Abstract:
This lecture refers to an interdisciplinary research project conducted 2001–2005 by acousticians, pedagogues, and occupational scientists at the Bremen University. It investigates the kind of work and communication behavior in elementary school classrooms and the influence that is given by the acoustic environment. Using a database of 175 examined lessons an analysis is made of how different kinds of work (frontal lessons vs differentiated lessons) have an effect on the sound level in the classroom. Parameters are discussed, which can describe classroom acoustics appropriately. Also discussed are how altered room characteristics (e.g., increased absorption, shortened reverberation time, and improved speech intelligibility) affect the sound level in the context of each kind of work. A methodical examination of the database allows an assessment of mean values but also of the detailed teaching phases, as characterized by certain pedagogical factors. The results provide the basis for discussion of stress and work demands of teachers.