Architectural design of classroom to stimulate learning in Higher Education
An Approach Connected with Neuroeducation and Neuroarchitecture
DOI:
https://doi.org/10.31686/ijier.vol10.iss4.3707Keywords:
Classroom, learning, neuroarchitecture, neuroeducation, higher educationAbstract
The architectural design of learning spaces in higher education has undergone profound changes with the new educational perspectives that break with traditional pedagogical practice supported by control, hierarchy, and information dissemination. Educational institutions are gradually seeking disruptive models that enhance new learning experiences. This article presents references of innovative projects of learning and interaction spaces, that have been added to the principles of Neuroeducation and Neuroarchitecture for the development of architectural strategies for a new classroom proposal for the Bahia State University. As a result, the project brings preliminary studies to the Learning Environment Model for Higher Education (LEMHE). A flexible model, divided into three learning areas: flexible zone (active); introspection zone, and relaxing zone. This zoning aims to provide diverse experiences of pedagogical practices, added to respect the physiological needs of its users to enhance well-being and learning in higher education.
References
ARCHIDAILY (2019). “Escritório IT’S Biofilia”. Available from: <https://www.archdaily.com.br/br/920529/escritorio-its-biofilia-its-informov/5d21137d284dd19a090001b5-escritorio-its-biofilia-its-informov-foto?next_project=no>. Accessed 29 nov. 2021.
CAMARGO, F.; DAROS, T. “A sala de aula inovadora: estratégias pedagógicas para fomentar o aprendizado ativo”. Porto Alegre: Penso, 2018.
E-PAVILION (2018). “Centro de Pesquisa e Educação Albert Einstein começou a ser construído em São Paulo”. Available from: < https://www.e-pavilion.com/cursoonline/arquitetura/blog/centro-de-pesquisa-e-educao-albert-einstein-comeou-a-ser-construdo-em-so-paulo>. Accessed 24 jan. 2022.
ERTE (2019). “Laboratórios de aprendizagem: Cenários e histórias de aprendizagem”.Available from <https://erte.dge.mec.pt/sites/default/files/Projetos/Laboratorios_aprendizagem/magazine_la_final.pdf>. Accessed: 25 jan 2022.
EUROPEAN SCHOOLNET. “Transforming education in Europe”. Available from: <http://www.eun.org/>. Accessed 15 Aug. 2019.
FUNDESCOLA (2002). “Espaços educativos ensino fundamental. Subsídios para elaboração de projetos e adequação de edificações escolares”. Cadernos técnicos 4, volume 2. Available from: http://www.dominiopublico.gov.br/download/texto/me000576.pdf. Accessed jan. 2022.
FUTURA (2016), Canal. Orestad Gymnasium (Dinamarca) | Destino: Educação - Escolas Inovadoras.Youtube. Available from: < https://www.youtube.com/results?search_query=orestad+gymnasium+school>. Accessed: 17 nov 2021.
FCL (2019). “Future Classroom Lab learning zones”. Available from: <https://fcl.eun.org/about;jsessionid=5F695745A925F46D89AB6586404BB55A>. Accessed 25 jan. 2022.
KELLERT, S. R.; CALABRESE E. (2015). “The Practice of Biophilic Design”. Available from: < https://www.researchgate.net/publication/321959928_The_Practice_of_Biophilic_Design>. Accessed: 26 nov. 2021.
SARMENTO, T. S.; GOMES, A. S. Em busca de flexibilidades educacionais no período Pós-Moderno. In: Design de ambiente escolar para aprendizagem criativa. 1 ed.: Pipa Comunicação, 2019.
SUSSMAN A.; WARD J. M (2021). “How biometric software is chanping how we hunderstand Architecture and ourselves”. Commonedge, Ago. 2021.Available from: <https://commonedge.org/how-biometric-software-is-changing-how-we-understand-architecture-and-ourselves/>. Accessed 29 jul. 2021.
SUSSMAN Ann.; HOLLANDER Justin B. “Cognitive Architecture: Designing for How We Respond to the Built Environment”. 2 ed.: Routledge, Jul. 2021. DOI: https://doi.org/10.4324/9781003031543
TOKUHAMA-ESPINOSA, T. N. (2008). “The scientifically substantiated art of teaching: a study in the development of standards in the new academic field of neuroeducation (mind, brain, and education science)”. Researchgate, Jan. 2008. Available from: < https://www.researchgate.net/publication/36710537_The_Scientifically_Substantiated_Art_of_Teaching_A_study_in_the_development_of_standards_in_the_new_academic_field_of_neuroeducation_mind_brain_and_education_science>. Accessed: 20 jul. 2021.
FR (2013). “Un concept unique”. Available from: <https://42.fr/42-cest-quoi/le-programme-42-explique/>. Accessed 25 jan. 2022.
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Aline de Queiroz Passos Molineiro, Eduardo Manuel de Freitas Jorge, José Antônio Moreira, José Garcia Vivas Miranda, Kathia Marise Borges Sales, Hugo Saba Pereira Cardoso
This work is licensed under a Creative Commons Attribution 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.
How to Cite
Accepted 2022-03-23
Published 2022-04-01
Most read articles by the same author(s)
- Eduardo Manuel de Freitas Jorge, Gustavo Barreto Franco, Isabelle Paim das Virgens Moitinho, An evaluation model for accessibility conditions of salvador bus stops , International Journal for Innovation Education and Research: Vol. 10 No. 8 (2022): International Journal for Innovation Education and Research