واکاوی توصیه های طراحی فضای آموزشی بر مبنای نظریه یادگیری ویگوتسکی و تطبیق آن با توصیه های مفهوم انعطاف پذیری - فرهنگ معماری و شهرسازی اسلامی
دوره 9، شماره 1 - ( دوفصلنامه 1403 )                   جلد 9 شماره 1 صفحات 90-67 | برگشت به فهرست نسخه ها

XML English Abstract Print

Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Soltanzadeh Zarandi M, Raisi A. Exploration of Design Recommendations for Educational Spaces based on Vygotsky's Learning Theory and its Alignment with Recommendations from the Concept of Flexibility. CIAUJ 2024; 9 (1) :67-90
URL: http://ciauj-tabriziau.ir/article-1-556-fa.html
سلطانزاده زرندی محمد، رئیسی عاطفه. واکاوی توصیه های طراحی فضای آموزشی بر مبنای نظریه یادگیری ویگوتسکی و تطبیق آن با توصیه های مفهوم انعطاف پذیری. فرهنگ معماری و شهرسازی اسلامی. 1403; 9 (1) :67-90

URL: http://ciauj-tabriziau.ir/article-1-556-fa.html

واکاوی توصیه های طراحی فضای آموزشی بر مبنای نظریه یادگیری ویگوتسکی و تطبیق آن با توصیه های مفهوم انعطاف پذیری
محمد سلطانزاده زرندی*1 ، عاطفه رئیسی2
1- گروه معماری، دانشکده هنر و معماری، دانشگاه شهید باهنر کرمان، کرمان، ایران ، msoltan@uk.ac.ir
2- گروه معماری، دانشکده هنر و معماری، دانشگاه شهید باهنر کرمان، کرمان، ایران
چکیده:   (1175 مشاهده)
تحقیقات نشان دادهاند که ویژگیهای کالبدی فضای آموزشی بر عملکرد دانشآموز و اثربخشی آموزش مؤثر بوده و یادگیری به معماری مطلوب و فضای یادگیری مناسب نیاز دارد. در میان نظریات در حوزه آموزش، نظریه ویگوتسکی بر اهمیت برقراری تعامل و نیز محیط اجتماعی در یادگیری دانشآموزان تأکید داشته است؛ اما بررسی توصیه های کالبدی آن کمتر مورد توجه پژوهشها بوده است. از طرف دیگر مفهوم انعطافپذیری که تحقیقاتی متعدد به توصیه های کالبدی آن پرداختهاند نیز به ایجاد تعامل میان دانشآموزان در جهت بهبود یادگیری اشاره دارد. بر این اساس، این پژوهش در پی پاسخ به این پرسش است که به چه میزان میتوان از توصیههای مفهوم انعطافپذیری برای طراحی فضاهای آموزشی بر اساس نظریه ویگوتسکی استفاده کرد و توصیههای مفهوم انعطافپذیری و نظریه ویگوتسکی تا چه حد همپوشانی دارند. در این پژوهش که بر مبنای روش توصیفی-اکتشافی صورت میگیرد برای نیل به اهداف پژوهش پس از شناخت نظریه ویگوتسکی و مفهوم انعطافپذیری؛ به جمعآوری و دستهبندی توصیه-های این دو مفهوم برای طراحی معماری فضای آموزشی پرداخته میشود. در گام بعد با مبنا قرار دادن سه مؤلفه تنوعپذیری، تطبیقپذیری و تغییرپذیری از مفهوم انعطافپذیری، تلاش میشود تا میزان همپوشانی توصیههای طراحی نظریه ویگوتسکی با هر یک از این مؤلفه ها بررسی شود. نتایج پژوهش نشان داد برخی توصیه های طراحی ویگوتسکی نظیر مبلمان یا سازماندهی فضاها، به ویژه با معیارهای طراحی دو مؤلفه تنوع‌پذیری و تطبیق‌پذیری انطباق دارند. به طور کلی غالب توصیههای طراحی مفهوم انعطافپذیری همسو با اهداف نظریه ویگوتسکی هستند و به کارگیری این توصیهها همان نتایجی را در پی دارد که نظریه ویگوتسکی به دنبال آن است. این بدان معنی است که راهکارهایی با تنوع و تعدد بیشتر پیش روی طراحی معماری فضاهای آموزشی بر اساس نظریه ویگوتسکی قرار می‌گیرد.
واژه‌های کلیدی: طراحی معماری، فضای آموزشی، یادگیری، نظریه ویگوتسکی، انعطاف پذیری
متن کامل [PDF 1990 kb]   (428 دریافت)    
نوع مطالعه: مروری | موضوع مقاله: مطالعات تطبیقی معماری و شهرسازی در حوزه فرهنگی ایران
دریافت: 1403/2/15 | پذیرش: 1403/3/17 | انتشار الکترونیک: 1403/4/9
فهرست منابع
1. Abbaszadeh Diz, F., Rashid Kolvir, H., & Rezaeisharif, A. (2020). Identifying the components of school physical environment with participatory learning approach (Case study: Boys' middle schools of Tabriz). Technology of Education Journal (TEJ), 14(2), 455-465. [in Persian]
2. Abbaszadeh Diz, F., Rashid Kolvir, H., & Rezaeisharif, A. (2019). Analysis of Student Satisfaction from Physical Components of School with an Emphasis on Cooperative LearningCase Study: Boys' Secondary Schools in Tabriz. Journal of Architecture and Urban Planning, 11(23): 51-71. [in Persian]
3. Aini Far, A. (2003). A model for analysis of flexibility in traditional Iranian housing. Fine arts. 64-77. [in Persian]
4. Alzahrani, I. )2003(. he Role of the Constructivist Learning Theory and Collaborative Learning Environment on Wiki classroom , and the Relationship between Them.
5. Arghiani, M., Feizi, M., & Yazdanfar, A. (2017). Effect of physical dimensions of classroom on Promotion of Active Participation in the Learning Process. Technology of Education Journal (TEJ), 11(2): 109-123. [in Persian]
6. Azemati, H., Aminifar, Z., Pourbagher, S. (2016). spatial Layout Pattern of New Schools based on the Principles of Islamic Schools, to Improving Students Learning. Naqshejahan, 6 (2) :16-23. [in Persian]
7. Azemati, H., Aminifar, Z., Pourbagher, S. )2018(. Effective Environmental Factors on Designing Productive Learning Environments. Armanshahr Architecture & Urban Development. 11(22):1-8.
8. Bodrova, E. , & Leong, D. J. )2007(. Tools of the mind: the Vygotskian approach to early childhood education (2nd ed.).
9. Barrett, P.,& Yufan ,Z. )2009). Optimal Learning Spaces Design Implications for Primary Schools. SCRI Research Report.
10. Barrett, P., Davies, F., Zhang, Y., Barrett, L. (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment .89: 118-133. [DOI:10.1016/j.buildenv.2015.02.013]
11. Bredekamp, S. (2014). Effective practices in early childhood education: Building a foundation (2nd ed.).
12. Chan .(1996). Environmental Impact on Student Learning. Department of Educational Leadership College of Education Valdosta State University Valdosta, Georgia.
13. Celen, p. (2003).The effects of spatial layouts on students' interactions in middle schools: multiple case analysis. A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the Degree of Doctor of Philosophy.
14. Crain, W. (2015). Theories of Development (concepts and applications). Translation by Gholamreza Khoynejad & Alireza Rajaei. Tehran: Rushd. [in Persian] [DOI:10.4324/9781315662473]
15. Daniels, H., MingTse, H., Lorena, O., Stables, A., & Cox, S. (2019). Changing schools: a study of primary secondary transfer using Vygotsky and Bernstein. British Journal of Sociology of Education. 901-921. [DOI:10.1080/01425692.2019.1601546]
16. Davarpanah, A. (2019). The role of architectural characteristics of environment and attachment to educational place in predicting social adjustment of students. Journal of Educational Psychology Studies, 16(35), 53-82. [in Persian]
17. Dibaei saber, M., tahmaseb zadeh sheghlar, D. (2021). Explain the dimensions and indicators of participatory learning culture in the high school curriculum. Research in Curriculum Planning,2(34): 1350151. [in Persian].
18. Ehrenkrantz, E.(1999). Planning for Flexibility, Not Obsolescence.
19. Erbil, DG. (2020). A Review of Flipped Classroom and Cooperative Learning Method Within the Context of Vygotsky Theory. Frontiers in Psychology.11.1157. [DOI:10.3389/fpsyg.2020.01157]
20. eskandaritorbaghan, Z., hoseingholizadeh, R., & kamelnia, H. (2020). A conceptual framework for designing the physical space of the primary schools based on the collaborative learning theory. Journal of Educational Innovations, 18(4), 27-52. [in Persian]
21. Esmaeili, A., shahcheraghi, A., & Habib, F. (2021). Explaining the conceptual model of the influence of flexible architecture with admiration of students in the yard and hallway in elementary school. Journal of Architectural Thought, 5(10): 138-149. [in Persian]
22. Esmaeili, A., Shahcheraghi, A., & Habib, F. (2019). Analysis of the impact of the flexible internal architecture on the students' personal space at schools. Journal of Educational Innovations, 18(2), 147-161. [in Persian]
23. Eziyi, I., Oluwole, A., Abraham, O. (2017). A study of students' perception of the learning environment: a case study of Department of Architecture, Covenant University, Ota Ogun State. Proceedings of INTED2017 Conference, Valencia, Spain.
24. Fathi, M. (2019). Theory of Social Constructivism and Its Implications for the Learning and Teaching Process. survey in teaching humanities, 4(15):87-100. [in Persian]
25. Faraji, A., Nouri, F. (2018). Architectural solutions in improving the flexibility of space in interior architecture, Architecture Journal, 2(12): 1-6. [in Persian]
26. Fardanesh, H. (1998). Educational design from the perspective of behaviorism, cognitivism, constructivism and humanism in the educational system. Al-Zahra Human Sciences, 7-8(25-24), 102-120. [in Persian]
27. Feli, SH, Soltanzadeh, H. (2016). experience of the purpose of flexibility in Islamic era schools case study: schools of Qazvin. journal of studies on iranian islamic city, 7(25): 17-27. [in Persian]
28. Fox, E. , & Riconscente, M. (2008). Metacognition and Self-Regulation in James, Piaget, and Vygotsky. Educational Psychology Review, 20 (4): 373-389. [DOI:10.1007/s10648-008-9079-2]
29. Gajdamaschko, N.(2015). Vygotsky's Sociocultural Theory. [DOI:10.1016/B978-0-08-097086-8.23203-0]
30. Gajdamaschko, N.(2011). Lev Semenovich Vygotsky 1896-1934 Psychologist Author of Cultural-Historical Theory of Human Development. This article is reproduced from the previous edition.2. [DOI:10.1016/B978-0-12-375038-9.00231-4]
31. Gauvain, M.(2019). Vygotsky's Sociocultural Theory. Reference Module in Neuroscience and Biobehavioral Psychology.
32. Gauvain, M.(2008). Vygotsky's Sociocultural Theory. [DOI:10.1016/B978-012370877-9.00170-5]
33. Gharavi Alkhansari, M. (2018). Strategies for Flexibility in Housing in Response to Changing Family Patterns. Soffeh, 28(3), 27-50. [in Persian]
34. Ghasemi Ariani, M., & Mirdad, F.(2016). The Effect of School Design on Student Performance. International Education Studies.175-181. [DOI:10.5539/ies.v9n1p175]
35. Holbrook,M.,Vera.,John,S.(2012).Vygotsky & sociocultural approaches to teaching and learning.. Educational Psychology.7
36. Hosseini, S B., babaei, B., poorhamzeh, M. (2014). Ameliorating students' satisfaction of the classroom by retrieving design factors, 6 (8):140-148. [in Persian]
37. Jeffrey, A.,& Lackney. (1994). Educational Facilities: The Impact and Role of the Physical Environment of the School on Teaching, Learning and Educational Outcomes. Center for Architecture and Urban Planning Research Books. 10.
38. Kenn, F. (2001). Building Better Outcomes: The Impact of School Infrastructure on Student Outcomes and Behaviour.
39. Kozulin, A.(2015). Vygotsky's Theory of Cognitive Development. International Encyclopedia of the Social & Behavioral Sciences, 2nd edition.25. [DOI:10.1016/B978-0-08-097086-8.23094-8]
40. Kozulin, A. (2002). Vygotsky's psychology, the course, and evolution of thoughts. Translator by Habibullah Qasimzadeh. Tehran: Aghaz. [in Persian]
41. Kreeta, N., (2020). The best guess for the future?' Teachers' adaptation to open and flexible learning environments in Finland. Education Inquiry.
42. Lewinski, P. (2015). Effects of classrooms' architecture on academic performance in view of telic versus paratelic motivation: a review. Front. Psychol. 6(746). [DOI:10.3389/fpsyg.2015.00746]
43. Leiringer, R., & Cardellino, P. (2011). 'Schools for the twenty-first century: school design and educational transformation', British Educational Research Journal, 37(6): 915-934. [DOI:10.1080/01411926.2010.508512]
44. Lourenço, O. (2012). Piaget and Vygotsky: Many resemblances, and a crucial difference. New Ideas in Psychology. 30: 281-295. [DOI:10.1016/j.newideapsych.2011.12.006]
45. Mackaway, J. A., Winchester-Seeto, T., Coulson, D., & Harvey, M. (2011). Practical and Pedagogical Aspects of Learning Through Participation: the LTP Assessment Design Framework. Journal of University Teaching & Learning Practice. 8(3). [DOI:10.53761/1.8.3.5]
46. Mardumi, K., Delshad, M. (2010). Flexible learning environment (experiential child world, changeable educational system). Architecture and Urban Planning of Iran (JIAU),1(1):109-118. [in Persian]
47. Mahmoudi, M. (2018). Designing an educational space with a flexible approach. Tehran: Tehran University. [in Persian]
48. Malek, N. )2012(. Evaluating the component of flexibility in the schoolyard. Journal of American Science.
49. Marilyna, A., Read, A., Sugewere, J. (1999). impact of space and color in the physical environment on preschool children's cooperative behavior. environment and behavior.
50. Nazari, M., Bemanian, M. R., & Hosseinzadeh, M. (2018). Recognition Factors Affecting Flexibility Residential Spaces in Iranian Architecture at Qajar Era. Journal of Architectural Thought, 2(3), 65-82. [in Persian]
51. Niro, M. (2016). Dialogue-based learning based on socio-cultural theory. Teacher development. 36(1). [in Persian]
52. N.J. Stone .(2001). Designing effective study environments. Journal of Environmental Psychology. 21: 179-190. [DOI:10.1006/jevp.2000.0193]
53. Ozayi, N., Ahmadi, Gh. Azimpoor, E. (2021). The effect of perceptions of the learning environment and academic engagement on academic performance of secondary school male students: The mediating role of academic self-efficacy. Knowledge & Research in Applied Psychology, 22(1): 168-181. [in Persian]
54. Pena,W.,& parshall,S .(2001). problem seeking (Fourth Ed), NY: John Wiley and Sons.
55. Peter C, L .(2007). The L-Shaped Classroom: A Pattern for Promoting Learning.
56. Qureshi Gologahi, S. A., Rajabi Far, B., & Emadian, S. O. (2022). Investigating the Influential of Visual and Artistic Components of Flexible Physical Environment in Open Educational Spaces (Case study of All-Boys Elementary Schools in Mazandaran). Islamic Art Studies, 19(46), 372-392. [in Persian]
57. Razmara, A., Momeni Mehmoui, H. (2020). Analysis of Vygotsky's theory and its implications in higher education curriculum. Studies of Psychology and Educational Sciences,6(3): 93-107. [in Persian]
58. Rook, M., Choi, K., McDonald, S. (2015). Learning Theory Expertise in the Design of Learning Spaces: Who Needs a Seat at the Table?. Journal of Learning Spaces.4(1):18-29.
59. Saif, A. (2022). Modern educational psychology. Tehran: Doran. [in Persian]
60. Shafaei,M. (2017). Design patterns of kids' spaces Focusing on enhancing their creativity. Int. J. Architect. Eng. Urban Plan, 27(1): 19-27.
61. Shatrian, R. (2010). Design and architecture of educational spaces. Tehran: Shimai Danesh, Azar. [in Persian]
62. Takaya, K. (2008). Jerome Bruner's Theory of Education: From Early Bruner to Later Bruner, Interchange; V. 39(1): 1-19. 38. [DOI:10.1007/s10780-008-9039-2]
63. Torshabi, K. B., Akrami, G. R., & Aeinifar, A. R. (2021). Flexibility in Indigenous Rural Housing in Balochistan, Iran. Journal of Architecture in Hot and Dry Climate, 9(13), 103-118. [in Persian]
64. Vygotsky, L. S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
65. Vygotsky, L. (1986). Thought and language. Translation by Habibullah Qasimzadeh. Tehran: Aftab. [in Persian]
66. Wadsworth, B. (1999). Piaget's Theory of cognitive development: an introduction for students of psychology and education. Translator by Amir Amin Yazdi, Javad Salehi Faderdi. Mashhad: Press of Ferdowsi University of Mashhad. [in Persian]
67. Wilson, B. G. & Teslow, J. L., & Taylor, L. (1993). Instructional design perspectives on mathematics education with reference to Vygotsky's theory of social cognition. Focus on Learning Problems in Mathematics, 15 (2 & 3): 65-86.
68. Yeliz, T.) 2016(. Effective Learning Environment Characteristics as a requirement of Constructivist Curricula: Teachers' Needs and School Principals' Views. International Journal of Instruction,9(2). [DOI:10.12973/iji.2016.9213a]
ارسال پیام به نویسنده مسئول

بازنشر اطلاعات
Creative Commons License این مقاله تحت شرایط Creative Commons Attribution-NonCommercial 4.0 International License قابل بازنشر است.

کلیه حقوق این وب سایت متعلق به فرهنگ معماری و شهرسازی اسلامی می باشد.

طراحی و برنامه نویسی : یکتاوب افزار شرق

© 2025 CC BY-NC 4.0 | Culture of Islamic Architecture and Urbanism Journal

Designed & Developed by : Yektaweb