Dimensions of an inclusive physical learning environment
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.34624/id.v10i3.11255 |
Resumo: | This article is part of a study motivated by concerns regarding young Migrants and youngsters who are Not in Education, Employment or Training (NEET), and their inclusion in the educational and/or training system. A full process of an inclusive educational system calls for the existence/ construction of a Physical Learning Environment (PLE) and the use of active pedagogies, namely those associated with collaborative work, through projects and Technology Enhanced Learning.There has been an increase of learning spaces construction which follow educational models grounded on the “Pedagogy-Technology-Space” triad and physical space importance in teaching and learning has been stressed by some researchers. Nevertheless, physical space has not always been in the centre of discussion. This research aims to understand the role that reconfiguration of space and New Media integration have in the promotion of an inclusive PLE, particularly asregards NEET and Migrants. We propose to create interior design strategies for PLE, specifically considering these populations. This research is eminently exploratory, based on grounded theory and using mixed methods. Two data collection instruments have already been applied and analysed, and from the results obtained we may infer that the use of classroom physical space by both teachers and students is not yet at its best. We also observed that the PLE is not decisivefor the interviewees although they acknowledge their importance for teaching and learning. |
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Dimensions of an inclusive physical learning environmentDimensões de um ambiente físico de aprendizagem inclusivoThis article is part of a study motivated by concerns regarding young Migrants and youngsters who are Not in Education, Employment or Training (NEET), and their inclusion in the educational and/or training system. A full process of an inclusive educational system calls for the existence/ construction of a Physical Learning Environment (PLE) and the use of active pedagogies, namely those associated with collaborative work, through projects and Technology Enhanced Learning.There has been an increase of learning spaces construction which follow educational models grounded on the “Pedagogy-Technology-Space” triad and physical space importance in teaching and learning has been stressed by some researchers. Nevertheless, physical space has not always been in the centre of discussion. This research aims to understand the role that reconfiguration of space and New Media integration have in the promotion of an inclusive PLE, particularly asregards NEET and Migrants. We propose to create interior design strategies for PLE, specifically considering these populations. This research is eminently exploratory, based on grounded theory and using mixed methods. Two data collection instruments have already been applied and analysed, and from the results obtained we may infer that the use of classroom physical space by both teachers and students is not yet at its best. We also observed that the PLE is not decisivefor the interviewees although they acknowledge their importance for teaching and learning.O artigo aqui apresentado está enquadrado numa investigação motivada pela problemática dos jovens migrantes e dos jovens que não estão nem a estudar, nem a trabalhar, nem em formação – Not in Education, Employment or Training (NEET) –, aliada à necessidade da sua inclusão no sistema educativo e/ou formativo. Um processo pleno de inclusão educativa apela à existência/construção de um Ambiente Físico de Aprendizagem (AFA) e à utilização de pedagogias ativas, nomeadamente a aprendizagem colaborativa, a aprendizagem por projeto e a Technology Enhanced Learning. Tem-se assistido a um aumento da construção de espaços educativos que seguem modelos pedagógicos suportados pela tríade ”Pedagogia-Tecnologia-Espaço”, tendo a importância do espaço físico no ensino-aprendizagem sido salientada por alguns autores. No entanto, este não tem sido foco de discussão. Esta investigação visa compreender o papel da reconfiguração do espaço e da integração dos Meios Digitais na promoção de um AFA inclusivo, particularmente no que se refere a jovens NEET e Migrantes. Propomo-nos criar estratégias de design de interiores para o AFA, considerando especificamente estas populações. É um estudo eminentemente exploratório, baseado na grounded theory e que recorre a métodos mistos. Foram já aplicados e analisados dois instrumentos de recolha de dados e os resultados obtidos permitem-nos inferir que o uso do espaço físico da sala de aula quer por alunos, quer por professores, se encontra aquém do desejado. Verificou-se ainda que o AFA não se revela determinante para os entrevistados, apesar destes reconhecerem a sua importância para o ensino e para a aprendizagem.Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro2018-09-13info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleapplication/pdfhttps://doi.org/10.34624/id.v10i3.11255https://doi.org/10.34624/id.v10i3.11255Indagatio Didactica; Vol 10 No 3 (2018); 39-60Indagatio Didactica; Vol. 10 Núm. 3 (2018); 39-60Indagatio Didactica; Vol. 10 No 3 (2018); 39-60Indagatio Didactica; vol. 10 n.º 3 (2018); 39-601647-3582reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://proa.ua.pt/index.php/id/article/view/11255https://proa.ua.pt/index.php/id/article/view/11255/7329Sardinha, LaraAlmeida, Ana Margarida PiscoPedro, Neuzainfo:eu-repo/semantics/openAccess2023-09-22T10:18:14Zoai:proa.ua.pt:article/11255Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:30:21.755066Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Dimensions of an inclusive physical learning environment Dimensões de um ambiente físico de aprendizagem inclusivo |
title |
Dimensions of an inclusive physical learning environment |
spellingShingle |
Dimensions of an inclusive physical learning environment Sardinha, Lara |
title_short |
Dimensions of an inclusive physical learning environment |
title_full |
Dimensions of an inclusive physical learning environment |
title_fullStr |
Dimensions of an inclusive physical learning environment |
title_full_unstemmed |
Dimensions of an inclusive physical learning environment |
title_sort |
Dimensions of an inclusive physical learning environment |
author |
Sardinha, Lara |
author_facet |
Sardinha, Lara Almeida, Ana Margarida Pisco Pedro, Neuza |
author_role |
author |
author2 |
Almeida, Ana Margarida Pisco Pedro, Neuza |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Sardinha, Lara Almeida, Ana Margarida Pisco Pedro, Neuza |
description |
This article is part of a study motivated by concerns regarding young Migrants and youngsters who are Not in Education, Employment or Training (NEET), and their inclusion in the educational and/or training system. A full process of an inclusive educational system calls for the existence/ construction of a Physical Learning Environment (PLE) and the use of active pedagogies, namely those associated with collaborative work, through projects and Technology Enhanced Learning.There has been an increase of learning spaces construction which follow educational models grounded on the “Pedagogy-Technology-Space” triad and physical space importance in teaching and learning has been stressed by some researchers. Nevertheless, physical space has not always been in the centre of discussion. This research aims to understand the role that reconfiguration of space and New Media integration have in the promotion of an inclusive PLE, particularly asregards NEET and Migrants. We propose to create interior design strategies for PLE, specifically considering these populations. This research is eminently exploratory, based on grounded theory and using mixed methods. Two data collection instruments have already been applied and analysed, and from the results obtained we may infer that the use of classroom physical space by both teachers and students is not yet at its best. We also observed that the PLE is not decisivefor the interviewees although they acknowledge their importance for teaching and learning. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-09-13 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.34624/id.v10i3.11255 https://doi.org/10.34624/id.v10i3.11255 |
url |
https://doi.org/10.34624/id.v10i3.11255 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://proa.ua.pt/index.php/id/article/view/11255 https://proa.ua.pt/index.php/id/article/view/11255/7329 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
publisher.none.fl_str_mv |
Centro de Investigação Didática e Tecnologia na Formação de Formadores (CIDTFF) / Universidade de Aveiro |
dc.source.none.fl_str_mv |
Indagatio Didactica; Vol 10 No 3 (2018); 39-60 Indagatio Didactica; Vol. 10 Núm. 3 (2018); 39-60 Indagatio Didactica; Vol. 10 No 3 (2018); 39-60 Indagatio Didactica; vol. 10 n.º 3 (2018); 39-60 1647-3582 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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