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

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.

Keywords:

• School grounds
• cognitive affordances
• children
• learning
• Bangladesh and Scotland

Acknowledgement

The authors are indebted to the children and teachers of the Bangladeshi and Scottish primary schools who participated in the study.

Additional information

Funding

The research study was supported by University of Edinburgh’s Principal Career Development Scholarship and Global Research Scholarship. The project also received financial support from Charles Wallace Bangladesh Trust.

Notes on contributors

Matluba Khan

Matluba Khan is a Senior Lecturer in Urban Design at Cardiff University, United Kingdom. With a foundation in both architecture and landscape architecture, Matluba’s research pursuits include co-design and research involving children and young people, as well as the co-development of interventions. She is also involved in the assessment of environments concerning health, learning, and well-being. This research paper is based on Matluba’s PhD research at Edinburgh School of Architecture and Landscape Architecture.

Sarah McGeown

Sarah McGeown is a Senior Lecturer in Moray House School of Education and Sport, University of Edinburgh. Her research adopts research-practice partnerships and participatory research approaches, to understand and improve, children and young people’s experiences and outcomes.

Beth Christie

Beth Christie is a Senior Lecturer in Learning for Sustainability and Programme Director for the MSc Learning for Sustainability at the Moray House School of Education, University of Edinburgh. She is a partner of the UN Recognised Regional Centre of Expertise in Education for Sustainable Development - Learning for Sustainability Scotland. She is passionate about reimagining and transforming education for a sustainable future. Her research spans policy, academia, and professional practice, to understand the structural, theoretical, and practical processes of, and possibilities for, systemic change.

Simon Bell

Dr Simon Bell is a forester-turned-landscape architect with 20 of years experience in government service followed by over 20 years as an academic and landscape design consultant. He is Chair Professor of Landscape Architecture at the Estonian University of Life Sciences, Professor of Landscape and Wellbeing and Co-Director, OPENspace, Edinburgh College of Art, University of Edinburgh. Particular research areas include nature and health, blue spaces and health and wellbeing, forest landscapes, outdoor recreation and rural cultural landscapes.