Classroom Environments That Promote Learning from the Perspective of School Children

<div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>The following paper is based on a research</span><span>41 </span><span>made on school environments that promote learning...

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Main Authors: Marianella Castro-Pérez, María Esther Morales-Ramírez
Format: Article
Language:Spanish
Published: Universidad Nacional, Costa Rica 2015-09-01
Series:Revista Electronic@ Educare
Subjects:
Online Access:http://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6874
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spelling doaj-a24690df34e04857936242096c9d94ca2020-11-25T01:20:25ZspaUniversidad Nacional, Costa RicaRevista Electronic@ Educare1409-42582015-09-0119313210.15359/ree.19-3.116739Classroom Environments That Promote Learning from the Perspective of School ChildrenMarianella Castro-Pérez0María Esther Morales-Ramírez1Universidad Nacional Instituto de Estudios Interdisciplinarios de la Niñez y la Adolescencia Heredia, Costa Ricaniversidad Nacional Instituto de Estudios Interdisciplinarios de la Niñez y la Adolescencia Heredia, Costa Rica<div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>The following paper is based on a research</span><span>41 </span><span>made on school environments that promote learning in children. Its objective was “to determine the physical and socio-emotional factors of school environments that promote learning.” To this end, the investigation had both an exploratory and descriptive approach in terms of the various physical and emotional elements that influence the classroom environment and, therefore, the learning process. In this paper, reference is made only to the data provided by the child population. Such group was comprised of 307 boys and girls of public schools from six provinces in the country, intentionally selected through coordination and negotiation with the authorities of schools that agreed to participate. The data collection instruments used were two questionnaires with closed and open questions, an anecdotal record, and a guide on which the observation technique was performed. The analysis of the information derived from the technique and instruments used was developed by complementing quantitative data with qualitative data. Emerging categories were created to interpret the latter. The information provided by the boys and girls will hopefully serve as input to raise awareness among universities, authorities and teachers about the imperative need for school environments that are aesthetic, pleasant, motivating, comfortable, clean and promote the emotional stability every human being requires for the learning process to be successful. </span></p></div></div></div>http://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6874Ambienteaprendizajeaulacalidad de la educación
collection DOAJ
language Spanish
format Article
sources DOAJ
author Marianella Castro-Pérez
María Esther Morales-Ramírez
spellingShingle Marianella Castro-Pérez
María Esther Morales-Ramírez
Classroom Environments That Promote Learning from the Perspective of School Children
Revista Electronic@ Educare
Ambiente
aprendizaje
aula
calidad de la educación
author_facet Marianella Castro-Pérez
María Esther Morales-Ramírez
author_sort Marianella Castro-Pérez
title Classroom Environments That Promote Learning from the Perspective of School Children
title_short Classroom Environments That Promote Learning from the Perspective of School Children
title_full Classroom Environments That Promote Learning from the Perspective of School Children
title_fullStr Classroom Environments That Promote Learning from the Perspective of School Children
title_full_unstemmed Classroom Environments That Promote Learning from the Perspective of School Children
title_sort classroom environments that promote learning from the perspective of school children
publisher Universidad Nacional, Costa Rica
series Revista Electronic@ Educare
issn 1409-4258
publishDate 2015-09-01
description <div class="page" title="Page 2"><div class="layoutArea"><div class="column"><p><span>The following paper is based on a research</span><span>41 </span><span>made on school environments that promote learning in children. Its objective was “to determine the physical and socio-emotional factors of school environments that promote learning.” To this end, the investigation had both an exploratory and descriptive approach in terms of the various physical and emotional elements that influence the classroom environment and, therefore, the learning process. In this paper, reference is made only to the data provided by the child population. Such group was comprised of 307 boys and girls of public schools from six provinces in the country, intentionally selected through coordination and negotiation with the authorities of schools that agreed to participate. The data collection instruments used were two questionnaires with closed and open questions, an anecdotal record, and a guide on which the observation technique was performed. The analysis of the information derived from the technique and instruments used was developed by complementing quantitative data with qualitative data. Emerging categories were created to interpret the latter. The information provided by the boys and girls will hopefully serve as input to raise awareness among universities, authorities and teachers about the imperative need for school environments that are aesthetic, pleasant, motivating, comfortable, clean and promote the emotional stability every human being requires for the learning process to be successful. </span></p></div></div></div>
topic Ambiente
aprendizaje
aula
calidad de la educación
url http://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/6874
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