Learning Environment
R. S. Tabatabaei Yeganeh; M. Shafaei; F. Mozaffar; B. Ssaleh Sedghpour
Abstract
Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space ...
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Background and Objectives: The importance of creativity in today's society is undeniable. A successful society is the one based on creativity. Also, the environment (social environment and physical environment) can play an effective role in increasing people's creativity, and the educational open space is an important example of the physical environment effective on morale. One of the factors that has not been paid attention to in the research done on creativity is the discussion of gender differences. Gender differences start from the fetal period and create significant differences, especially in the brain and subsequently in the development of learning and creativity. The present study examined the effect of the physical environment of children's educational open spaces, such as kindergartens and preschool centers, on the creative development of girls and boys aged between 3-6 in Tehran. There is a wide literature about the design of open space in schools and it has been discussed from different perspectives, but attention to the issue of gender differences in this field is scarce in Iran. The purpose of this research was to establish and improve the quality of open spaces in educational environments in order to strengthen the role of these spaces in line with the growth of creativity of 3-6-year-old children considering gender differences. Also, the main hypothesis of the research was that the principles of designing open educational spaces by creating diversity in architectural systems (physical and functional) would have different effects on the creativity of young girls and boys.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.Methods: The present research was applied and its research method was survey-exploratory with the method of inferential (descriptive) statistics. First, by using the subject literature and attitude measurement from architects and psychologists specializing in the child field, using an open-ended questionnaire and the Delphi method, a closed-ended questionnaire was reached as the basis of the quantitative part of the research. A closed-ended questionnaire was used to survey teachers of kindergartens and preschools in Tehran, and in addition to using the results; exploratory factor analysis was performed on the data for descriptive statistics.Findings: Factors affecting the design of open educational space for the development of children's creativity were introduced separately for girls and boys. Based on the output of exploratory factor analysis, the main structural factors were determined. Using these factors and performing path analysis, a six-sided rotation model was created separately for boys and girls aged between 3-6. Based on the final model of the research hypothesis, the data analysis showed that the hypothesis was confirmed.Conclusion: The results of the research based on the six-sided model led to the preparation of a list of design principles of educational open spaces in order to develop the creativity of 3-6-year-old boys and girls. These principles are divided into ten categories of naturalism, empathy with nature, presence of water, spatial diversity, furniture, dedicated spaces, activity, color diversity, space compatibility and visual facilities separately for 3-6-year-old boys and girls with a growth and development approach. Their creativity was compiled.
Educational Technology - Blended Learning
F. Dabaghian; H.R. Azemati; B. Ssaleh Sedghpour
Abstract
Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize ...
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Background and Objectives: Architectural design as a thoughtful construction of space requires complex and multi-stage processes that involve spatial visualization, understanding, and mental rotation. Spatial thinking is one of the main factors of human intelligence that helps to understand, recognize and manipulate shapes and images. Education using technologies such as virtual reality, 3D modeling tools, and software can effectively enhance students' spatial thinking. These technologies not only help to provide better spatial concepts and skills, but also affect the ability to analyze, recognize and think to solve problems. SketchUp, as a type of 3D design software, is a powerful tool for creating accurate and realistic models of buildings so that the use of this software in the architectural design education process can help students to strengthen their spatial thinking skills and provide the best design methods. Therefore, this research focuses on the use of SketchUp in architectural design education and its impact on students' spatial abilities.Methods: The present study adopted a quasi-experimental within-group design conducted in three phases: pre-test, SketchUp training, and post-test. The initial step involved assessing the spatial abilities of the students before SketchUp training using a questionnaire consisting of 10 visual questions. The second step consisted of SketchUp training conducted over 21 sessions, each lasting six hours. Training was delivered through instructional videos and practical offline projects. Following the completion of the training, the spatial abilities of the students were reassessed using a post-test questionnaire containing 2 visual questions.The study population included 51 female students from 11th-grade architecture classes in a vocational school during the summer 2022 and summer 2023. A sample of seventeen students was selected using purposive sampling. Data collection utilized a researcher-designed visual Likert-scale questionnaire, validated through expert opinions for content validity. The reliability of the questionnaire was confirmed with a Cronbach's alpha coefficient of 0.864. Data analysis was performed using paired samples t-test with SPSS version 26, assessing the impact of SketchUp training on students' spatial abilities. This methodology aimed to evaluate the effectiveness of SketchUp training in enhancing spatial thinking skills among high school students studying architecture.Findings: The findings showed that teaching through sketch with test (t=2.286) and (p=0.036) had an effect on students' spatial ability and the difference between the mean scores before and after the test was significant. Also, training had a significant effect on spatial visualization with the test (t=2.814) and (p=0.012) and it had been strengthened during the projects. Commands to COPY (t = 2.63), UNION (t = 3.20) and Commands to SLOPE (t= 3.10) were the most used and effective. Moreover, due to the lack of significant effect (P>0.05), the difference between the mean scores before and after the test was not significant and Sketchup training had no effect on Spatial Perception. In addition, based on the non-significance level of the test (t=1.499) and (P>0.05), teaching with Sketchup software did not result in a difference between the mean scores before and after the test and did not have significant effect on the students' mental rotation.Conclusion: Teaching through Sketchup software has led to a significant improvement in students' spatial ability and spatial visualization. These results show that Sketchup can be an effective tool for teaching spatial and architectural skills. But it had no significant effect on students' spatial Perception and mental rotation. Therefore, to strengthen these skills, the use of other tools and methods and the need for more diverse training programs are recommended.
Education technology - Lifelong learning
Z. Royatvand ghiasvand; V. Farzad; B. Ssaleh Sedghpour; A. Baghdasarians; A. Kararmi Gazafi
Abstract
Background and Objectives: In proportion to the expansion of various skills in life, learning and education of any society needs quantitative and qualitative improvement. The rapid development of technology has caused a change in the way of learning, and in order to increase learning and acquire knowledge, ...
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Background and Objectives: In proportion to the expansion of various skills in life, learning and education of any society needs quantitative and qualitative improvement. The rapid development of technology has caused a change in the way of learning, and in order to increase learning and acquire knowledge, different methods of teaching and training are used to improve people's knowledge, among these methods is the use of standard concept maps. In the current research, the use of the concept map teaching method compiled with the network process analysis method and the lecture method on the students' learning skills in the topic of chemical atom structure was investigated.Methods: The present study was a mixed-methods (exploratory-explanatory) research and was conducted in two steps. The first step was done with a qualitative research method of the Delphi type. The statistical population consisted of experts and professors in chemistry education in 2020-2021, and 30 individuals were selected using purposive sampling. The tools used in this step were semi-structured interviews and a researcher-made pairwise comparison questionnaire.The data were analyzed using the network process analysis method (a multicriteria decision-making method) and the Super Decisions software.In the second step, a quasi-experimental quantitative research method was used with a pre-test, post-test and follow-up plan with two groups (one experimental group and one control group).The statistical population consisted of all eighth-grade high school students in the academic year 2021-2022. A sample of 30 students was selected using convenience sampling and divided into two groups of 15. The experimental group received education using concept maps developed based on ANP, and the control group was taught using the lecture method. The data collection tool was a learning skills questionnaire, and to assess the validity of the tool, the opinions of experts and professors were used. The reliability of the research tool was calculated to be 0.96 using the test-retest method, and the data were analyzed using repeated measures analysis and SPSS (24.00) software.Findings: The findings of the first step showed that mathematics layers with a weighted average of 0.652, physics 0.235, and chemistry 0.113 had the greatest impact, respectively, and the highest and lowest weighted averages in the physics layer were the concept of matter and the concept of electron movement in Certain circuits (Bohr) was 0.011. In the mathematical layer, the concept of main numbers and its four main operations was 0.291, and the concept of sine waves and wave concept was 0.014. In the chemistry layer, the concept of subatomic particles was 0.407 and the concept of using electron arrangement was 0.010. And the results of the statistical analysis in the second step, for hypotheses at a significant level (0.05), indicated a significant and more stable effect of training with the concept map method on learning skills.Conclusion: Considering the greater impact of education with the standard concept map method and the importance of prerequisites, it is possible to rank educational concepts using the network process analysis method and use it in teaching and learning. Also, the standard conceptual map can be considered as a suitable tool and approach to achieve learning.
Architecture
J. Mahdinezhad; B. Ssaleh Sedghpour; R. Najjari
Abstract
Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has ...
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Background and Objective:In tracing the recent crises of contemporary architecture, one of the roots of this crisis is the lack of attention and learning from traditional architecture in the educational system. Architecture education in Iran has been codified in the form of uniform programs, which has overshadowed architecture. Fixed and uniform programs in higher education in architecture, in the field of architectural activity, have paid little attention to traditional architecture, which can be understood by going through the city and looking at the buildings built in recent years. In order to formulate an organized system for teaching architecture in educational centers, it is necessary to know the basic effective principles in architectural education. In educational processes, the relationship between traditional and modern education is decisive. The purpose of this relationship, in addition to the transfer of information, is to gain in-depth knowledge that is more important than the exact meaning of the message sent. In order to define the specific features of scientific communication, modern concepts in the form of new perspectives on educational methods should be used. This gives rise to new theories of communication that incorporate different ways of recognizing, learning, and transmitting information in order to make non-interrelationships between modern and traditional education. Learning from the potential of traditional architecture, especially Bazaars is helping to design modern commercial-social spaces in today's urban space. To create effective and dynamic urban spaces, that are in harmony with the social, cultural, environmental, physical, psychological and economic needs of the society people has always been the interest of, architects and urban planners. The purpose of this study is to construct, validate, stabilize and standardize the scale of socialization in traditional Bazaar. Methods: The construction of socialization -related items was conducted through an open interview selected by open and central coding, and after review, and evaluation of validity and reliability, 58 items were presented for the participants by eliminating problematic issues. The sample size is 326 which have been selected by random cluster sampling. In order to evaluate the internal coordination of the questions, differential coefficient method and to validate, the exploratory factor analysis, has been done. Finally, the normative table was presented for the main factors. Findings: Considering the results of the research, it can be concluded that this questionnaire has a proper validity and justifiability, and the factors that can be extracted from the factor analysis can measure the learning of traditional architecture. Conclusion: The findings indicate an acceptable initial validity and reliability for the sociability scale. To assess the validity of the questionnaire, exploratory factor analysis was used, which indicates the extraction of 12 components: Culture and belief, new business centers, activity-behavioral component, functional capability, socio-cultural component of the market, social factor, diversity and visual attractiveness, social mixing, physical component, structural values of place, environmental impact on place, physical quality, access and communication. The scale has sufficient factor load to predict the validation measurement tool, ensuring the degree of sociability.
