This study seeks to reinterpret architectural elements like walls, doors and windows that form boundaries of an enclosure to a pedagogical aid for activity centered learning. The study also aims to support the existing single mode learning through lectures with multi-modal learning through decentralized learning spaces. It looks at the school building as a mode to strengthen the development of a child through different stages of individual and social growth.

The research method involved studies to understand the context of educational environment in present public primary schools in India. Qualitative and quantitative data collected from students and teachers at the public schools gave insights into the activity and usage patterns. The study suggests the needs for spaces which promote learning through physical activities like climbing, crawling, hiding and peeping in the classroom and school space. The study also highlighted the needs for spaces which allowed for group, peer to peer learning and spaces for individual reflections.

With the insights the study proposes a catalogue of architectural elements designed for children and their specific needs. The designs and guidelines can be used by society and authorities who would be involved in the process of designing public schools as learning spaces.
@InProceedings{PANCHAL2016ARC,
author = {Panchal, R. and Patil, K. and Gupta, S.},
title = {ARCHITECTURE AS PEDAGOGY: DESIGNING PUBLIC SCHOOLS AS LEARNING SPACES},
series = {8th International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN16 Proceedings},
isbn = {978-84-608-8860-4},
issn = {2340-1117},
doi = {10.21125/edulearn.2016.0885},
url = {http://dx.doi.org/10.21125/edulearn.2016.0885},
publisher = {IATED},
location = {Barcelona, Spain},
month = {4-6 July, 2016},
year = {2016},
pages = {8663-8672}}
TY - CONF
AU - R. Panchal AU - K. Patil AU - S. Gupta
TI - ARCHITECTURE AS PEDAGOGY: DESIGNING PUBLIC SCHOOLS AS LEARNING SPACES
SN - 978-84-608-8860-4/2340-1117
DO - 10.21125/edulearn.2016.0885
PY - 2016
Y1 - 4-6 July, 2016
CI - Barcelona, Spain
JO - 8th International Conference on Education and New Learning Technologies
JA - EDULEARN16 Proceedings
SP - 8663
EP - 8672
ER -
R. Panchal, K. Patil, S. Gupta (2016) ARCHITECTURE AS PEDAGOGY: DESIGNING PUBLIC SCHOOLS AS LEARNING SPACES, EDULEARN16 Proceedings, pp. 8663-8672.
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