The Classroom from the Perspective of Primary School Children. an Empirical Study with Narrative Maps.
The Classroom from the Perspective of Primary School Children. an Empirical Study with Narrative Maps.
Friday, 11 July 2025: 14:00
Location: SJES004 (Faculty of Legal, Economic, and Social Sciences (JES))
Oral Presentation
Even today, classrooms often still follow basic principles that largely “date back to the late 19th or early 20th century” (Hubeli et. al., 2019, 27). A transformation of the premises towards modern learning environments does not seem to be taking place in the area, even though educators are encountering an increasingly heterogeneous learner population that requires flexible and adaptive learning environments (cf. Kricke et. al., 2018, 20; Hubeli et. al., 2019, 27). In order to develop practicable and innovative concepts for classrooms, practical research projects therefore seem particularly useful (cf. e.g. Schreiner et al., 2019, 15).
In the “Teaching-Learning-Room Inclusion Transfer ” project, basic ideas for a smart “classroom of the future” (cf. Czaja, 2023) are implemented in cooperation with teachers and school management for an inclusive primary school class and the redesign of the classroom is accompanied as part of a design-based research approach. A central role is played here by how the pupils in the classroom community themselves perceive the classroom as a space and figure it in their actions (Löw & Sturm, 2022). With the help of narrative maps (cf. Behnken & Zinnecker, 2010), different perspectives of pupils could be reconstructed:
Primary school children describe movement, learning, retreat and stage spaces that are systematically taken into account as part of the design process of a new classroom, which is appropiate to student needs.
In the “Teaching-Learning-Room Inclusion Transfer ” project, basic ideas for a smart “classroom of the future” (cf. Czaja, 2023) are implemented in cooperation with teachers and school management for an inclusive primary school class and the redesign of the classroom is accompanied as part of a design-based research approach. A central role is played here by how the pupils in the classroom community themselves perceive the classroom as a space and figure it in their actions (Löw & Sturm, 2022). With the help of narrative maps (cf. Behnken & Zinnecker, 2010), different perspectives of pupils could be reconstructed:
Primary school children describe movement, learning, retreat and stage spaces that are systematically taken into account as part of the design process of a new classroom, which is appropiate to student needs.