Christian Kühn

School as a Space for Teams

Finding a Common Ground Between Architecture and Pedagogy

Kurzlink: https://www.waxmann.com/artikelART104818
.doi: https://doi.org/10.31244/dds.2022.01.06

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Abstract

In recent years, a paradigm shift has taken place in school architecture, the beginnings of which date back to the 1960s. Cluster and open-plan structures are replacing the previous system of corridors and classrooms, with fl exibility, inclusion, clustering and networking identified as key criteria. However, the direct effectiveness of the new paradigm on learning outcomes has not yet been demonstrated by any studies. Meta-studies such as “Visible Learning” allow conclusions to be drawn about indirect effects resulting from the idea of “collaborative expertise” as a decisive factor. There are two important prerequisites for sustainable success of the new paradigm: participatory involvement of users in the planning process and pedagogical training that prepares them for working in innovative learning environments.

Schlagworte
school design, school architecture, flexibility, inclusion, cluster, visible learning, collaborative expertise

APA-Zitation
Kühn C. (2022). Die Schule als Raum für Teams: Wie Architektur und Pädagogik zusammenfinden. DDS – Die Deutsche Schule, 114(1), 61-72. https://doi.org/10.31244/dds.2022.01.06