A study on planning of learning spaces including ICT devices

2023 Fiscal Year Final Research Report

• Project/Area Number: 19K04777
• Research Category: Grant-in-Aid for Scientific Research (C)
• Allocation Type: Multi-year Fund
• Section: 一般
• Review Section: Basic Section 23030:Architectural planning and city planning-related
• Research Institution: Tokyo University of Science
• Principal Investigator: Kakino Yoshinori 東京理科大学, 創域理工学部建築学科, 教授 (60385523)
• Project Period (FY): 2019-04-01 – 2024-03-31
• Keywords: 主体的・対話的学習 / ICT / 学校建築 / フィンランド / オランダ / ウィーン

Outline of Final Research Achievements

This study examines what kind of spatial answer is desirable for the "self-directed and interactive learning" and ICT utilization that have been gradually introduced in Japanese elementary and junior high schools since 2020. To this end, Finland and the Netherlands are positioned as pioneering countries that have significantly shifted educational content from group lessons to individual learning and are using ICT, and field surveys were continuously conducted in elementary schools in both countries to obtain behavioral observation records. Based on these behavioral records, we then examined what kind of learning space planning is required in conjunction with the introduction of "self-directed and interactive learning". Some of these results are also published in the "New School Creation Seminar 2023" hosted by the Educational Facilities Association as the best example for Japan to refer to.

Free Research Field

建築計画学

Academic Significance and Societal Importance of the Research Achievements

日本では、2020年に指導要領改訂されたことをうけ、「主体的・対話的学習」および学習場面におけるICT活用の方法の模索が2024年現在も続いている。「主体的・対話的学習」を導入してきた先駆国フィンランドやオランダの学校空間において、現場における行動観察を通して得られた本研究結果は、教室を中心とする学習空間モデルへとまとめられた。これらの結果は、「北欧、オランダにおける5つの学校モデルを横断してみる学習空間」として、文部科学省の催しにて講演するとともに、文部科学省の「学校施設の質的改善・向上に関するワーキンググループ」におけるアイデア提供にも活かされた。