MA student of Philosophy of Education at Tarbiat Modares University
Abstract
The proportion between classroom space and teaching methods plays an important role in conveying the content of courses by teacher. Creativity, thinking, exploring and the ability to conduct social relationships are of the most important concepts that can be taught to students through the teaching methods. But primary studies of this research on adopted standards of Iran for designing educational setting indicated that classrooms are designed for one method, they are non – conforming to other methods such as exploring, group methods and sporadic method. The purpose of this study was to provide an analysis of the relationship between the architectural space of the classroom and the implementation capacities of teaching methods. It was a qualitative research with phenomenology design. To do so, first, classroom space phenomenology and teaching methods phenomenology should be studied, respectively to determine design requirements. This analysis has been done using Schultz and Dehghani methods that originated from Heidegger’s phenomenology in architecture, and “having been” and “presence” are the main concepts for the analysis of methods. The results showed that each model has its own requirements for classroom space and finally mixed pattern spaces can be responsive to more teaching methods.
Ghorbāni, A. (2015). Phenomenological analysis of teaching methods and its impact on the designation of architectural space of classrooms. Journal of Educational Innovations, 14(3), 113-138.
MLA
Ali Ghorbāni. "Phenomenological analysis of teaching methods and its impact on the designation of architectural space of classrooms". Journal of Educational Innovations, 14, 3, 2015, 113-138.
HARVARD
Ghorbāni, A. (2015). 'Phenomenological analysis of teaching methods and its impact on the designation of architectural space of classrooms', Journal of Educational Innovations, 14(3), pp. 113-138.
VANCOUVER
Ghorbāni, A. Phenomenological analysis of teaching methods and its impact on the designation of architectural space of classrooms. Journal of Educational Innovations, 2015; 14(3): 113-138.
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