When the Place Matters: Moving the Classroom Into a Museum to Re-design a Public Space

Area of Science:

• Education
• Sociology
• Urban Planning

Background:

• Traditional classrooms may limit experiential learning opportunities.
• The Trialogical Learning Approach (TLA) integrates constructivist theories with socio-material perspectives.
• Global citizenship education initiatives can benefit from innovative pedagogical frameworks.

Purpose of the Study:

• To investigate the connection between the Trialogical Learning Approach (TLA) and socio-materiality in a real-world educational project.
• To demonstrate how redesigning public spaces can serve as a platform for learning and social engagement.
• To analyze the role of material objects and social interactions in collaborative learning processes.

Main Methods:

• Case study of the
• Dialogues in the Square
• (DiS) project involving 200 students and 20 teachers.
• Utilized direct observations and video recordings for data collection.
• Integrated theoretical frameworks of Piaget, Vygotsky, and the TLA.

Main Results:

• The project effectively utilized alternative spaces and materiality to facilitate learning.
• Flexible use of mediation tools fostered collaboration and discussion among diverse stakeholders.
• The dichotomy between individual and collective learning was overcome through reflective practices.
• Student-led initiatives contributed to reshaping social practices related to public space maintenance.

Conclusions:

• The TLA framework provides a valuable lens for understanding socio-materiality in educational contexts.
• Experiential learning in public spaces, supported by art and community engagement, enhances global citizenship education.
• Redesigning urban environments can be a powerful pedagogical tool, fostering social responsibility and practical skills.