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Where sustainable school meets the 'third teacher': primary school case study from Barcelona, Spain
dc.contributor.author | Brkovic, Marta |
dc.contributor.author | Pons Valladares, Oriol |
dc.contributor.author | Parnell, Rosie |
dc.contributor.other | Universitat Politècnica de Catalunya. Departament de Construccions Arquitectòniques I |
dc.coverage.spatial | east=2.181871000000001; north=41.39810980000001; name=Fort Pienc, 08013 Barcelona, Espanya |
dc.date.accessioned | 2015-09-23T14:23:59Z |
dc.date.available | 2015-09-23T14:23:59Z |
dc.date.created | 2015-07 |
dc.date.issued | 2015-07 |
dc.identifier.citation | Brkovic, M., Pons-Valladares, O., Parnell, R. Where sustainable school meets the 'third teacher': primary school case study from Barcelona, Spain. "Archnet-IJAR: international journal of architectural research", Juliol 2015, núm. 2, p. 77-97. |
dc.identifier.issn | 1994-6961 |
dc.identifier.uri | http://hdl.handle.net/2117/77060 |
dc.description.abstract | Participatory evaluation of aspiring sustainable schools and their pedagogical potential has recently come into focus. A few authors have made a significant start in examining schools as both environmentally and socially sustainable environments, which might simultaneously represent the ‘third teacher’. However, discussion around this idea is new in Spain. This paper describes a participatory post-occupancy study conducted with teachers and pupils in Fort Pienc School, Barcelona, Spain. Findings reveal the pedagogical potential of the school’s spaces and fabric, characterised as ‘sustainable’, and highlight the aspects that the research participants feel are performing and underperforming. The paper concludes that if we want sustainable schools to be a strategy for renovating the educational process and for leading us towards a better tomorrow globally and locally, new models for exploring the pedagogical potential of sustainable schools should be developed and the efforts of all relevant parties synchronised; from architects to governments, from pupils to teachers. |
dc.format.extent | 21 p. |
dc.language.iso | eng |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ |
dc.subject | Àrees temàtiques de la UPC::Desenvolupament humà i sostenible::Desenvolupament sostenible::Educació, valors i sostenibilitat |
dc.subject | Àrees temàtiques de la UPC::Arquitectura::Arquitectura sostenible |
dc.subject.lcsh | Sustainable development -- Teaching |
dc.subject.lcsh | Sustainable architecture |
dc.subject.other | sustainable schools |
dc.subject.other | third teacher |
dc.subject.other | participation |
dc.subject.other | post-occupancy |
dc.title | Where sustainable school meets the 'third teacher': primary school case study from Barcelona, Spain |
dc.type | Article |
dc.subject.lemac | Desenvolupament sostenible -- Ensenyament |
dc.subject.lemac | Arquitectura sostenible |
dc.contributor.group | Universitat Politècnica de Catalunya. LiTA - Laboratori d'Innovació i Tecnologia en l'Arquitectura |
dc.relation.publisherversion | http://archnet-ijar.net/index.php/IJAR/article/view/539/pdf_52 |
dc.rights.access | Open Access |
local.identifier.drac | 16696111 |
dc.description.version | Postprint (published version) |
local.citation.author | Brkovic, M.; Pons-Valladares, O.; Parnell, R. |
local.citation.publicationName | Archnet-IJAR: international journal of architectural research |
local.citation.volume | 9 |
local.citation.number | 2 |
local.citation.startingPage | 77 |
local.citation.endingPage | 97 |
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