The research field regarding the relationship between the psychosocial learning environment (PSLE) and the physical learning environment (PLE) requires a commonly accepted theoretical framework, enabling comparison of research results and construction of a shared body of knowledge. Based on selected and reviewed literature, this study explores existing conceptualisations, distilling the main aspects as identified by earlier research, and processes these findings in a preliminary conceptual framework. This framework structures the PSLE into the dimensions: personal development; relationships; and system maintenance and change, and the PLE into the dimensions naturalness; individualisation; and stimulation. For each of these dimensions, the framework distinguishes the intended, implemented, and attained representation. Compared to the conceptualisations used in the reviewed literature, this preliminary conceptual framework is more comprehensive, with a balanced representation of both the PSLE and PLE. Further development and empirical testing will be necessary to demonstrate the validity, usability and reliability of the framework.
|Title of host publication||Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools|
|Editors||W. Imms, M. Mahat|
|Place of Publication||Melbourne, Australia|
|Publication status||Published - 2018|
Baars, S., den Brok, P., Krishnamurthy, S., Joore, J. P., & van Wesemael, P. J. V. (2018). Constructing a framework for the exploration of the relationship between the psychosocial and the physical learning environment. In W. Imms, & M. Mahat (Eds.), Transitions Australasia: What is needed to help teachers better utilize space as one of their pedagogic tools (pp. 90-97). Melbourne, Australia.