Classroom seating layout connections to student active learning enegagement

Abstract

Does the furniture layout in the science classroom contribute to student active learning? This question was investigated by strategically implementing three lesson-specific seating layouts for students in the science classroom. The first seating layout was traditional, placing students in rows closely bound together in the classroom. This layout allowed students the opportunity to talk with those around them; however, it limited the amount of space they could move. The second seating layout was designed to be more open, utilizing a lab-style theme which spaced students around the perimeter of the classroom while leaving the middle open for student activity use. The third seating layout was designed to be more communicative, using a circle fishbowl-style design that encouraged students to collaborate with others around them. Through qualitative surveys, student focus groups, and quantitative observational tally sheets, differences in student behavior were observed to determine if there were any changes in active learning behavior. Active learning behavior was categorized into three categories which included student-to-student interactions, student-to-teach interactions, and the usage of educational zones. The data collected from the study showed an increase in student willingness to engage in active learning behavior while implementing these lesson-specific seating layouts. The conclusion reached from this study was that developing thoughtful, lesson-specific seating layouts is a powerful method educators may consider for increasing student active learning behavior in the science classroom.