Insights on Architecture Design of Outdoor Teaching and Learning Spaces
Öz
Using remote teaching and learning digital platforms is on the rise, with evidence that it already exists in higher education. Soon, this trend will undoubtedly extend to primary education and even preschools. Furthermore, technological advances and their increasingly early adoption lead children and young people to spend less time outdoors, following the trend of western citizens, which is a cause of concern. A paradigm shift in people's lifestyles, therefore, appears necessary. Providing conditions and environments for new generations (children and youngers) to experience and feel the benefits of contact with the natural environment, even if humanized, is essential so that they can give it the importance it does not have today. This paper aims to contribute to the in-depth reflection that this subject deserves, promoting outdoor teaching and learning, whose benefits (physical, cognitive, socio-community, emotional, and well-being) are well known.
The historical evolution of outdoor teaching models is revisited, identifying the main currents and modalities and their relationship with events that affect all population. From this analysis and to counteract the expected increase in sedentary lifestyle, emerges the idea of using the outdoor spaces of schools as promoters of outdoor teaching and learning, establishing a complementarity between indoors and outdoors that benefits children and young people, stimulating their sense of autonomy and civic behavior.
The proposed example of outdoor space presented will contribute to improving teaching/learning for new generations.
Anahtar Kelimeler
Outdoor Teaching/Learning, Outdoor Artefacts, Outdoor Education, Open-Air Schools, Environmental Education
Destekleyen Kurum
This work is financed by national funds through FCT (Fundação para a Ciência e a Tecnologia, I.P.), under the Strategic Project with the references UIDB/04008/2020 and UIDP/04008/2020.
Proje Numarası
Paper selected by the Scientific Committee of ICNTAD Conference 2025
Teşekkür
The authors are grateful to Margarida Ganhão (BSc in Psychology) for her support in producing Figure 14.
Kaynakça
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