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A qualitative exploration of cardboard architecture in post-pandemic schools

Governments have responded to the COVID-19 pandemic with social distancing measures, school closures and society lockdowns. The disruption in the functioning of schools have evoked a myriad of emotions among students including the pervasive fear of others and anxiety about a virus that cannot be con...

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Autores principales: Deed, Craig, Cardellino, Paula, Matthews, Elizabeth, Southall, Anne
Formato: Online Artículo Texto
Lenguaje:English
Publicado: The Author(s). Published by Elsevier Ltd. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9235394/
https://www.ncbi.nlm.nih.gov/pubmed/35783226
http://dx.doi.org/10.1016/j.ijedro.2022.100186
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author Deed, Craig
Cardellino, Paula
Matthews, Elizabeth
Southall, Anne
author_facet Deed, Craig
Cardellino, Paula
Matthews, Elizabeth
Southall, Anne
author_sort Deed, Craig
collection PubMed
description Governments have responded to the COVID-19 pandemic with social distancing measures, school closures and society lockdowns. The disruption in the functioning of schools have evoked a myriad of emotions among students including the pervasive fear of others and anxiety about a virus that cannot be controlled. As schools reopen, one immediate focus is to ensure proper sanitary measures in classrooms. While important, it is also equally critical that schools effectively support students’ transition back to the classroom environment. This paper considers how cardboard architecture may support transitions between remote home learning and formal school-based education. We use a case study of the Unboxy project, a kit of cardboard shapes and connectors, provided to 18 schools in Australia following the school reopening after covid lockdown. The case study reports a qualitative analysis of how a cardboard architecture project aided students’ transition back to school. Key themes revealed that students created safety structures and spaces for collaboration, thus highlighting the processes with which students interacted with spatial materials to narrate their affective response during the pandemic. Drawing on both research literature and our case study we identify design features of future cardboard architecture resources that can influence student wellbeing upon return to school.
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spelling pubmed-92353942022-06-28 A qualitative exploration of cardboard architecture in post-pandemic schools Deed, Craig Cardellino, Paula Matthews, Elizabeth Southall, Anne Int J Educ Res Open Article Governments have responded to the COVID-19 pandemic with social distancing measures, school closures and society lockdowns. The disruption in the functioning of schools have evoked a myriad of emotions among students including the pervasive fear of others and anxiety about a virus that cannot be controlled. As schools reopen, one immediate focus is to ensure proper sanitary measures in classrooms. While important, it is also equally critical that schools effectively support students’ transition back to the classroom environment. This paper considers how cardboard architecture may support transitions between remote home learning and formal school-based education. We use a case study of the Unboxy project, a kit of cardboard shapes and connectors, provided to 18 schools in Australia following the school reopening after covid lockdown. The case study reports a qualitative analysis of how a cardboard architecture project aided students’ transition back to school. Key themes revealed that students created safety structures and spaces for collaboration, thus highlighting the processes with which students interacted with spatial materials to narrate their affective response during the pandemic. Drawing on both research literature and our case study we identify design features of future cardboard architecture resources that can influence student wellbeing upon return to school. The Author(s). Published by Elsevier Ltd. 2022 2022-06-27 /pmc/articles/PMC9235394/ /pubmed/35783226 http://dx.doi.org/10.1016/j.ijedro.2022.100186 Text en © 2022 The Author(s) Since January 2020 Elsevier has created a COVID-19 resource centre with free information in English and Mandarin on the novel coronavirus COVID-19. The COVID-19 resource centre is hosted on Elsevier Connect, the company's public news and information website. Elsevier hereby grants permission to make all its COVID-19-related research that is available on the COVID-19 resource centre - including this research content - immediately available in PubMed Central and other publicly funded repositories, such as the WHO COVID database with rights for unrestricted research re-use and analyses in any form or by any means with acknowledgement of the original source. These permissions are granted for free by Elsevier for as long as the COVID-19 resource centre remains active.
spellingShingle Article
Deed, Craig
Cardellino, Paula
Matthews, Elizabeth
Southall, Anne
A qualitative exploration of cardboard architecture in post-pandemic schools
title A qualitative exploration of cardboard architecture in post-pandemic schools
title_full A qualitative exploration of cardboard architecture in post-pandemic schools
title_fullStr A qualitative exploration of cardboard architecture in post-pandemic schools
title_full_unstemmed A qualitative exploration of cardboard architecture in post-pandemic schools
title_short A qualitative exploration of cardboard architecture in post-pandemic schools
title_sort qualitative exploration of cardboard architecture in post-pandemic schools
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9235394/
https://www.ncbi.nlm.nih.gov/pubmed/35783226
http://dx.doi.org/10.1016/j.ijedro.2022.100186
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