@article{10.11648/j.ijaaa.20200603.14,
  author = {Yoshinori Kakino and Sien van Dam},
  title = {A Study on Relationship Between Learning Spaces and Activities of Jena Plan Education in The Netherlands},
  journal = {International Journal of Architecture, Arts and Applications},
  volume = {6},
  number = {3},
  pages = {56-70},
  doi = {10.11648/j.ijaaa.20200603.14},
  url = {https://doi.org/10.11648/j.ijaaa.20200603.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ijaaa.20200603.14},
  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.},
 year = {2020}
}

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TY  - JOUR
T1  - A Study on Relationship Between Learning Spaces and Activities of Jena Plan Education in The Netherlands
AU  - Yoshinori Kakino
AU  - Sien van Dam
Y1  - 2020/08/27
PY  - 2020
N1  - https://doi.org/10.11648/j.ijaaa.20200603.14
DO  - 10.11648/j.ijaaa.20200603.14
T2  - International Journal of Architecture, Arts and Applications
JF  - International Journal of Architecture, Arts and Applications
JO  - International Journal of Architecture, Arts and Applications
SP  - 56
EP  - 70
PB  - Science Publishing Group
SN  - 2472-1131
UR  - https://doi.org/10.11648/j.ijaaa.20200603.14
AB  - 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.
VL  - 6
IS  - 3
ER  - 

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