جستجوی مقالات مرتبط با کلیدواژه « learning environment » در نشریات گروه « هنر و معماری »

One of the most important factors determining the effectiveness of curriculum and educational programs is the appropriate learning environment in terms of physical environment, educational content and process, and educational organization. In this regard, examining the quality of the learning environment can be effective in identifying the effectiveness of educational programs and eliminating the shortcomings of the educational system in order to empower students personally and professionally. Therefore, the aim of the current research is to evaluate the quality of the explanatory components of the learning environment in the teaching of architecture in Istanbul Technical University and Tabriz Islamic Art University. The research method in the current study is mixed and using the MMR approach (combination of quantitative-qualitative methods) with an applied purpose and descriptive-analytical nature, which is used in order to analyze information in the quantitative part of structural equation modeling in Amos software. The statistical population of the research also includes the architecture students of Istanbul Technical University and Tabriz Islamic Art University, in order to determine the sample size, Cochran's method was used and the sample size for each of the universities was determined to be 384 people. The findings of the research show that the degree of realization of the variables of the quality of the learning environment in the field of architecture, in other words, the variables of the physical environment, content and educational process and educational organization in Istanbul Technical University is 0.52, 0.59 and 0.63 and in Tabriz Islamic Art University is 0.65. 0, 0.47 and 0.41. Also, based on the critical value of the structural model, the physical environment has been evaluated as favorable in both universities, and the content and educational process and organization in Istanbul Technical University have been evaluated as favorable and in Tabriz Islamic Art University as unfavorable. The results also show that in the physical dimension, vitality and good quality can be seen in the internal and external spaces of both universities, and architecture students are also satisfied with the quality of this space. However, the educational content and process as well as the educational organization in Istanbul Technical University are favorable and in Tabriz Islamic Art University are unfavorable. For this purpose, Tabriz Islamic Art University should make fundamental changes in these dimensions and while improving the learning environment of architecture, it should bring about the arrangement of professional architects. Teaching practical skills for entering the labor market, developing courses related to the needs of society, benefiting from the natural and experimental environment for education, emphasizing new models and technologies in architectural education, innovating in teaching methods for their effectiveness, developing the individual capabilities of students in values and Professional ethics, critical and strategic thinking, and finally benefiting from professional professors are the necessities of the architectural education system. Regarding the capacity of the professors, it can be mentioned that most of the professors do not present the content properly according to the existing procedure in the educational system, and there is no evaluation of the professors' qualifications in specific intervals.

This research is based on an applied objective. Applied research uses theories presented in fundamental research to solve real-world problems. The current research was carried out with the aim of identifying the indicators of sensory perception on the sense of place attachment and also the effect of each of the indicators, prioritizing the indicators affecting the sense of belonging of the students and compared to the set goal. One of the most important questions that the current research seeks to answer can be stated as: How can formative elements affected by sensory perception patterns in the special needs schools be formulated as design standards as a comprehensive model? In response to the research question and considering the practical objectives, the study proposes models based on the necessary guidelines and standards for the construction and design of special needs schools intended for the construction and reconstruction of future schools that have undergone changes for this purpose.

This research utilizes a combination of quantitative and qualitative methods for theoretical studies, presenting qualitative criteria and indicators. The methodology involves gathering using a bibliographic research method and reviewing existing documents through direct observations, document analysis, and interviews with experts. The quantitative data was collected in a survey platform, which was used to answer the research question with the approach of preparing a questionnaire. The collected data was adjusted according to the Likert scale, and KMO and Bartlett statistics were used to check the validity of the questionnaire. The findings were analyzed by the structural equation modeling (SEM) method identifying the relationships between the variables and their impact in the studied schools by SPSS and Amos software. The sampling method in this research is a two-stage cluster type, and then a random sample is used to select schools.

The research findings indicate that when scrutinizing factors associated with sensory perception components, it becomes apparent that visual senses, with a factor load of 0.943, are of greater significance for students compared to other sensory components. Also, within the factors contributing to place attachment, the social interaction component, with a factor load of 0.994, plays a significant role in fostering a sense of place attachment and overall satisfaction. Regarding the reliability of the research questionnaire, a pre-test was conducted by distributing 50 questionnaires among the statistical population. The obtained Cronbach’s alpha index for the variables and their dimensions is reported. Data was analyzed by SPSS Ver.16 software and Cronbach’s alpha index for the whole is equal to 0.913, which shows an appropriate reliability of the research questionnaire. In examining the relationships between the variables, the results of the hypotheses showed that there was a statistically significant relationship between the research variables. Based on the results and information obtained from the findings and the environmental impression of the studied schools, the qualitative results of the most important things that can be emphasized as components of sensory perception and place attachment for the design of these schools have been stated. 

Most learning takes place through formal education in schools. To facilitate this process, students require a foundation of rich emotional experiences and a sense of connection with both their physical and social environments. Neglecting to involve all sensory aspects within a space can diminish the concentration of these students in establishing effective environmental communication. So, it is necessary to design the appropriate environment by considering the effective factors, such as the existence of the necessary stimuli and motivations, and adapting to the students’ cognitive and perceptive abilities. In the current research, the influence of sensory perception indicators on the sense of place attachment in schools that have been changed into special needs schools and used by special needs students with special conditions has been investigated. Based on the results acquired and the identification of essential sensory perception factors crucial for these students in understanding and connecting with the environment, as well as fostering a sense of place attachment, which plays a significant role in their attendance and desire to return to school; principles and suitable patterns for designing a special needs school have been outlined. As a result, design standards were presented in order to recreate the indicators of sensory perception and to strengthen the relationships and social interactions of students, which is considered as an important factor for their sense of belonging to the school, to guide the designers.

The experience of designing educational spaces, or more generally, learning environments, has always been challenging for architects; since this type of design has had some different ways of thinking in the field of education and philosophy of education. Studies show that designing such spaces can promote or hinder learning. Accordingly, one of the most fun-damental issues of modern education is clarifying the role of education through the scientific cogni-tion of the individuals, which relies on children’s psychology. The study of the historical evolution of teaching and learning theories shows that psychologists have changed their view of observing the behavioral reactions from paying attention to environmental stimuli (similar to some animals) in the form of a behaviorist approach to paying attention and contemplating in mental learning processes in the form of the cognitive approach. They try to produce personal knowledge in the real envi-ronment and in the form of a constructivist approach. In this article, one of the latest and more popular learning theories among researchers is the theory of experiential learning that has been se-lected to provide optimal and appropriate design solutions. The theory of experiential learning is consistent with the new approach to learning, emphasizing the important and active role of the learner in teaching. It shows the specific importance of practical work and experience. In this new view, learning in its most effective form is achieved through objective experience. In Iran, too, most individuals and children spend a significant amount of their lives in educational places; how-ever, the lack of efficient educational environments that can create a good context for achieving the right educational goals is very evident. Searching for architectural design solutions and creating a suitable space for radical and successful educational theories is one of the significant issues in this field. Among the studies conducted in this regard, some studies have been conducted in the field of experiential learning and its impact on the learners. There are other studies that have investigated the quality of architectural educational environments with an emphasis on specific factors. Still, neither of them deals with the relationship between experiential learning and the qualitative compo-nents of architecture. This article aims to achieve a model of spatial indicators affecting experiential learning that could act as a conceptual framework in planning and designing learning spaces for the builders. The main question of the research is how the educational space provides the necessary opportunities for the most effective form of learning achieved through objective experience.

In this article, the spatial indicators of experiential learning have been developed and re-fined, and an appropriate model is proposed using the “Delphi” method. This method is a struc-tured process for collecting and classifying the knowledge available to a group of experts conduct-ed through interviews and distribution of questionnaires among individuals and by the control of feedback on the answers and the comments received. Also, in this study, in order to determine the importance and weighting of the data obtained from the Delphi method, the (Shannon entropy) technique has been used, which is one of the multi-criteria decision-making methods, and its pur-pose is to weigh and prioritize criteria and indicators. This method, which is also used in content analysis, is the development of a mathematical formula to be used in data analysis and has more credibility and power to analyze and prioritize indicators in comparison to the traditional method of frequency and average.

Based on the findings of Shannon algorithm, the indicators of “nature and places of ex-perience and touch of water, soil, plant” and “group learning spaces” and then the index of “school design pattern as a house” have the greatest impact on experiential learning. Accordingly, the cate-gory of indicator of “naturalism and self-discovery” has the greatest impact on experiential learn-ing, followed by the indicator of “identity”. The indicators of “diversity and flexibility”, “social-ism” and “collectivism” are next in this category, respectively, with a slight difference in terms of the average weight of the category. Finally, the model of the spatial indicators of experiential learn-ing with 23 indicators in 5 thematic categories is explained in Figure 3. In these indices, the order of the indicators in each category is significant and classified based on their importance. The priority of each category is also seen in the extent of its impact on experiential learning.

Children’s environment can act as a deterrent or facilitator of their learning, develop-ment, and upbringing. Creating a suitable environment can pave the way for children’s effective learning and increase their desire to be in the environment. According to the research literature, ex-periential learning theory is one of the most successful and latest theories of learning among re-searchers and is effective in the academic achievement and creativity of learners. Data collection and analysis by Delphi research method showed that the index of “naturalism and self-exploration” has the greatest impact on the promotion of experiential learning in learning spaces, followed by the index of “identity”, “diversity and flexibility”, “socialism” and “collectivism”. These five catego-ries of indicators are presented in the proposed model as spatial indicators effective in promoting experiential learning in order of priority. In line with the practical components of this model in de-signing learning environments and in response to the research question on the quiddity and the way of space architecture for the realization of experiential learning, it can be noted that among the sin-gle indicators, two indicators had been the most effective. These indicators were “nature and the places of experiencing and touching water, soil, plants “, and “group learning spaces”. After that, the index of” school design pattern as a house “had the greatest impact on experiential learning. In addition, other architectural solutions, in order of the indicator weight, include spaces and opportu-nities for practical and experimental work, the flexibility of space and furniture, and the ability of children to create their own learning environments, the use of indigenous patterns and local and familiar forms, less crowded classrooms, proximity to important urban centers, and community-based learning.

The use of collaborative approach in school design has been considered extensively in the present century. Despite various studies in design using user participation, experience and direct involvement of users in design have been used less in the field of learning environments. Furthermore, in most of the cases, collaborative approach is restricted to the use of primary and lower levels of participation. The participation of low social classes in the field of architecture has been a common feature of collaborative approaches. Therefore, this research aimed at improving the quality of rural schools, and introducing higher levels of participation. It also seek to provide a practical strategy for users’ participation and pay attention to their needs and desires in designing a rural school in a specific region of Iran. Selected area is Zirkan village near to Mashhad (a capital state). The research methodology is a mixed of qualitative and implementing content theoretical analysis. In this regard, firstly, theoretical studies about the participation of users has been expressed. Then, the necessity for participation in the schools’ design, and various models of user participation have been presented. By analyzing the status of the school in this study and the wishes of the residents  using the focus group method, design patterns have been investigated. The results have been obtained through analyzing data collected from the participatory groups (that benefit from participation tools such as visual questionnaire _similar to the "ROLE test"_ expressing their dream, imagination and Dialogue),. Content Analysis of the views of the groups in defining and describing their desired school can introduce the school design pattern in a rural environment. Users’ comments has been discussed on their school’s architecture in several key features including: the form of the building, the characteristics of the interior space (classroom and communication spaces), outdoor spaces ( such as courtyard), materials and some of the spaces needed. Then, in the analysis section, a comparison was made between qualitative and quantitative methods which are correlation analysis and Cronbach's alpha test. According to the results of this comparison, it was found that when the images have been selected in a large number group (ROLE test), the results are more reliable than findings’ correlation. Based on the Cranbach's alpha test and its unacceptable results in this research, it was determined that qualitative results such as (ROLE) has higher validity and quantitative results do not have enough validity for the test. However, reliable results were classified for different school’s spaces from each section of the study group through comparative analysis.  Data analysis shows that participants have the highest agreement for the informality of school corridor space and having different playgrounds with the highest score (96%). Moreover, concrete with the lowest score (44%) is their last choice as the building’s materials. Also, providing green space at the building and the use of flowerboxes in outdoor spaces, were another desire of users. Furthermore, participants prefer bright colors, daily light, social space and connection with outdoors as well as facilities for classrooms were among the factors of interests. They considered facilities such as laboratories, libraries, appropriate bathrooms, large prayer hall, and classrooms which are equipped by technology. In addition,  applying informal space were mentioned for the spaces between classes and corridors. Finally colored materials and color variations were the choices of study groups. Using the collaborative approach in relation to school design, especially for the projects which aimed attention to participants’ needs and desires, provides a user-friendly environment and enhance user's desirability and connectivity to the environment. Results indicate that participation has several benefits. Also, participation approach which used in this research has been successful in attracting a wide range of school communities and has been able to explore diverse viewpoints. However, the result will not necessarily be sufficiently precise and variables. Therefore, more extensive and wider range of collaborative and complementary methods is necessary to achieve more accurate results.

Schools as the first social Setting have the aim of training and providing opportunities for learners to interaction with each other through constant communication in educational and social activities. Responding to social needs and providing the necessary opportunities in earning of social experiences, requires the existence of physical Setting. Informal Interstitial spaces in schools are capacity In responding to this aspect of the children`s life. Hence by According to the emphasis social dimension of man and space, this paper argues analyzing the role of kind of interstitial spaces organization on environmental Interoperability factors in schools and eager to activity in these spaces. For this purpose, the physical environment of interstitial spaces considered in 6 elementary school in 1 and 3 region of Tehran as a collective - behavioral place which constitutes a collective- spatial system. In this regard, based on environmental psychology literature and behavioral sciences, environmental evaluating factors in human-human and human-environment interactions will be examined in two types of linear and central organization according to popularity of these two patterns in the evolution of Iran's school architecture. This research based on combining the quantitative-qualitative approach Using questionnaires and field analysis, collected information on testing hypotheses and then the data were analyzed in spss software. Based on the results, approved the existing of significant relationship between the evaluating factors in environmental Interoperability and the type of organization in the interstitial spaces of learning environments. So, through the appropriate organization of interstitial spaces by establishing a balance between physical and psychological components, the context of learner's interactions in learning environments is improved.

The purpose of this study was to investigate The effect of satisfaction from architectural quality of learning environments on the student success. To this end, the most important measures of student achievement were recognized through a survey. Then, investigate the relationship between academic achievement and spatial satisfaction according to third grade students’ comments as the main users of such learning spaces. The statistical population of the study at this stage included all third-grade primary school students in Ardabil; out of them, 2016 students were selected as the sample size based on cluster sampling method. According to the results obtained from confirmatory tables and correlational tests on 12 measures affecting qualities of learning spaces, it was observed that satisfaction with each quality of learning spaces had a significant relationship with students’ academic achievement. As well, satisfaction with the shape of the classroom was considered as a factor affecting academic achievement of students. Results from examining all measures indicated that satisfaction of students with classroom space was effective on their academic achievement.