It has been suggested that 85% of students are predominately kinesthetic learners and rely on kinesthetic intelligence for learning (Lengel & Kuczala, 2010). In order to facilitate a learning-by-doing model, curriculum and the built environment must go hand in hand. For the 21st century student, emphasis has been placed on developing skills such as invention, critical thinking, self-direction, information literacy, and collaboration, through active learning methods. However, the current school interior neglects the use of the built environment as a teaching tool. As a result, the unique characteristics of this new generation of students are causing them to collide with how learning is implemented within the classroom environment (CDE, 2013).
Despite the changing needs of this user group, the built environment of the public school system has remained relatively static. Supported by the historical context of school design and public education curriculum, this thesis explores ways in which to intervene in typical existing models in order to make the current system functional with minimal intervention.
Through literature and research based design, the framework of the existing classroom is revised to further a paradigm shift, redefining the learning environment. The research findings informed this exploration of a new kinesthetic prototypical precedent, emphasizing the need for flexibility and student-centered learning environments, in which 21st century learners can prosper.
