How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments

Khan, Matluba ORCID: https://orcid.org/0000-0002-5546-1870, McGeown, Sarah, Christie, Beth and Bell, Simon 2024. How can place support pedagogy? Application of the concept of cognitive affordances in research and design of outdoor learning environments. Landscape Research 49 (3) , pp. 373-392. 10.1080/01426397.2023.2296490 Item availability restricted.

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Abstract

This paper adopts an ecological approach to describe the opportunities offered by school landscape for children’s curricular learning. The approach is based on Gibson’s concept of affordances which refers to the opportunities offered by an environment to its users. The research conducted in school grounds in two different contexts – Scotland and Bangladesh drew on this theory to examine the relationship between the school landscape and children’s learning. Case study research included application of observation and behaviour mapping in school grounds, and interviews with participants in both contexts. Opportunities for teaching and learning offered by the school landscape in both cases were later defined as ‘cognitive affordances’ by the authors. ‘The concept of ‘cognitive’ affordances’ had limited attention in the field of landscape research. This paper thus introduces and defines the term to understand and study the potential of outdoor environments for development of children’s learning and cognition.

Item Type:	Article
Date Type:	Publication
Status:	Published
Schools:	Geography and Planning (GEOPL)
Publisher:	Taylor and Francis Group
ISSN:	0142-6397
Date of First Compliant Deposit:	13 November 2023
Date of Acceptance:	10 November 2023
Last Modified:	10 Nov 2024 04:30
URI:	https://orca.cardiff.ac.uk/id/eprint/163834

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