PUBLICATIONS: Research and philosophies from Outdoor Classroom Design
Current educational research demonstrates
the significance of learning that takes place outside of the classroom,
not simply for reinforcing that which we learn in school, but for
establishing patterns of motivation and curiosity that enrich our lives
for years to come (Bell, et al 2009). This research and critique thesis
examines the interplay between learning environment and learner, with
the intention of informing the design of informal spaces for education.
Lessons learned from empirical research in education and museum design
are combined with an analysis of the abundant but less scrutinized
literature in landscape architecture. This literature review generates a
list of Principles of Educative Design, useful for the creation of
learning spaces across many venues and offering general strategies for
engaging the mind, sparking curiosity and inviting investigation.
Learning happens as a series of actions or activities, building knowledge through a cycle of repetition, experience and experimentation. Each of the five facets in this learning cycle represent activities that landscape architects, architects and planners could support through careful and intentional design of space and infrastructure. (Figure by author, informed by Kolb 1984 and Bell et al. 2009)
Our role is flexible as consultant or coordinator depending upon the
needs of your PTSA or community group.
Contact us with inquiries about how to proceed with your outdoor