Resumen de Diseño y gestión pedagógica del espacio escolar: implicaciones didácticas
Francisco Javier Pericacho Gómez
The aim of the paper is to share significant findings reported in the scientific literature on thedidactic implications of school space. To this end, initially a brief historical evolution was carried out,for which the method of historical-educational research was followed. Subsequently, a documentarystudy was carried out based on a systematic analysis of the scientific production. The standards andguidelines of the PRISMA declaration were followed. The search was carried out from March 2020 toMay 2023. The following databases were used: Web Of Science (WOS), Scopus, Education Resourc-es Information Center (ERIC) and SciELO. The following descriptors were used in the bibliographicsearch and identification: “school space”, “physical learning space”, “learning space”, “physical learn-ing environment” and “physical school environment”. This work is part of the broader research projectentitled: “Teacher professionalisation: discourses, policies and practices. New approaches and propos-als”, funded by the Spanish Ministry of Science and Innovation (REF PID2020-112946GB-I00 / AEI /0.13039/501100011033). The results show the positive didactic impact of multipurpose, adapted, well-equipped, stimulating and flexible learning opportunities. The conclusions discuss some questions andoutline prospective lines of research.
