Place and action: The school building as an enhancer of the learning process
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Inclou dades d'ús des de 2022
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hdl:2117/117330
Tipus de documentArticle
Data publicació2017-03
EditorUniversitat Politècnica de Catalunya. Iniciativa Digital Politècnica
Condicions d'accésAccés obert
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continguts d'aquesta obra estan subjectes a la llicència de Creative Commons
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Reconeixement-NoComercial-SenseObraDerivada 3.0 Espanya
Abstract
This paper aims to highlight the relevance of the built space towards society, and more specifically the influence that the school building bears for the learning process, that there takes place. It also intends to emphasize the relevance of studies on space use, assuming that they provide a comprehensive input on the actual occupancy of a particular space, and that conversely present guidelines as an operative design tool when intervening on that or other buildings with a similar brief. Ultimately, contributing for a more complete and effective spatial, social and pedagogical answer to the actual needs and
wants of the users, at each particular time, throughout its lifecycle.Hence, it will regard first the relationship between
architecture and society, focusing on the bond between providers and users of the places, thought and lived in. Itwill then concentrate on school buildings and their input towards education, considering space use research as a means to understand space as a social «setting» and also a social «influence». Finally, it will address psychosocial studies on spatiality, while dealing with means and techniques within architectural studies concerned with this relationship. Firstly in its generic assertion and secondly and more specifically applied to school buildings.
CitacióCoelho, C. Place and action: The school building as an enhancer of the learning process. "Arquitectonics: Mind, Land & Society", Març 2017, núm. 30, p. 311-319.
ISSN1579-4431
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