Activities per year
Abstract
The importance of good indoor environmental qualities (IEQ) for wellbeing and learning in schools is well-researched, though mostly framed and measured technically (e.g., Haverinen‐Shaughnessy et al., 2011; Minelli et al., 2022). Less explored is the relation between pedagogical practices, physical school spaces, and IEQ and how these are intertwined (Bøjer & Rasmussen, 2023).
In this paper, we do a close examination of a small but exemplary project, where a recreation centre teacher, through minor physical and pedagogical alterations, transforms a malfunctioning computer space with bad acoustics and air quality into an inclusive and well-functioning space, where both teachers and students thrive. We will focus on the intertwinement of pedagogical practices, physical school spaces, and IEQ in the teacher driven project.
In this paper, we do a close examination of a small but exemplary project, where a recreation centre teacher, through minor physical and pedagogical alterations, transforms a malfunctioning computer space with bad acoustics and air quality into an inclusive and well-functioning space, where both teachers and students thrive. We will focus on the intertwinement of pedagogical practices, physical school spaces, and IEQ in the teacher driven project.
Original language | English |
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Publication date | 6 Mar 2024 |
Publication status | Published - 6 Mar 2024 |
Artistic research
- No
Activities
- 1 Lecture and oral contribution
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Teacher mediated relations of pedagagy, physical space and indoor environmental qualities (IEQ)
Bodil Hovaldt Bøjer (Lecturer)
6 Mar 2024Activity: Talk or presentation › Lecture and oral contribution
File
Projects
- 1 Active
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Læringsrum og indeklima
Bøjer, B. H., Rasmussen, L. R., Petersen, S., Vengsgaard, C. & Windfeld Pedersen, M.
01/11/2021 → 30/06/2024
Project: Research