Planning to Learn: The Role of Interior Design in Educational Settings
Planning to Learn: The Role of Interior Design in Educational Settings
复制标题
规划学习：室内设计在教育环境中的作用
DOI：
--
复制
发表时间：
2013
期刊：
影响因子：
--
通讯作者：
Michael T. Dudek
中科院分区：
文献类型：
--
作者：
Migette L. Kaup;Hyung;Michael T. Dudek
该设计案例旨在重新发挥建筑环境的基本作用，以支持私立天主教学校的教育过程和整体学习体验。 高级室内设计学生有机会与一所学校合作，该学校的管理人员请求协助确定小学设施所需变更的优先顺序。当前的建筑在反映教师向学生提供的高质量课程方面存在局限性，他们寻求改进的想法来支持他们的目标。该设计案例描述了一系列基于教学的步骤，这些步骤通过服务学习项目战略性地采用，以帮助学生探索用户体验、应用理论并使用基于证据的研究框架开发设计解决方案。目标是为学前班到三年级的孩子规划学习空间。室内设计专业的学生首先探索了幼儿教育的理论观点以及建筑环境作为教育过程重要组成部分的作用。然后，他们分析了现有条件，以确定变革的优先级，并与多个用户组验证此信息。 根据这些信息开发了一个全面的设计程序。最后，学生团队准备了设计解决方案，以直观方式呈现已识别问题的潜在答案。学生、教师和客户对设计过程的看法以文本和音频格式呈现。案例研究的结果讨论了对不同用户群体和参与者的好处，以及通过人类与建筑环境的感知和物理交互回归教育体验基础的价值。
This design case is about re-engaging with the fundamental role of the built environment in order to support the educational process and overall learning experience in a private Catholic school. Advanced level interior design students were provided an opportunity to work with a school whose administrator had requested assistance in setting priorities for needed changes to their grade school facility. The current building presented limitations in reflecting the high quality curriculum teachers delivered to their students, and they sought ideas for improvements that would support their goals. The design case describes a sequence of pedagogically based steps that were strategically employed through a service-learning project to help students explore user experience, apply theory, and develop design solutions using an evidence-based research framework. The goal was to plan learning spaces for pre-kindergarten through third grade school children. The interior design students first explored the theoretical perspectives of early childhood education and the role of the built environment as a significant component of the educational process. They then analyzed the existing conditions to create priorities for change, verifying this information with multiple user-groups. A comprehensive design program was developed from this information. Finally, student teams prepared design solutions that visually represented potential answers to the identified problems. Student, faculty, and client perceptions of the design process are presented in text and audio formats. Outcomes of the case study are discussed in the context of the benefits to the various user groups and participants, as well as the value of returning to the fundamentals of the educational experience through the human perceptual and physical interactions with the built environment.