Design Patterns and Learning Modalities: architecture and education in conjunction for a school building assessment tool

Parâmetros de projeto e Modalidades de Aprendizagem: conectando arquitetura e educação para uma ferramenta de avaliação de edifícios escolares

Abstract

This study analysed school designs based on the connection of two concepts: the Design Patters/DPs (architectural settings) and Learning Modalities/LMs (learning and teaching styles). An observation method was developed to assess such aspects, working as a post-occupancy evaluation tool. Understanding and incorporating DPs and LMs nurture communication, collaboration, inclusion, and creativity which are essential for 21st-century innovative learning environments. The created method was used as a framework to analyse the physical support for learning and teaching activities in two contrasting Brazilian secondary schools. The investigation using such a tool included walkthroughs and in-loco data collection addressing the differences concerning traditional and non-traditional schools. The results establish a direct correlation between the existence of DPs and LMs, acting like a lighthouse on linking both concepts within the schools’ context. Ultimately, employing such a post-occupancy analysis strategy for school design can aid to better understand the impact of different kinds of spaces and approaches for the construction or renovation of school buildings. Considering DPs and LMs may leverage architects, educators, and policy makers to conduct evidence-based decisions for school architectural design that support a range of environmental needs that enhance learning requirements.

Keywords
school design; learning environments; educational practices; school building assessment tool; post-occupancy evaluation