اصول طراحی فضاهای باز کودکان در دوره دوم دبستان با تأثیرپذیری از هوش‌هیجانی و فرآیند یادگیری از نگاه مربیان و دست‌اندرکاران
محورهای موضوعی :
معماری و شهرسازی
حسنی سادات شمس دولت آبادی
1
,
نیلوفر ملک
2
,
فرهنگ مظفر
3
,
بهرام صالح صدق پور
4
1 - دکتری معماری، دانشکده معماری و شهرسازی دانشگاه هنر اصفهان، ایران. *(مسوول مکاتبات)
2 - استادیار معماری، دانشکده معماری و شهرسازی دانشگاه هنر اصفهان، ایران.
3 - دانشیار معماری، دانشکده معماری و شهرسازی دانشگاه علم و صنعت، تهران، ایران.
4 - دانشیار گروه علوم تربیتی دانشگاه تربیت دبیر شهید رجائی، تهران، ایران.
تاریخ دریافت : 1397/03/29
تاریخ پذیرش : 1397/06/27
تاریخ انتشار : 1399/05/01
کلید واژه:
هوش‌هیجانی,
اصول طراحی,
یادگیری در فضای باز,
فضاهای باز مدرسه,
تأثیر فضا بر هوش‌هیجانی,
چکیده مقاله :
زمینه و هدف: با توجه به تأثیری که فضاهای باز آموزشی می تواند بر روی مخاطبان وکاربران این‌گونه فضاها داشته باشد، هدف پژوهش حاضر ارایه رهنمودهایی برای طراحی فضاهای باز کودکان در دوره دوم دبستان با تأثیرپذیری از هوش‌هیجانی و فرآیند یادگیری است.
روش بررسی: در این پژوهش پس از تدوین جدول هدف-محتوی و پرسش‌نامه حجم نمونه توسط ۳۲۶ نفر از مربیان و دست اندرکاران به‌صورت نمونه‌گیری خوشه‌ای تصادفی انجام گرفت و نتایج برای تحلیل داده‌های جمع‌آوری شده، در نرم افزار spssنسخه ۲۲ بر اساس تحلیل عامل R استخراج، و تحلیل داده‌ها بر اساس آمار توصیفی استنباطی است.
یافته‌ها: از میان پاسخ مربیان و دست‌اندرکاران به پرسش‌نامه، هشت عامل قابل شناسایی می‌باشند. به این صورت که برای حدود ۷۲ درصد از پاسخ دهندگان، واقعیتی به صورت مشترک قابل درک بوده است.
بحث و نتیجه گیری: ﻧﺘﺎﻳﺞ ﭘﮋوﻫﺶ ﺑﻴﺎﻧﮕﺮ آن اﺳﺖ ﻛﻪ تأثیر جلوه‌های طبیعی بر خودشکوفایی، وجود فضاهایی با عملکردهای فرهنگی، محیط‌هایی برای بازی‌های چندحسی در سنین مختلف، رابطه فضا و مبلمان منعطف، فضاهای نیمه‌خصوصی (نظارت‌پذیر)، رابطه فضاهای متنوع با حضور و یادگیری کودکان در حیاط، ارتباط بین فضای باز و بسته، رابطه انعطاف‌پذیری و تنوع فضایی با آسایش روانی و کالبدی می‌توانند بر فضاهای باز مدرسه به جهت ارتقاء هوش‌هیجانی و فرآیند یادگیری ﺗﺄﺛﻴﺮﮔﺬار ﺑﺎﺷند.
چکیده انگلیسی:
Background and Objective: Considering the effects that educational open spaces have on students and users of such environments, the study aims to provide guidelines for designing children’s open spaces in primary school based on Promotion of learning and Emotional intelligence.
Method: This research is an attempt to identify the factors affecting promotion of learning and emotional intelligence from teachers and designers point of view in school yards to draw the correlation between factors in an analytical model. In this research after setting up the contents of the content table and the questionnaire, the sample size based on Klein's views reached 326 users. The data were analyzed by SPSS version 22 using R factor analysis and model was developed by Amos.
Findings: Among the responses of teachers and school designers to the questionnaire, eight factors can be identified. In such a way that for about 72 percent of respondents, a reality has been commonly understood.
Discussion and Conclusion: The results of the research show that the effects of natural elements on self-fulfillment, spaces with cultural functions, environments for multisensory play for different ages, the relationship between space and flexible furniture, the semi-private spaces (with supervision), the relationship of various spaces with the presence and learning of children in schoolyard, the relationship between open and closed spaces, the relationship between flexibility and spatial diversity with physical and psychological comfort, can affect schools open spaces to enhance emotional intelligence and learning process.
منابع و مأخذ:
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Fägerstam, E., Samuelsson, J., 2012. Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills. International Journal of Primary, Elementary and Early Years Education, pp. 3-13.
Gilbertson, K., Bates, T., McLaughlin, T., Ewert, A. 2006. Outdoor Education: Methods and Strategies.(USA, Human Kinetics).
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Elias, M., 2002. New Roles For School Psychologists: Addressing the Social and Emotional Learning Needs Of Students. National Association of School Psychologist, Vol. 31, pp. 45-52.
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McCurdy, L., Winterbottom, E., Mehta, S., Roberts, R., 2010. Pediatr Adolesc HealthCare. Current Problems in Pediatric and Adolescent Health Care. 102-117.
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Bell, A., Dyment, J., 2008. Grounds for Health: The Intersection of Green School Grounds and Health Promoting Schools. Environmental Education Research, Vol. 25, pp.77-91.
Bowker, R., Tearle, P., 2004. Gardening as a Learning Environment: A Study Of Children's Perceptions and Understanding of School Garden as Part of an International Project. Learning Environ Res, Vol. 21, pp.24-211.
Titman, W. 1994. Special Places; Special People: The Hidden Curriculum of School Grounds. (UK, WWF).
Feder, M., Shouse, A., Lewenstein, B., Bell, P. 2009. Learning science in informal environments : people, places, and pursuits. (Washington DC, National Academies Press).
Higgins, P., Nicol, R. 2002. Outdoor Education: Authentinc learning in the context of landscape. (Kisa, KINDA)
Goleman, D."Emotional Intelligence", Moonlight, 1995.(In Persian)
Salovey, P., Mayer, J., 1990. Emotional intelligence. Imagination, cognition and personality, Vol. 9, pp.185-211.
Mayer, J.D., Salovey, P. 1997. What is emotional intelligence? Salovey, Sluyter, D.(Eds). Emotional Development and Emotional Intelligence: Implications for Educators (NY, Basic Books).
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Fägerstam, E. Space and Place: Perspectives on outdoor teaching and learning. Linköping: Linköping University Electronic Press; 2012. Available from: https://www.semanticscholar.org/paper/Space-and-Place.
Khodapanahi, M."Motivation and Excitement", Organization of Study and Compilation of Humanities Books of Universities (Samt), 2014.[persian]
Maris, J,Elias., Hunter, L., Jeffrey, S, Kors.(Autors). Najafi Zand, J. (Translator). Emotional Intelligence and Education. Emotional intelligence in everyday life, scientific research. Tehran: Sokhan: 2006.(In Persian)
Matsuoka, RH., 2010. Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, Vol. 97, pp.273-82.
Dyment, JE., 2004. At That Age, You Just Accept What You Have…You Never Question Things":Student Participation in School Ground Greening Projects. Children, Youth and Environments, Vol.14, pp.150-60.
Szczepanski, A. Outdoor education- Authentic learning in the context of urban and rural landscape- a way of connecting environmental education and health to sustainable learning- literary education and sensory experience. Perspective of the where, what, why and when of learning. Linköping: Outdoor Environmental Education, Linköping University; 2009. Available from; https://old.liu.se/ikk/ncu/ncu_filarkiv/Forskning/1.165263/AndersSzczepanski.pdf.
Ballantyne, R., Packer, J., 2006. Promoting Learning for Sustainability: Principles' Perceptions of the Role of Outdoor and Environmental Education Centers. Australian journal of environmental education, University of Queensland. Vol. 22.
Rivkin, M., 1997. The Schoolyard Habitat Movement: What it is and Why Children Need it. Early Childhood Education, Vol. 25, pp. 61-66.
Nair, P., Fielding, R., Lackney, J. 2005. The language of school design. Design patterns for the 21th century schools.(DesignShare)
_||_
Johnson, P., 2007.Growing Physical, Social and Cognitive Capacity: Engaging with Natural Environments. International education journal, Vol. 8 ,pp.293-303.
Moore, RC. 1990. Childhood's domain: play and place in child development, (MIG communications).
Fisman, L., 2001.Child’s Play: an empirical study of the relationship between the physical form of schoolyards and children’s behavior. CiteSeer.
Herrington, S., Studtmann, K., 1998. Landscape interventions: new directions for the design of children's outdoor play environments. Landscape and Urban Planning, Vol.42, pp.191-205.
Education Development Center (EDC). Boston Schoolyard Funders Collaborative. Newton: Schoolyard Learning: The Impact of School Grounds Education Development Center; 2000.
Fenoughty, S. The landscape of the school ground. In: Outdoor education - Authentic learning in the context of landscapes, Kisa; 2002.
National school grounds survey, 2003. Learning through Landscapes. see information in:https://www.ltl.org.uk/.
Rickinson, M., Dillon, J., Teamey, K., Morris, M., Choi, YM., Sanders, D., et al. A Review of Research on Outdoor Learning, National Foundation for Educational. London: Research and King’s College; 2004. Available from: https://www.informalscience.org/review-research-outdoor-learning.
Bell, A., Dyment, J., 2008. Grounds for Health: The Intersection of Green School Grounds and Health Promoting Schools Environmental. Edussscation Research, Vol.14, pp.77-90.
Fägerstam, E., Samuelsson, J., 2012. Learning arithmetic outdoors in junior high school - influence on performance and self-regulating skills. International Journal of Primary, Elementary and Early Years Education, pp. 3-13.
Gilbertson, K., Bates, T., McLaughlin, T., Ewert, A. 2006. Outdoor Education: Methods and Strategies.(USA, Human Kinetics).
Bowker, R., Tearle, P., 2004. A Study Of Children's Perceptions and Understanding of School Garden as Part of an International Project. . Learning Environ Res, Vol. 10, pp. 83-100.
Elias, M., 2002. New Roles For School Psychologists: Addressing the Social and Emotional Learning Needs Of Students. National Association of School Psychologist, Vol. 31, pp. 45-52.
Ozer, E., 2006. The effect of School Gardens on Students and Schools: Conceptualization and Considerations for Maximizing Health Development. society for public health education.
McCurdy, L., Winterbottom, E., Mehta, S., Roberts, R., 2010. Pediatr Adolesc HealthCare. Current Problems in Pediatric and Adolescent Health Care. 102-117.
Arbogast, KL., Kane, BC., Kirwan, JL., Hertel, BR., 2009. Vegetation and outdoor recess time at elementary schools: What are the connections? Journal of Environmental Psychology. Vol. 29, pp.450-456.
Mirrahmi, SZ., Tawil, NM., Abdullah, NAG., Surat, M. Usman, IMS,"Developing Conducive Sustainable Outdoor Learning (CSOL): The Impact Of Natural Environment On Student's Ability"-World Scientific and Engineering Academy and Society, 2011.
Lieberman, G., Hoody, L. Closing the achievement gap: Using the environment as an integrated context for learning. California: State Education and Environment Roundtable; 1998. avalable from: http://www.seer.org/extras/execsum.pdf.
Dyment, JE., 2005. Green school grounds as sites for outdoor learning: Barriers and opportunities. International Research in Geographical and Environmental Education. Vol. 14, pp.28-45.
Bell, A., Dyment, J., 2008. Grounds for Health: The Intersection of Green School Grounds and Health Promoting Schools. Environmental Education Research, Vol. 25, pp.77-91.
Bowker, R., Tearle, P., 2004. Gardening as a Learning Environment: A Study Of Children's Perceptions and Understanding of School Garden as Part of an International Project. Learning Environ Res, Vol. 21, pp.24-211.
Titman, W. 1994. Special Places; Special People: The Hidden Curriculum of School Grounds. (UK, WWF).
Feder, M., Shouse, A., Lewenstein, B., Bell, P. 2009. Learning science in informal environments : people, places, and pursuits. (Washington DC, National Academies Press).
Higgins, P., Nicol, R. 2002. Outdoor Education: Authentinc learning in the context of landscape. (Kisa, KINDA)
Goleman, D."Emotional Intelligence", Moonlight, 1995.(In Persian)
Salovey, P., Mayer, J., 1990. Emotional intelligence. Imagination, cognition and personality, Vol. 9, pp.185-211.
Mayer, J.D., Salovey, P. 1997. What is emotional intelligence? Salovey, Sluyter, D.(Eds). Emotional Development and Emotional Intelligence: Implications for Educators (NY, Basic Books).
Ciarrochi, J., Forgas, J., Mayer. J.,(Autors), Najafi Zand, J. (Translator),"Emotional intelligence in everyday life", Sokhan, 2006.[persian]
Fägerstam, E. Space and Place: Perspectives on outdoor teaching and learning. Linköping: Linköping University Electronic Press; 2012. Available from: https://www.semanticscholar.org/paper/Space-and-Place.
Khodapanahi, M."Motivation and Excitement", Organization of Study and Compilation of Humanities Books of Universities (Samt), 2014.[persian]
Maris, J,Elias., Hunter, L., Jeffrey, S, Kors.(Autors). Najafi Zand, J. (Translator). Emotional Intelligence and Education. Emotional intelligence in everyday life, scientific research. Tehran: Sokhan: 2006.(In Persian)
Matsuoka, RH., 2010. Student performance and high school landscapes: Examining the links. Landscape and Urban Planning, Vol. 97, pp.273-82.
Dyment, JE., 2004. At That Age, You Just Accept What You Have…You Never Question Things":Student Participation in School Ground Greening Projects. Children, Youth and Environments, Vol.14, pp.150-60.
Szczepanski, A. Outdoor education- Authentic learning in the context of urban and rural landscape- a way of connecting environmental education and health to sustainable learning- literary education and sensory experience. Perspective of the where, what, why and when of learning. Linköping: Outdoor Environmental Education, Linköping University; 2009. Available from; https://old.liu.se/ikk/ncu/ncu_filarkiv/Forskning/1.165263/AndersSzczepanski.pdf.
Ballantyne, R., Packer, J., 2006. Promoting Learning for Sustainability: Principles' Perceptions of the Role of Outdoor and Environmental Education Centers. Australian journal of environmental education, University of Queensland. Vol. 22.
Rivkin, M., 1997. The Schoolyard Habitat Movement: What it is and Why Children Need it. Early Childhood Education, Vol. 25, pp. 61-66.
Nair, P., Fielding, R., Lackney, J. 2005. The language of school design. Design patterns for the 21th century schools.(DesignShare)
