Research Project Proposal

The Effects of Internal Psychogeographical Stimuli on Early Education;

Do certain internal environmental features improve concentration?

Contents

1.0 - Abstract

2.0 - Literature Review

3.0 - Hypothesis, Aim and Objectives

4.0 - Research Methods

5.0 - Bibliography

1.0 Abstract

1.1 Working Title

The effects of Internal Psychogeographical stimuli on early education; do certain internal environmental features improve concentration?

1.2 General Area of Interest

Education is a fundamental process in developing a person and shaping the future, both locally and globally. The author’s interest in the subject runs parallel with the design of a primary school and its placement in an area of lower socio-economic standards.

1.3 Personal Interest

The author has a personal interest in this area due to his experience as a child learning in a Victorian building with dim lighting and a confusing layout. He would like to understand the correlation between achievement and environment, as to take it later into his career.

1.4 History

The idea of school design in relation to student outcomes has been considered before, for example, research highlights links between sizes of windows to the speed of which students’ progress in certain areas, there are therefore, precedents at a larger scale. (Tanner, C. 2008)

With a growing population the requirements for schools are ever increasing. Over whelming evidence suggests that education is strongly linked with health and well-being in adulthood, enforcing the requirement for schools which offer high quality learning environments. (Groot, W and Van de Brink, H.M, 2006)

1.5 Expected Achievement

After conducting this study the author expects to understand the relevant design principles of which can be implemented in the design of a primary school, with particular focus on creating an interesting design which parallels the ideas discovered. This includes; the lighting of classrooms, leading lighting of corridors, the shape and geometry of the internal format and the ceiling height and volumes of spaces.

2.0 Literature Review

The author will be analysing and critically reviewing published research in the environmental psychological area with a distinct emphasis on early educational institutions.

2.1 Literature Read

• A journal article on the Effects of School Design on Student Outcomes. This comprehensive article explores key areas in student development across a large survey area with remarkable findings in the use of natural lighting and views. Other aspects covered include pathways, corridors, optimal spaces and distances between locations. Tanner, C. (2008). Effects of school design on student outcomes. Journal of Educational Administration. 47 (38), 5 http://sdpl.coe.uga.edu/research/TannerResearchAward.pdf

• A journal article which has received international accreditation, ‘A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning’. This research conducted in the UK, studies areas that contribute to student development. The article includes key design aspects within colours, building shapes and navigation. Barrett, P. Zhang ,Y. Moffat, J. Kobbacy,K . (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Enviroment. 59 (.), p678 - 679.http://www.sciencedirect.com/science/article/pii/S036013231200258

•  ‘Designing Collaborative Learning Places: Psychological Foundations and New Frontiers’ explores the internal environment with suggestions in improvement in design and lay-out. The article listed aspects within the classroom environment which provides increased participation and performance by pupils. Temperature, ventilation and classroom layout are key areas. The article also looks at the “psychological and educational effects of classroom density, both spatial (that is, the size of the room) and social (that is, the number of students)” (Graetz, K.A. Golibe, M.J. 2002, p17) and its correlation with student wellbeing. Graetz, K.A. Golibe, M.J. (2002). Designing Collaborative Learning Places: Psychological Foundations and New Frontiers. New Directions for Teaching and Learning. 92 (2), p13 - 21. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=91e761c0-d9db-4c6d-9b04-f0d191cb79c2%40sessionmgr113&hid=102

2.2 Literature I Intend To Read

• ‘Enquiry by Design: Environment/Behaviour/Neuroscience in Architecture, Interiors, landscape and Planning’ is a key book within applying psychological stimuli in building design. Its broad insight into environmental psychology and its application in the construction industry will support the research. The book was recommended by an industry professional. Ziesel, J (2006). Enquiry by Design: Environment/Behaviour/Neuroscience in Architecture, Interiors, landscape and Planning. London: W.W. Norton and Company Ltd.

• ‘Environmental Psychology: A Psycho-Social Introduction’ chapters 2 and 3 provide a basis for a deeper understanding of the subject area and how response to the environment impacts on mental states. Bonnes, M & Secchiaroli, G (1995). Environmental Psychology: A Psycho-Social Introduction. London: Sage.

• Another recommended book ‘Environment Psychology for Design’. Again adding a foundation of principles to the research.Kopec, D (2012). Environmental Psychology for Design. New-York: Fairchild Books.

• The ‘BB103 Bulletin for School Design’ outlines the governmental standards. How will these fall in correlation with the other areas of research? Department For Education. (2014). Building Bulletin 103. Area guidelines for mainstream schools. 1 (A and B),p6-41.https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/324056/BB103_Area_Guidelines_for_Mainstream_Schools_CORRECTED_25_06_14.pdf

•  A pertinent website which provides researched backed information. In particular an article on ‘33 educational design principles of which should be incorporated in school design’. Written by PhD level professionals. Lackney, J. (2007). 33 Educational Design Principles for Schools and Community Learning Centers. Available: http://schoolstudio.typepad.com/school_design_studio/33-educational-design-pri.html. Last accessed 02/11/2015.

•   A pertinent website/published research article which directly relates to the impact of school design on behaviour. Etemadi, M & Kia, K. (2005). ENVIRONMENTAL PSYCHOLOGY AND SCHOOL SPACE DESIGNING. Available: http://www.wseas.us/e-library/conferences/2011/Angers/ELA/ELA-05.pdf. Last accessed 02/11/2015.

• A research document published by Ohio University looking into aspects of school design with regard to student performance. Hunter, Katie. (2005). Environmental Psychology in Classroom Design .Available: https://etd.ohiolink.edu/!etd.send_file?accession=ucin1131581482&disposition=inline. Last accessed 02/11/2015.

2.3 Interviews

The author intends to converse with industry professionals and primary school teachers as to gain an insight into their thoughts and opinions. 

Professionals listed below:

Laura Alvarez – Lecturer at Nottingham Trent University and qualified Architect.

Bhavna Solanki – Senior lecturer at Nottingham Trent University and qualified Architect.

Richard Dundas – Lecturer at Nottingham Trent University and qualified Architect.

3.0 Hypothesis

 Traditional classroom design is out-dated and currently holding the UK back in educational standards. The early development of children could be notably improved by key design aspects in the classroom and circulation, due to improving a child’s concentration.

3.1 Aim

To scrutinise current data regarding the effects that external environmental stimuli have within an internal environment on early educational concentration with a key link to development.

3.2 Objectives

• Investigate how natural lighting and views from windows effect concentration levels of students and how this can be translated into performance.

•  Identify whether classroom size and shape have positive or negative effects on concentration levels and performance.

• Explore how biophilia in an internal environment can improve student’s mood and stress levels.

• Explore the key aspects of scientifically backed design principles for schools, which can be translated in to the early stages of my design.

To meet the objectives different literary sources will be reviewed and interviews with industry professionals and school teachers conducted, to form a solid base of information to support my conclusion.

4.0 Research Methods

Both primary and secondary methods of research will be used to arrive at answer the question set in the hypothesis. Due to the resources available, the bulk of the research will be secondary. The primary research will back any findings and add a depth to the investigation.

5.0 Bibliography

Tanner, C. (2008). Effects of school design on student outcomes. Journal of Educational Administration. 47 (38), 5. http://sdpl.coe.uga.edu/research/TannerResearchAward.pdf Last accessed 02/11/2015.

 Groot, W and Van de Brink, H.M (2006) Measuring the Effects of Education on health and Civic Engagement, Online: OECD https;//www1.oecd.org/edu/innovation-education/37425753.pdf Last accessed 02/11/2015.

Tanner, C. (2008). Effects of school design on student outcomes. Journal of Educational Administration. 47 (38), 5 http://sdpl.coe.uga.edu/research/TannerResearchAward.pdf Last accessed 02/11/2015.

Barrett, P. Zhang ,Y. Moffat, J. Kobbacy,K . (2013). A holistic, multi-level analysis identifying the impact of classroom design on pupils’ learning. Building and Enviroment. 59 (.), p678 - 679.http://www.sciencedirect.com/science/article/pii/S0360132312002582 Last accessed 02/11/2015.

Graetz, K.A. Golibe, M.J. (2002). Designing Collaborative Learning Places: Psychological Foundations and New Frontiers. New Directions for Teaching and Learning. 92 (2), p13 - 21. http://web.b.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=1&sid=91e761c0-d9db-4c6d-9b04-f0d191cb79c2%40sessionmgr113&hid=102 Last accessed 02/11/2015.

Ziesel, J (2006). Enquiry by Design: Environment/Behaviour/Neuroscience in Architecture, Interiors, landscape and Planning. London: W.W. Norton and Company Ltd.

Bonnes, M & Secchiaroli, G (1995). Environmental Psychology: A Psycho-Social Introduction. London:Sage

Kopec, D (2012). Environmental Psychology for Design. New-York: Fairchild Books.

Department For Education. (2014). Building Bulletin 103. Area guidelines for mainstream schools. 1 (A and B), p6 - 41. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/324056/BB103_Area_Guidelines_for_Mainstream_Schools_CORRECTED_25_06_14.pdf Last accessed 02/11/2015.

Lackney, J. (2007). 33 Educational Design Principles for Schools and Community Learning Centers. Available: http://schoolstudio.typepad.com/school_design_studio/33-educational-design-pri.html. Last accessed 02/11/2015. Last accessed 02/11/2015.

Etemadi, M & Kia, K. (2005). ENVIRONMENTAL PSYCHOLOGY AND SCHOOL SPACE DESIGNING. Available: http://www.wseas.us/e-library/conferences/2011/Angers/ELA/ELA-05.pdf. Last accessed 02/11/2015 Last accessed 02/11/2015.

Hunter, Katie. (2005). Environmental Psychology in Classroom Design .Available: https://etd.ohiolink.edu/!etd.send_file?accession=ucin1131581482&disposition=inline. Last accessed 02/11/2015.