Four basic determinants of spatial adequacy in educational specifications¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper organizes educational specifications around four determinants of spatial adequacy: gross activities and sub-group organization, number of students in the space, services required, and location within the school and site. The author writes: "For a manageable discussion of educational specifications, this paper stresses four determinants of spatial adequacy." These determinants are offered as the basic organizing concerns for locally prepared educational specifications given to architects.

Design Implications¶

Context¶

Requirements¶

• Educators must state specifications in terms of activities, student numbers, services, and location rather than fixed dimensions

Constraints¶

• The determinants only limit the kinds of spaces an architect could call appropriate; they do not fully define space

Target Learners¶

• students in grades nine through twelve

Target Learning Objectives¶

• planning science facilities adequate to the intended educational program

Claims¶

Related Theories¶

• A procedural goals-methods-facilities model for planning science facilities
• Seven goals for secondary science education with spatial consequences
• Eight laboratory method types from three classificatory adjectives

Examples¶

• Select a few goals per course rather than all-inclusive goal statements when designing facilities
• Draft flexible educational specifications stating activities and needs rather than fixed dimensions

Key Sources¶

• Engelhardt, David Frederic. (1966). Space Requirements for Science Instruction Grades 9-12. Harvard Univ., Cambridge, Mass. Graduate School of Education. https://eric.ed.gov/?id=ED022353