Název:	Classroom seating arrangement: the impact on educational choices
Další názvy:	ΗΧΩΡΟΤΑΞΙΚΉ ΔΙΑΡΡΎΘΜΙΣΗ ΤΗΣ ΣΧΟΛΙΚΉΣ ΑΊΘΟΥΣΑΣ ΚΑΙ Ο ΠΑΙΔΑΓΩΓΙΚΌΣ ΤΗΣ ΑΝΤΊΚΤΥΠΟΣ
Autoři:	Stathopoulou, Maria Gomatos, Leonidas
Citace zdrojového dokumentu:	HONZÍKOVÁ, Jarmila a Petr SIMBARTL, eds. Olympiáda techniky Plzeň 2020: Sborník abstraktů z mezinárodní studentské odborné konference: 25.5. 2021 Plzeň. 1. vyd. Plzeň: Západočeská univerzita v Plzni, 2021, s. 40-41.
Datum vydání:	2021
Nakladatel:	Západočeská univerzita v Plzni
Typ dokumentu:	conferenceObject konferenční příspěvek
URI:	http://hdl.handle.net/11025/43591
ISBN:	978-80-261-0858-0
Klíčová slova:	vzdělávací možnosti;sezení ve třídě;architektonické uspořádání;uspořádání sedadel;vzdělávací dopad
Klíčová slova v dalším jazyce:	educational choices;classroom seating;architectural layout;seating arrangement;educational impact
Abstrakt v dalším jazyce:	Classroom arrangements and layouts can influence emotions, interactivity, and educational outcome. Contrary to what has been assumed, the classroom constitutes a dynamic environment capable of transforming into different forms based on the needs of the people it accommodates. The existing architectural layouts arereported to impede the effectiveness of the educational process and to limit the social interaction of students. In this research, different classroom layouts are examined with regard to their impact on pedagogical choices. Moreover, class seats and theirsetup are assessed as a factor related to the classroom setting and educational results. This is a bibliographical research. Information and data are collected from Greek and international bibliography. Results indicate that the ordinary frontal layout refers to obsolete educational patterns which restrain the educational impact. The flexibility of space, team-oriented setups, the “Π” and “U” layouts designate new alternatives which contribute to the maximum utilization of the class characteristics. The educational process ameliorates, by combining positive elements deriving from past knowledge with innovative ideas, which prioritize human needs. This research reveals, nevertheless, that the classroom setup cannot impose educational dynamics itself but it can facilitate or hinder different educational choices. Educators can take advantage of favorable classroom setups when they design and implement dynamic interactive environments, open to communication and inquiry. In this perspective, they often rearrange setups as the architecture of the class is not fixed but should ideally be fluid, flexible, and adaptable to its activities
Práva:	© Západočeská univerzita v Plzni
Vyskytuje se v kolekcích:	Olympiáda techniky Plzeň 2021 Olympiáda techniky Plzeň 2021

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