The study employed a qualitative multiple case study approach to investigate second-grade students’ perceptions of their classrooms’ physical learning environment. Data were collected through interviews, participant-generated photographs, and observations. Participants in the study were 16 students in four classrooms in three school districts. A physical learning environment tool, Assessing the Pillars of the Physical Environment for Academic Learning (APPEAL), developed by Evanshen and Faulk and published in 2019, was used to select classrooms to participate in the study. According to the scale, the top-scoring classrooms were more learner-centered (more constructivist) than the lowest-scoring (more traditional) classrooms. Generally, participants believed that classroom physical learning environments that were best for them were meaningful, offered easy access to resources and materials, and provided active learning and social engagement opportunities. Both physical and emotional comfort were important to participants. There were more similarities than differences between the participants’ perceptions in the classrooms that scored highest on the APPEAL and the classes that scored lowest. The findings suggested that young children’s perceptions of the environment can be influenced by their experiences or contexts and their differences. The results encourage teachers of young children to think about their students as actively affected by their environment and challenge them to design classroom physical learning environments that support the diverse needs of students within these spaces.

该研究采用定性的多案例研究方法来调查二年级学生对教室体育学习环境的看法。通过访谈，参与者生成的照片和观察来收集数据。这项研究的参与者是三个学区四个教室中的16名学生。由Evanshen和Faulk开发并于2019年发布的物理学习环境工具``评估学术学习的物理环境的支柱（APPEAL）''被用于选择参与研究的教室。根据比例，得分最高的教室比得分最低的教室（更传统）更多地以学习者为中心（更具建构主义）。总体而言，参与者认为最适合他们的课堂体育学习环境是有意义的，提供了轻松获得资源和材料的途径，并提供了积极的学习和社会参与机会。身体和情绪上的舒适度对参与者都很重要。在APPEAL上得分最高的教室和得分最低的班级之间，参与者的看法比相似之处多于差异。研究结果表明，幼儿对环境的看法可能会受到他们的经验或背景及其差异的影响。结果鼓励幼儿教师考虑他们的学生受到他们的环境的积极影响，并挑战他们设计教室体育学习环境，以支持这些空间中学生的各种需求。并提供了积极的学习和社交参与机会。身体和情绪上的舒适度对参与者都很重要。在APPEAL上得分最高的教室和得分最低的班级之间，参与者的看法比相似之处多于差异。研究结果表明，幼儿对环境的看法可能会受到他们的经验或背景及其差异的影响。结果鼓励幼儿教师考虑他们的学生受到他们的环境的积极影响，并挑战他们设计教室体育学习环境，以支持这些空间中学生的各种需求。并提供了积极的学习和社交参与机会。身体和情绪上的舒适度对参与者都很重要。在APPEAL上得分最高的教室和得分最低的班级之间，参与者的看法比相似之处多于差异。研究结果表明，幼儿对环境的看法可能会受到他们的经验或背景及其差异的影响。结果鼓励幼儿教师考虑他们的学生受到他们的环境的积极影响，并挑战他们设计教室体育学习环境，以支持这些空间中学生的各种需求。在APPEAL上得分最高的教室和得分最低的班级之间，参与者的看法比相似之处多于差异。研究结果表明，幼儿对环境的看法可能会受到他们的经验或背景及其差异的影响。结果鼓励幼儿教师考虑他们的学生受到他们的环境的积极影响，并挑战他们设计教室体育学习环境，以支持这些空间中学生的各种需求。在APPEAL上得分最高的教室和得分最低的班级之间，参与者的看法比相似之处多于差异。研究结果表明，幼儿对环境的看法可能会受到他们的经验或背景及其差异的影响。结果鼓励幼儿教师考虑他们的学生受到他们的环境的积极影响，并挑战他们设计教室体育学习环境，以支持这些空间中学生的各种需求。