Away from the typical indoor classroom “Industrial assembly
-line” model, many
countries started to adopt „Learning through landscapes‟ LTL that promotes
students‟ engagement with nature. This primarily takes place in school grounds.
The present research i
nvestigates teachers‟ insights on how the design of
playgrounds in Egyptian public schools may accommodate the requirements of
LTL. It employs qualitative analyses to semi-structured interviews interviews that
involved 23 teachers.
The study concluded to the main school-ground features in support to LTL goals.
These included: Improved Attainment, Interaction with Nature and Biodiversity,
Physical and Mental Health, Psychological Wellbeing, and Social Relationships.
This paper will only highlight glimpses of
the „improved attainment‟ findings and
its sub-categories, i.e. Productivity, Creativity, Creative educational methods,
Understanding and Play Learning. The findings are discussed in the light of relevant
literature, together with teachers‟ recommendation
s for the development of school
ground design to cater for LTL objectives more effectively.
Osama Mohammed Fikry, N., & ElFiki, S. (2020). Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds. Engineering Research Journal, 168(0), 325-342. doi: 10.21608/erj.2020.150980
MLA
Noha Osama Mohammed Fikry; Sherif ElFiki. "Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds", Engineering Research Journal, 168, 0, 2020, 325-342. doi: 10.21608/erj.2020.150980
HARVARD
Osama Mohammed Fikry, N., ElFiki, S. (2020). 'Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds', Engineering Research Journal, 168(0), pp. 325-342. doi: 10.21608/erj.2020.150980
VANCOUVER
Osama Mohammed Fikry, N., ElFiki, S. Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds. Engineering Research Journal, 2020; 168(0): 325-342. doi: 10.21608/erj.2020.150980
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