A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future
A sound foundation? What we know about the impact of environments on learning and the implications for Building Schools for the Future
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基础扎实吗？
DOI：
10.1080/03054980601094693
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发表时间：
2007
影响因子：
2
通讯作者：
K. Wall
中科院分区：
文献类型：
--
作者：
P. Woolner;E. Hall;Steven I. Higgins;C. McCaughey;K. Wall
本文报道了英国设计委员会和 CfBT 进行的一项文献综述（Higgins 等人，2005 年），该文献综述研究了环境对学校学习影响的证据。我们审查了有关物理环境不同方面的现有证据，并根据不同的影响领域提供了分析，包括不同方面彼此相互作用（积极和消极）的程度。我们的结论表明，尽管研究经常表明有效环境的参数，但总体上缺乏关于物理环境的各个元素的影响的经验证据，而这些证据可能会在实际水平上为学校设计提供信息以支持学生的成就。然而，在二级分析中，有迹象表明环境变化可以成为学校发展和改进催化过程的一部分。我们将讨论这些发现对建设未来学校的影响。
This paper reports on a literature review conducted in the UK for the Design Council and CfBT (Higgins et al., 2005) which looked at the evidence of the impact of environments on learning in schools. We have reviewed the available evidence regarding different facets of the physical environment and provided an analysis based on different areas of effect, including the extent to which different facets interact (positively and negatively) with one another. Our conclusions suggest that, although the research often indicates the parameters of an effective environment, there is an overall lack of empirical evidence about the impact of individual elements of the physical environment which might inform school design at a practical level to support student achievement. However, at a secondary level of analysis, there are indications that environmental change can be part of a catalytic process of school development and improvement. The implications of these findings for Building Schools for the Future will be discussed.