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
محورهای موضوعی : فصلنامه علمی پژوهشی سنجش از دور راداری و نوری و سیستم اطلاعات جغرافیاییFatemeh Zare 1 , Maryam ghasemi Sichani 2 , Hamid Reza Beigzadeh Shahraki 3 , Seyed Marzieh Tabaeian 4 , Narges keshtiaray 5
1 - Ph. D. Student of Architecture, Department of Architecture, Isfahan (Khorasgan) Branch, Islamic Azad University, Isfahan, Iran
2 - Faculty Member, Islamic Azad University, Khorasgan Branch (Isfahan), Department of Architecture, Isfahan, Iran.
3 - Department of Architecture and Urban Planning, National University of Skills (NUS), Tehran, Iran
4 - 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.
کلید واژه: Multi-grade classroom, geometric form, rural schools, teaching patterns, phenomenology,
چکیده مقاله :
Objective: 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.
Methods: 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.
Results: 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.
Conclusion: 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.
Objective: 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.
Methods: 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.
Results: 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.
Conclusion: 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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