„School for learning not for schooling”. Constructionism and the learning environment - based on the activities of the Darunsikkhalai School for Innovative Learning

Abstract

The learning environment is a unique conglomerate, the shape of which depends, among others, on the adopted didactic paradigm. The quality of learning enablers is influenced by the institution-specific understanding of learning, the definition of knowledge and the roles of students and teachers. The article presents the results of qualitative research using the method of interview and document analysis. It is an attempt to characterize elements of the Darunsikkhalai School for Innovative Learning learning environment in Bangkok. A school whose main program assumption is constructionism. Three components of the learning environment were distinguished and characterized, which include both the material/physical area, the area of interaction, taking into account the specificity of interactions of students, teachers, parents, representatives of the academic and local environment, as well as the area of students' own activity.