Constructing Education Into Innovative Learning Environments at Viscontini School: A Case Study of an Italian Primary School

Abstract

The development of innovative learning environments at the new Viscontini primary school started with the research and development of a sense of belonging to the new building. Initially, it was indeed difficult to get used to the new, spacious learning spaces, reformulating a different teaching approach than the classic traditional method based on frontal classroom teaching. Teachers and students were therefore able to identify and deepen, thanks to the support of the National Institute for Documentation, Innovation and Educational Research (INDIRE) Institute and the University of Milan Bicocca, the fundamental relationship between all learning environments (indoor and outdoor) and a teaching approach closely linked to the diversified use of the building's spaces. All the learning environments (entrance hall, atriums, corridors, laboratories, garden, playground, etc.), which were initially bare and aseptic, were given attention, analysed, developed, filled and finally fitted out and decorated, fostering a sense of physical and mental appropriation of the new school.

Citation

Colombo, C. and Mercuri, R. (2024), "Constructing Education Into Innovative Learning Environments at Viscontini School: A Case Study of an Italian Primary School", Mahat, M. and Bradbeer, C. (Ed.) Teacher-led Inquiry in School Learning Environments (Linking Theory and Practice in Learning Environments), Emerald Publishing Limited, Leeds, pp. 75-88. https://doi.org/10.1108/978-1-83797-216-620241006