Space matters: Evaluating learning spaces to capitalise on active learning pedagogy and technological affordances

Hyunjin Son, Teacher of Engineering and Science, The Gwinnett School of Mathematics, Science, and Technology, USA The need for active learning to be included in STEM classrooms has grown in the United States with the adoption of the Next Generation Science Standards (NGSS), which focus on the application of knowledge through design and engineering processes. Studies have shown how purposeful integration of physical spaces, technology and pedagogy can lead to learning opportunities in which students actively develop knowledge and skills. However, research analysing active learning spaces overwhelmingly focuses on higher educational settings as compared to primary and secondary schools. This discrepancy is visible from my experience as a secondary science and engineering educator working within active learning classrooms in the United States. In the district where I work, K-12 (sixth form) schools have prioritised active learning pedagogy and the integration of technology in active le