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Designed Facilities
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Are our schools of the best design to accommodate inquiry learning? Are they designed around a ìform follows functionî concept? Do classrooms best accommodate multi-purpose use? Do they encourage the use of technology and beyond the classroom resources and resource materials for inquiry learning? Most schools and community structures are still designed, at best, on the basis of the needs of 1950ís. For example and with the emergency of newer technologies, why do we need a library at every school and sometimes five or six more in the every local community? Is this the best and most effective use of taxpayersí dollars? Can a centrally located media center serve the schools and the community as efficiently and effectively ? Do we make the best use of health and social services located throughout the community and within the local schools? Could better coordination be accomplished and make the best use of our tax dollars and local funds? To address this issue more effectively, there is a need to bring together a broad-based representation of the local community to ponder and contemplate these issues and rethink the design for modern learning. These types of thoughtful meetings and discussions can lead to better design for learning in schools as well as better uses of resources for learning throughout the community. A rubric should be developed around the operational definition of ìScience as Inquiryî that can generate objective suggestions for guidelines, policies, regulations, and budgets for effectively developing and using appropriate community facilities for modern educational programs. Back to Top
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