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How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

Khan, Matluba ; McGeown, Sarah ; Christie, Beth ; Bell, Simon

Landscape research, 2024-04, Vol.49 (3), p.373-392 [同儕審閱期刊]

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題名:
How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments
著者: Khan, Matluba ; McGeown, Sarah ; Christie, Beth ; Bell, Simon
主題: Bangladesh and Scotland ; Children ; Cognition ; cognitive affordances ; Learning ; School grounds
所屬期刊: Landscape research, 2024-04, Vol.49 (3), p.373-392
描述: This paper adopts an ecological approach to describe the opportunities offered by school landscape for children's curricular learning. The approach is based on Gibson's concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts - Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children's learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as 'cognitive affordances' by the authors. 'The concept of 'cognitive' affordances' had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children's learning and cognition.
出版者: Abingdon: Routledge
語言: 英文
識別號: ISSN: 0142-6397
EISSN: 1469-9710
DOI: 10.1080/01426397.2023.2296490
資源來源: Taylor & Francis Social Science & Humanities and Science & Technology Library Database Model

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How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

Khan, Matluba ; McGeown, Sarah ; Christie, Beth ; Bell, Simon

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