Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds | ||||
| Engineering Research Journal | ||||
| Article 17, Volume 168, Issue 0, December 2020, Page 325-342 PDF (337.94 K) | ||||
| Document Type: Original Article | ||||
| DOI: 10.21608/erj.2020.150980 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
| Noha Osama Mohammed Fikry* ; Sherif ElFiki | ||||
| Department of Architecture, Faculty of Engineering, Arab Academy for Science, Technology & Maritime Transport. | ||||
| Abstract | ||||
| Away from the typical indoor classroom “Industrial assembly -line” model, many countries started to adopt „Learning through landscapes‟ LTL that promotes students‟ engagement with nature. This primarily takes place in school grounds. The present research i nvestigates teachers‟ insights on how the design of playgrounds in Egyptian public schools may accommodate the requirements of LTL. It employs qualitative analyses to semi-structured interviews interviews that involved 23 teachers. The study concluded to the main school-ground features in support to LTL goals. These included: Improved Attainment, Interaction with Nature and Biodiversity, Physical and Mental Health, Psychological Wellbeing, and Social Relationships. This paper will only highlight glimpses of the „improved attainment‟ findings and its sub-categories, i.e. Productivity, Creativity, Creative educational methods, Understanding and Play Learning. The findings are discussed in the light of relevant literature, together with teachers‟ recommendation s for the development of school ground design to cater for LTL objectives more effectively. | ||||
| Keywords | ||||
| Learning through Landscapes; School Grounds; Education; Egypt | ||||
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