טכניון מכון טכנולוגי לישראל
הטכניון מכון טכנולוגי לישראל - בית הספר ללימודי מוסמכים  
Ph.D Thesis
Ph.D StudentMilo-Shussman Yael
SubjectThe Mutual Relationship between the Design of the Physical
Surround of the Learning Space, and the
Realization of the Pedagogic Objectives
in the Primary School
DepartmentDepartment of Architecture and Town Planning
Supervisor Ms. Rachel Sebba
Full Thesis text - in Hebrew Full thesis text - Hebrew Version


Abstract

The classroom display is composed of all written and pictorial material that is displayed upon the   classroom walls. The research illustrates, examines, and analyzes the display in the Israeli elementary school classroom as an educational strategy and as a cultural, social, and behavioral phenomenon. The study aims to pinpoint the purpose and motives behind this phenomenon, identify the active individuals who participate in it, and examine the relationships between the display’s purposes and its formal and content characteristics.  

The research is divided into two stages: the first stage involves a review and visual documentation of hundreds of classrooms across Israel and a quantitative survey- based on questionnaires -that were taken by 206 teachers from elementary schools.    The second stage involves a focused study of displays in two elementary schools, which represent the dominant state educational streams. This stage consisted of a bi-monthly documentation throughout an entire school year; multiple interviews with homeroom teachers, pupils, school principals along with questionnaires that were filled by the parents.


In order to perform a methodical study, in a field that was yet to be a subject of an in-depth investigation, this research has set forth proper definitions to characterize the display’s physical and spatial variables.

The study found that the display’s subject matter could be classified into four main themes that differ in their pedagogic goals. Accordingly, the display’s themes were divided into four categories, which reflect the objectives that the display is supposed to promote: knowledge, acculturation, personal & social expression, and classroom atmosphere.  

The research characterized for each of the categories the number of allocated displays, their location, alternation rate, and functionality across all age groups in the examined schools.   

The research found that the display’s elements can be classified by their operational characteristics into seven operational genres: Assimilation, Instruction/Information, Accessibility, Activation, Sharing and Learning Feedback, Personal-Social Expression, Decoration and Ambiance Genre.

The research discovered that classroom display conveys information and tools for its internalization, transmits values, supports the personal expression of each pupil, and allows the advancement of various social structures. The display is both a teaching and an educational instrument that possesses dynamic qualities, which reflects the ethos of education, values, school culture, and the approach to the pupils.

This research underlines, for the first time, that the classroom display is an active tool for promoting content and values and should be examined as a teaching strategy, instead of an object that is solely meant to improve the learning environment. These findings are meant to promote a rational and effective usage of displays as educating, learning, and socializing tool, and its definitions provide the necessary grounds for further studies while offering a set of tools to support the development of new displays.