A lean thinking perspective towards K12 classroom design in Turkey

The learning environment has several significant influences on the education process. It affects students' motivation, attention and active participation, student-teacher interaction, and lesson plan. In that sense, classroom design is a critical concern to improve the quality of education. Classroom design has many parameters that should be taken into consideration simultaneously. A holistic perspective on all parameters and a systematic process is required to increase the quality of the design. This study aims to guide designers, eliminate mistakes, and improve the quality of classroom design by scrutinizing the required data and suggesting a methodology for the design process. The study focuses on the design of K12 classrooms in Turkey. Design inputs, requirements, and restrictions of K12 classroom design are investigated by using both universal and local resources. Collected data is categorized into four main groups which are, ergonomic needs of the students, organization of the classroom, optimum indoor quality requirements for the learning environment, and regulations of the Ministry of National Education of Turkey. A design methodology that covers the collected data in a holistic and systematic way is defined by applying lean thinking methods. It is an inductive methodology that starts from the smallest unit of the classroom, which is a desk and finalizes with the form and openings of the classroom. Also, an inquiry is suggested to evaluate design correctness. The study is concluded with exemplary drawings that depict the output of the data and the suggested methodology

Citation Formats
G. N. Taşkın and O. B. Tokdemir, “A lean thinking perspective towards K12 classroom design in Turkey,” Journal of Construction Engineering, Management Innovation, vol. 3, no. 3, pp. 232–248, 2020, Accessed: 00, 2020. [Online]. Available: https://hdl.handle.net/11511/51521.