Learning Environment
M. Arghiani
Abstract
Background and Objectives: Creating a sense of community provides desirable conditions for students' moral, social and physical development. Understanding this sense of community has received growing attention of researchers in various fields. Sociology stresses the sense of people’s belonging ...
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Background and Objectives: Creating a sense of community provides desirable conditions for students' moral, social and physical development. Understanding this sense of community has received growing attention of researchers in various fields. Sociology stresses the sense of people’s belonging to a place, mainly by exploring social and emotional ties between people in a place, which deals with the mental perception and feelings that people have about a given place. From the perspective of anthropologists, it deals with subjects such as individual perception of place, the meaning of place, as well as aesthetic and emotional issues. In this context, belonging chiefly refers to the emotional connections between people and place. This issue is defined by anthropologists as the sense of belonging to a place or a symbolic relationship with a place, which is forged by attaching a symbolic meaning to a specific place. It further provides collective and individual perception and relationship with the environment. Landscape architects also see the sense of community as a concept closely associated with the sense of belonging to a place, contending that it is primarily cognitive and emotional. That is, this concept is explained for individuals through various common events, beliefs, experiences and cultural habits. In this regard, the present study was conducted with the aim of identifying factors affecting students' sense of community. With respect to its goal, this research is classified as an applied research. Methods: In this research, attempts have been made to use the survey method to answer the research hypotheses and measure the studied indices. To do so, by studying the existing sources, 16 components affecting the sense of community were extracted. By designing, distributing and collecting the questionnaire, the views of the research community were examined. Accordingly, 40 questionnaires were distributed among a group of university professors and the effect and priority of the obtained psychological, physical and behavioral components were evaluated. After removing incomplete questionnaires, 19 questionnaires were included in the final analysis. We used hierarchical analysis process for this purpose. Findings: The factors of security and knowing individuals and places among psychological components, the factor of spatial quality component among physical components, and the factor of collective activity among behavioral components were identified as the most important components affecting the sense of community in educational settings. Conclusion: To promote the sense of community in educational settings, the following issues should be taken into account. 1) The importance of the place of activity: encouraging students to engage in various educational activities, such as sharing ideas with others, participating in class discussions, connecting with the teacher and providing an environment for gathering (amphitheater in a convenient place with ease of access). 2) The importance of security in a place: an external danger or threat or common threats can damage a sense of community in the environment or the solidarity of individuals. To overcome the problems and issues that may arise from danger, social norms are required, especially when they provide security for individuals in the group. 3) The recognition of individuals and places: when students know each other, it fosters a social feature that leads to an improved sense of community. 4) Spatial quality: desirable and pleasant places that are visually stimulating enhance aware and environmental knowledge of people. The richer the place, the more people are encouraged to stay together.
Architecture
M. Arghiani; H. Vahdani charze khun
Abstract
Background and Objectives: In contemporary times, the concept of attachment to place has found considerable differences. Social scientists are heavily involved in the concepts of place and attachment to place. What happens to people's emotional connection to a place in a dynamic society? At the ...
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Background and Objectives: In contemporary times, the concept of attachment to place has found considerable differences. Social scientists are heavily involved in the concepts of place and attachment to place. What happens to people's emotional connection to a place in a dynamic society? At the macro level, globalization theorists offer a considerable understanding of the effects of dynamics on place and social organization in a city. They put emphasis on how economic, social, political, and cultural changes, travel and migration increase connectivity between distant places. Environmental psychologists, social scientists, and geoanthropologists distinguish between dynamism and attachment to space, and see the two concepts as contradictory. In the argumentative view, attachment to place is a phenomenon that is in the form of individual, social and place-human relations. Attachment in educational spaces is one of the most important factors affecting student attendance and consequently the prosperity and dynamics of the educational environment. Paying attention to the needs of these people with regard to their physical conditions can make their presence more prominent in educational settings. The purpose of this study was to identify the factors affecting students' attachment feeling among high school students in Bojnourd. This research is an applied research in terms of purpose. Methods: In this study, survey and correlational research were used. For this purpose, Kolmogorov-Smirnov statistical test was used to determine the normality of the distribution of research data and multiple linear regression and Pearson correlation tests were used to determine the relationship and severity and the relationship between independent and dependent variables. Findings: Findings showed that the sense of identity variable has the highest correlation with the level of attachment feeling. Therefore, the level of attachment feeling among the research variables is affected by the level of sense of identity and its related indicators. The second variable with the Pearson correlation coefficient is 0463 social bonds. The attachment sense variable was ranked third with a coefficient of 0.444, with the highest correlation being the attachment feeling question, which was 0.500 and a mean of 3.17, and the least related to being missing for this place in the attachment feeling, which was a mean of 2. 31 represents this issue, with a mean of 2.61 for quitting this place in three schools. Conclusion: Based on this, 37 indices were measured in 3 components. Summary of research results indicate that the components of sense of identity are the most important physical components affecting students' sense of attachment in educational spaces, respectively. Considering the correlation coefficients between the micro-indicators and the feeling of attachment, and to promote the sense of attachment to school, it is suggested to use architectural elements and shapes and volumes that identify the place until the sense of identity and finally the feeling of attachment is promoted. And significant components of the place are in the next ranks, in this process, preference for others and offering the school to others in the second stage through the meaning of place affects the attachment to the place.
