SIGNIFICATION OF OPEN-PLAN LEARNING ENVIRONMENT IN PRIMARY SCHOOLS FROM THE VIEW POINT OF TEACHERS' EVALUATION AND OPERATION STATUS OVER YEARS

DOI Web Site 2 Citations 6 References
  • KURAKAZU Ryoko
    Assistant Prof., Dept. of Design, Faculty of Eng., Chiba Institute of Technology, Dr. Eng.
  • HASHIMOTO Kuniko
    Prof., Dept. of Design, Faculty of Eng., Chiba Institute of Technology, Ph. D.
  • UENO Kanako
    Assoc. Prof., Dept. of Architecture, School of Science and Technology, Meiji University, Dr. Eng.

Bibliographic Information

Other Title
  • 使われ方の経年変化および教師の評価からみたオープンプラン型学習環境の意義
  • ツカワレ カタ ノ ケイネン ヘンカ オヨビ キョウシ ノ ヒョウカ カラ ミタ オープンプランガタ ガクシュウ カンキョウ ノ イギ

Search this article

Abstract

Through this study, the important issues for planning open-plan learning environment were summarized as follows:<br>1. Teachers are satisfied with ‘open space’ for various learning style and they want to use open spaces more conveniently.<br>2. Teachers recognize advantage of open-plan learning environment in terms of learning effects and psychological aspect. However, if the indoor environment such as acoustic condition has significant problems, teachers don't highly evaluate the open-plan.<br>3. Open-plan learning environments work properly in the cooperative teaching management system by each grade.<br>4. When student numbers exceeds the capacity of learning environment, it is difficult to manage a grade as a group. In this case, class activities are mainly managed by each class and the class uses open space as an extension of its classroom.<br>5. Teachers require the classrooms that can be both open and closed condition with appropriate acoustic performance for open-plan learning environment.

Journal

Citations (2)*help

See more

References(6)*help

See more

Keywords

Details 詳細情報について

Report a problem

Back to top