A procedural goals-methods-facilities model for planning science facilities¶

Theory · All theories
Evidence · no claims cited

Description¶

The paper presents a procedural model in which educational specifications are drafted by first defining goals, then determining instructional methods, then specifying facilities and services. The author states: "This paper will present a procedural model to be used in planning science facilities for grades nine through twelve." The model is represented as goals, methods, and facilities linked in sequence, and the paper also attempts a reverse check by predicting space-design consequences from methods and goals. It is intended to let educators participate effectively with architects in shaping educational space.

Design Implications¶

Context¶

Requirements¶

• The school system must first define its goals and intended instructional methods before facilities are specified

Constraints¶

• The paper concerns only the immediate internal school environment where students study science, treating equipment and personnel as transient factors

Target Learners¶

• students in grades nine through twelve

Target Learning Objectives¶

• secondary school science learning across varied instructional goals

Claims¶

Related Theories¶

• Four basic determinants of spatial adequacy in educational specifications
• Eight laboratory method types from three classificatory adjectives
• Seven goals for secondary science education with spatial consequences

Examples¶

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

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