The Role of Classroom Geometric Form in Implementing Various Teaching Patterns in Multi-Grade Rural Elementary Schools of Yazd Province: A Phenomenological Analysis Using GIS
Subject Areas : Journal of Radar and Optical Remote Sensing and GISMaryam ghasemi Sichani 1 * , Fatemeh Zare 2 , Hamid Reza Beigzadeh Shahraki 3 , Seyed Marzieh Tabaeian 4 , Narges keshtiaray 5
1 - Faculty Member, Islamic Azad University, Khorasgan Branch (Isfahan), Department of Architecture, Isfahan, Iran
2 - Khorasgan Azad University of Isfahan
3 - Department of Architecture and Urban Planning, National University of Skills ( NUS ), Tehran, Iran
4 - Associate Professor, Department of Architecture, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran
5 - Associate Professor of Curriculum Planning Studies, Department of Educational Sciences Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
Keywords: Multi-grade classroom, geometric form, rural schools, teaching patterns, phenomenology,
Abstract :
Adapting the geometric form of the classroom space to teaching patterns plays a crucial role in a teacher’s success in delivering educational content. A review of elementary schools in Iran’s education system shows that a significant number of students are still being educated in multi-grade classrooms. Therefore, this study, using a phenomenological approach, examines the impact of classroom geometric form on the implementation of various teaching patterns in multi-grade classrooms.Preliminary investigations indicate that due to the diversity of teaching patterns and the presence of students from different grades in a single classroom, the geometric form of the classroom space should have characteristics that accommodate this diversity. However, classroom designs in many regions of the country remain rigid and inflexible, failing to fully respond to the dynamic and variable nature of teaching patterns.Using a qualitative approach and thematic analysis method, this study examines all multi-grade rural schools in Yazd Province, selecting 19 multi-grade teachers through purposive sampling. After analyzing the data and validating the findings through participant and architectural expert reviews, two main categories—physical and functional components—were identified. These were further classified into four key themes: spatial form, classroom size, spatial organization, and visual and environmental comfort, leading to 15 sub-themes.The study’s findings indicate that each teaching pattern has specific requirements, and using centralized and combinatory forms integrated with a primary space—such as cruciform and octagonal designs—proves to be more suitable for designing spaces that meet the needs of multi-grade classrooms
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