Optimal learning spaces : classroom architecture and design

Abstract

The main aim of this study was to analyse whether characteristics of Maltese classrooms within the Junior Years sector are facilitating learning for all pupils present, or not. As in fact, this principle was the motive behind the National Curriculum Framework for All. Thus, three of its principles were also considered throughout this research. This is because, schools in Malta vary with regards to the time they were built or refurbished in. In light of this, we analysed whether individual teachers kept their classrooms in-line with current pedagogies and their pupils’ interests, despite the school architecture, and limitations which specific classrooms might have. To be able to do this, three qualitative research tools were used: four focus groups, four observations, and an interview. Thus, four schools were chosen, and from each school a group of four teachers acted as a representative sample. This was also the case since one classroom was observed in each school, and one educational space designer was involved in the research. After collecting data we concluded that the main aspects which affect teaching and learning are: space, accessibility, storage places, tables and chairs and their organisation, learning and recreational areas, displays, colours, lighting, acoustics, and temperature and air quality. However, not all these characteristics can be controlled by individual teachers.