A Study on Relationship Between Learning Spaces and Activities of Jena Plan Education in The Netherlands
International Journal of Architecture, Arts and Applications
Volume 6, Issue 3, September 2020, Pages: 56-70
Received: Jun. 28, 2020; Accepted: Aug. 17, 2020; Published: Aug. 27, 2020
Views 44      Downloads 30
Authors
Yoshinori Kakino, Architecture, Science and Technology, Tokyo University of Science, Tokyo, Japan; Architecture, Architecture and the Built Environment, Delft University of Technology, Delft, Netherland
Sien van Dam, Architecture, Architecture and the Built Environment, Delft University of Technology, Delft, Netherland
Article Tools
Follow on us
Abstract
This aim of this paper is to clarify the relationship between learning spaces and activities of Jena plan education in Netherlands. The results of this study are as follows. 1) A learning space of Jena plan education is consisted as “learning unit” what contains some classrooms and “learning square”. Children’s seat should be comprised with children in different age group (ideally, comprise 1 group with 4 children) inside a classroom. Place table used for instruction or children’s seat in the center of classroom, and by centering around these furniture, secure blank space (floor area) to carry out circle conversation. Arrange remaining seats in a way that surrounds blank space for circle conversation, by placing them near vertical plane as much as possible in a circular form. In doing so, make sure to place them in a way so that children can see blackboard from each seat as much as possible. 2) The learning situation of Jena plan education is consisted by the combinations of 13 learning forms, such as 5 types of “circular type” in which conversation and learning are held communally with teacher and children forming a circle, 4 types of “simultaneous type” in which children in such space simultaneously share the same learning content, and 4 types of “individual learning type” in which children engage in learning by individual or small group. 3) With higher grade, an identity of children rises, and variations of using learning spaces increases. We can say that “Room” type shared space (learning square) in Jena Plan Education, is effective spatial planning method in creating various place-of-learning for children in spatial level outside of classroom space. Accelerating children’s independence / independent learning. For “Room” type learning space, all spaces including classroom space and learning square are divided (connected) by “Door”. For this reason, each learning space mutually maintains independent condition during normal time. “Independence” seen in this kind of “Room” type learning space functions effectively, when children engage in learning independent from teacher (independent learning). The analysis result of this research shows that linked rate between use rate of learning square and activity inside classroom increases as school year moves up, and at the same time confirms that children’s degree of independence from teacher in learning square also increases.
Keywords
School, Jena Plan, Netherlands, Learning Spaces, Individual Learning
To cite this article
Yoshinori Kakino, Sien van Dam, A Study on Relationship Between Learning Spaces and Activities of Jena Plan Education in The Netherlands, International Journal of Architecture, Arts and Applications. Vol. 6, No. 3, 2020, pp. 56-70. doi: 10.11648/j.ijaaa.20200603.14
Copyright
Copyright © 2020 Authors retain the copyright of this article.
This article is an open access article distributed under the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
References
[1]
Japanese ministry of education, https://www.mext.go.jp/content/20200227-mxt_kyoiku02-100002604_1.pdf, March 2020.
[2]
Japanese ministry of education, https://www.mext.go.jp/en/about/pablication/__icsFiles/afieldfile/2019/03/13/1374478_001.pdf, March 2020.
[3]
“Netherlands: Fundamental Principles and National Policies.” https://eacea.ec.europa.eu/national-policies/eurydice/content/fundamental-principles-and-national-policies-53_en, July 2020 (references).
[4]
Richters N. "Why did the individual education in The Netherlands succeed?", Heibonsya, 2006 (In Japanese).
[5]
Shinano Jena Plan school, https://www.jenaplanschool.ac.jp/, March 2020 (references).
[6]
Petersen, P., “Der Kleine Jena-Plan”, 52th Edition, Weinheim Basel: Beltz, 1972.
[7]
S. J. C. Freudenthal-Lutter, "Naar de basisschool van morgen" 3de druk, Samson Uitgeverij, 1975.
[8]
Nederlandse Groundwet: Artikel 23: Het openbaar en bijzonder onderwijs http://www.denederlandsegrondwet.nl/9353000/1/j9vvihlf299q0sr/via0istdc4zt, March 2020 (references).
[9]
Nederlandse Jenaplan vereniging, NJPV: Verzamellijst buitenlandse scholen met Jenaplanverwantschap Versie: 1-7-2010.
[10]
"De 20 Jenaplan-principes op een rij,” http://vlinder.niveservices.nl/files/jenaplanprincipes.pdf, March 2020 (references).
[11]
Sien van Dam, Susanne Komossa, Lidwine Spoormans,"The transformation of the school building", Thoth Publisher, 2011.
[12]
Dolf Broekhuizen & Andre Mol (Author), "Scholenbouwatlas", nai010, 2015.
[13]
Better visualize quality of broad schools, https://www.kinderopvangtotaal.nl/kwaliteit-brede-scholen-beter-in-beeld-brengen-1629880w/, March 2020 (references).
[14]
Herman H., “Space and Learning Lessons in Architecture 3”, 010, 2008.
[15]
Herman H. & Abram S., "The Schools of Herman Hertzberger", 010, 2009.
ADDRESS
Science Publishing Group
1 Rockefeller Plaza,
10th and 11th Floors,
New York, NY 10020
U.S.A.
Tel: (001)347-983-5186