Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Arkitektur och pedagogik: en historisk och samtida studie över arkitekturens pedagogiska betydelse
Södertörn University, Teacher Education.
2016 (Swedish)Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
Abstract [en]

This essay studies the relationship between architecture and pedagogy. More precisely, it focuses on how architects pedagogical ideas influence the way they plan and design a school. Their thoughts have been read through three older pedagogical thinkers and the Design theo-retical perspective. Within this perspective there’re different theories about how the archi-tecture of schools affect the teaching and the students ability to learn.

During my studies to become an after-school teacher we’ve mainly focused on different ways of teaching and learning. However we’ve not studied how the space in the schools can be used in the teaching of the students or how the architecture of classrooms and schools can ef-fect the pedagogical texture in schools. Therefore this is the interest of my essay. I’ve written this essay in the purpose of learning more about when a school is being built, what pedagogi-cal thoughts that lies behind the design and what similarities and/or differences there are between these thoughts and the three older pedagogical thinkers and the modern Design theo-retical perspective’s view on the architecture's impact on the education.

The interviewed architects shared what they think is important when they are designing and building a school. There are a lot of similarities between the reflections of the architects and the studied theories, not only about how to perform the teaching but also in the matter of how the design of the rooms in the schools and the design of the schools in general can affect the education and the students. My results show that there are very few differences between the interviewed architects thoughts and the thoughts of the studied theories about the architectu-re's impact on education.

Abstract [sv]

Denna uppsats har behandlat relationen mellan arkitektur och pedagogik. Mer precist, be-handlar uppsatsen hur arkitekters pedagogiska idéer påverkar hur de designar och bygger sko-lor. Deras tankar har sedan tolkats utifrån tre äldre tanketraditioner (Reggio Emilia, Waldorf och Montessori) och det Designteoretiska perspektivet. Inom ramen för det Designteoretiska perspektivet finns det olika teorier om hur arkitekturen i skolan påverkar undervisningen och elevernas lärande.

Under min utbildning till grundlärare med inriktning mot fritidshem har pedagogik och olika lärostilar varit i stor fokus. Däremot har vi inte studerat hur man kan använda rummen i sko-lan i undervisningen eller hur klassrummens och skolans arkitektur kan påverka pedagogiken. Därför är detta ämnet för min uppsats. Jag har skrivit detta arbete för att få mer insikt i hur det går till när en skola byggs, vilka tankar som ligger i centrum samt vilka likheter och/eller skillnader som finns mellan dessa tankar och de tre äldre tanketraditionerna eller det Design-teoretiska perspektivets syn på arkitekturens påverkan på pedagogiken.

Arkitekterna som intervjuades berättade om vilka tankar som är centrala när de ritar en skola. Dessas reflektioner har mycket gemensamt med alla behandlade teorier gällande både hur un-dervisningen skall genomföras samt hur rummet och arkitekturen kan användas i och påverka undervisningen samt eleverna. Resultaten visar att det finns ytterst få skillnader mellan de in-tervjuade arkitekternas tankar och de behandlade teoriernas (både de historiska teorierna och den moderna teorin) tankar kring arkitekturens påverkan på pedagogiken.

Place, publisher, year, edition, pages
2016. , 48 p.
National Category
Pedagogy
Identifiers
URN: urn:nbn:se:sh:diva-30935OAI: oai:DiVA.org:sh-30935DiVA: diva2:1014994
Subject / course
Education Studies
Uppsok
Social and Behavioural Science, Law
Supervisors
Available from: 2016-10-04 Created: 2016-10-03 Last updated: 2016-10-04Bibliographically approved

Open Access in DiVA

fulltext(315 kB)78 downloads
File information
File name FULLTEXT01.pdfFile size 315 kBChecksum SHA-512
4059469c08879d5fdb76b4b1c5c7797df7bf5786a3f60fec693255771258caa3d74946907a4798702e4962458c0807e0ca0a4cc8bc21a094c5f2d7575fe65327
Type fulltextMimetype application/pdf

By organisation
Teacher Education
Pedagogy

Search outside of DiVA

GoogleGoogle Scholar
Total: 78 downloads
The number of downloads is the sum of all downloads of full texts. It may include eg previous versions that are now no longer available

urn-nbn

Altmetric score

urn-nbn
Total: 163 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf