ارائة چارچوب مفهومی برای طراحی فضای فیزیکی مدرسه‌های ابتدایی بر مبنای نظریة یادگیری مشارکتی ویگوتسکی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی کارشناسی ارشدرشته علوم تربیتی، گروه مدیریت آموزشی و توسعه منابع انسانی، دانشگاه فردوسی مشهد

2 دانشیار گروه مدیریت آموزشی و توسعه منابع انسانی، دانشکده علوم تربیتی و روانشناسی دانشگاه فردوسی مشهد

3 دانشیار گروه معماری و شهرسازی، دانشکده معماری و شهرسازی، دانشگاه فردوسی مشهد، مشهد، ایران

چکیده

هدف پژوهش حاضر، ارائة چارچوب مفهومی برای طراحی فضای فیزیکی مدرسه‌های ابتدایی بر مبنای «نظریة یادگیری مشارکتی ویگوتسکی» است. رویکرد تحقیقی «روش پژوهش اسنادی» است و برای انجام آن از «تکنیک تحلیل محتوا» استفاده شد. قلمرو موردمطالعة این پژوهش اسناد و مدارک معتبر علمی، استانداردها و گزارش‌های بین‌المللی در طراحی مدرسه و نمونه‌های موردی مدرسه‌های طراحی‌شده بر مبنای رویکرد سازنده گرایی اجتماعی است که با روش نمونه‌گیری هدفمند انتخاب شده‌اند. بنا بر یافته‌های پژوهش، مهم‌ترین مؤلفه‌های یادگیری مشارکتی عبارت‌اند از: ساختن دانش، نقش فعال یادگیرنده، تسهیل یادگیری، تنوع مواد و منابع یادگیری، زمینه و تعامل محوری که در ابعاد فضایی (رنگ، محوطه‌سازی و انعطاف‌پذیری)، روان‌شناختی (مناطق اجتماعی غیررسمی)، فیزیولوژی (دما، تهویه، نور و سروصدا) و رفتاری (پیکربندی U شکل، میزهای گرد، فضاهای بازی، فضاهای شخصی، فضای عمومی یادگیری (خیابان یادگیری)) می‌تواند بازنمایی مطلوبی از فضای فیزیکی مدرسه‌های ابتدایی ارائه دهد. همچنین نتایج نشان دادند که ایجاد محیط یادگیری مشارکتی در ابعاد ساخت دانش، تعامل، تنوع در منابع و مواد آموزشی، تسهیل یادگیری و نقش فعال یادگیرنده، نیازمند طراحی فضای فیزیکی با در نظر گرفتن تنوع رنگی، انعطاف‌پذیری در طراحی فضا و محوطه‌سازی و نیز ایجاد مناطق اجتماعی غیررسمی است. علاوه بر این، توجه به ویژگی‌های فیزیولوژی فضا موجب تأثیر بر سرعت یادگیری، کیفیت تدریس، ارتقای رفتار اجتماعی دانش‌آموزان، تسهیل در دستیابی به هدف‌های آموزشی، دسترسی به تجهیزات و تسهیلات متنوع یادگیری و ایجاد فضای یادگیری مشارکت محور می‌شود.

کلیدواژه‌ها

عنوان مقاله [English]

A conceptual framework for designing the physical space of the primary schools based on the collaborative learning theory

نویسندگان [English]

  • zahra eskandaritorbaghan 1
  • rezvan hoseingholizadeh 2
  • Hamed Kamelnia 3
1 ferdowsi university of mashhad
2 Associate Professor, Department of Educational Management and Human Resource Development, Faculty of Educational Sciences and Psychology, Ferdowsi University of Mashhad
3 (PhD), Ferdowsi University of Mashhad, Mashhad, Iran
چکیده [English]

The aim of this study was to provide a conceptual framework for designing the physical space of the primary schools based on Vygotsky's collaborative learning theory. The research approach was the documentary research method and it was conducted using the content analysis technique. The research sample included the valid scientific documents, international standards and reports on the school's designation and case studies of the schools which were designed based on the social constructivism approach selected through purposeful sampling method. The research findings showed that the most important components of the collaborative learning Theory are: knowledge building, the active role of the learner, facilitating learning, variety of the learning materials and resources, the context and axial interactions that can provide a desirable representation of the physical space of the primary schools within the spatial (color, landscaping, and flexibility), psychological (informal social areas), physiological (temperature, ventilation, light and noise) and behavioral (U-shaped configuration, round tables, play areas, personal spaces, public learning space (street learning) dimensions. The results also showed that creating a collaborative learning environment in terms of the knowledge building, interaction, diversity in the resources and teaching materials, facilitating learning and making learner more active requires designing the physical space considering the color variability, flexibility in the space design, landscaping and also creating the informal social areas. In addition, attention to the characteristics of the space physiology could affect the learning speed, the quality of the teaching, and the promotion of the students' social behavior. Also, the behavioral characteristics facilitate the achievement of the educational goals, access to the diverse learning equipment and facilities, and the creation of a collaborative-centered learning environment.

کلیدواژه‌ها [English]

  • collaborative learning
  • Designing the Physical Space
  • Primary School

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  • تاریخ دریافت: 26 خرداد 1398
  • تاریخ بازنگری: 16 مرداد 1398
  • تاریخ پذیرش: 09 دی 1398

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