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- Alerby, Eva, et al.
(författare)
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Det fysiska rummets betydelse i lärandet
- 2006
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Ingår i: Resultatdialog 2006. - Stockholm : Vetenskapsrådet. - 9173070971 ; , s. 7-15
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Alerby, Eva, et al.
(författare)
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Reflections from a school on a school
- 2005
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Ingår i: Reflective Practice. - : Informa UK Limited. - 1462-3943 .- 1470-1103. ; 6:2, s. 319-325
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Tidskriftsartikel (refereegranskat)abstract
- School is one of the largest workplaces in Western society, and the school must be regarded as an important place in people's lives. A school materializes through the building, and today a lot of school buildings are in need of rebuilding and reorganization. A school does not get old only from a design and constructive perspective but also from a pedagogical perspective. In this paper we want to illuminate and discuss teachers' and pupils' reflections on significant spaces in the school. To develop an understanding of teachers' and pupils' reflections on the school building we gave some pupils and teachers the opportunity to use a digital camera to depict what they think are significant spaces within the school. With these photos as a point of departure the pupils and the teachers have been interviewed concerning their reflections on the space of the school. To conclude we want to emphasize that the architectural formation is experienced, interpreted and used in different ways by different people and that a building gets its significance first when people experience it, i.e., by looking at it, being in it, using it and reflecting on it.
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| 4. |
- Alerby, Eva, et al.
(författare)
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Reflections on the signification of space in school from a life-world approach
- 2002
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- A school can be regarded from its spatial configuration. These spaces can create expectations and be experienced as inspiring, they can create opportunities but even limitations for the learning of teachers and pupils. Then, what conveys the impression of the spaces? How does the space formation affect the learning process? To what extent do the spaces in school give rise to human relations? What actions and thought space is constituted? A school building can from an architectural starting point be regarded from many perspectives, where perhaps the most prominent are the material characteristics. However, to understand a building only from material characteristics will not give a comprehensive view of the situation. Instead there are also both functional and aesthetic characteristics within a building. Added to that are complicated questions concerning the architecture formation in relation to the human. One way to approach these dimensions, from a scientific perspective, is to take the phenomenological movement as a point of departure, and to be more precise - the phenomenology of the life-world. We claim that it is possible to study and to make a theoretical set of concepts of the meaning of space within learning. This paper will discuss these questions from a life-world approach.
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