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طباطبایی یگانه, ریحانه سادات, شفایی, مینو, مظفر, فرهنگ, صالح صدق پور, بهرام. (1404). اصول طراحی فضاهای باز آموزشی دختران و پسران3- 6 سال براساس مدل خلاقیت شش وجهی. فناوری آموزش, 19(2), 377-388. doi: 10.22061/tej.2024.9458.2849
ریحانه سادات طباطبایی یگانه; مینو شفایی; فرهنگ مظفر; بهرام صالح صدق پور. "اصول طراحی فضاهای باز آموزشی دختران و پسران3- 6 سال براساس مدل خلاقیت شش وجهی". فناوری آموزش, 19, 2, 1404, 377-388. doi: 10.22061/tej.2024.9458.2849
طباطبایی یگانه, ریحانه سادات, شفایی, مینو, مظفر, فرهنگ, صالح صدق پور, بهرام. (1404). 'اصول طراحی فضاهای باز آموزشی دختران و پسران3- 6 سال براساس مدل خلاقیت شش وجهی', فناوری آموزش, 19(2), pp. 377-388. doi: 10.22061/tej.2024.9458.2849
طباطبایی یگانه, ریحانه سادات, شفایی, مینو, مظفر, فرهنگ, صالح صدق پور, بهرام. اصول طراحی فضاهای باز آموزشی دختران و پسران3- 6 سال براساس مدل خلاقیت شش وجهی. فناوری آموزش, 1404; 19(2): 377-388. doi: 10.22061/tej.2024.9458.2849

اصول طراحی فضاهای باز آموزشی دختران و پسران3- 6 سال براساس مدل خلاقیت شش وجهی

فناوری آموزش
مقاله 4، دوره 19، شماره 2 - شماره پیاپی 74، فروردین 1404، صفحه 377-388    اصل مقاله (1.12 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2024.9458.2849
نویسندگان
ریحانه سادات طباطبایی یگانه* 1؛ مینو شفایی2؛ فرهنگ مظفر1؛ بهرام صالح صدق پور3
1گروه معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران
2گروه معماری، دانشکده معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران
3گروه علوم تربیتی، دانشکده علوم انسانی، دانشگاه تربیت دبیر شهید رجائی، تهران، ایران
تاریخ دریافت: 13 خرداد 1403،  تاریخ بازنگری: 19 مهر 1403،  تاریخ پذیرش: 04 آذر 1403 
چکیده
پیشینه و اهداف: اهمیت خلاقیت در عصر حاضر و در جوامع امروزی بر کسی پوشیده نیست. جامعه موفق، جامعه‌ای خواهد بود که اساس خود را بر خلاقیت نهاده باشد. همچنین محیط (محیط اجتماعی و محیط فیزیکی) می‌تواند نقش مؤثری در راستای افزایش خلاقیت افراد برعهده داشته باشد و فضای باز آموزشی یک نمونه مهم از محیط فیزیکی مؤثر بر خلاقیت است. یکی از عواملی که در تحقیقات انجام شده روی خلاقیت توجه شایانی نشده است بحث اختلاف جنسیتی است. تفاوت‌های جنسیتی از دوران جنینی آغاز می‌شود و تفاوت‌های بارزی به‌ویژه در مغز و به دنبال آن در رشد یادگیری و خلاقیت ایجاد می‌کند. پژوهش حاضر به بررسی تأثیر محیط کالبدی فضاهای باز آموزشی کودکان، مانند مهدکودک‌ها و مراکز پیش دبستانی در رشد خلاقیت دختران و پسران 3-6 سال در شهر تهران می‌پردازد. ادبیات گسترده‌ای درباره طراحی فضای باز مدارس وجود دارد و از جنبه‌های مختلف به آن پرداخته شده اما توجه به موضوع تفاوت‌های جنسیتی در این حوزه در ایران کمرنگ است. هدف این پژوهش بسترسازی و ارتقاء کیفی فضاهای باز محیط‌های آموزشی در جهت تقویت نقش این فضاها در راستای رشد خلاقیت کودکان 3-6 سال با ملاحظه تفاوت‌های جنسیتی است. همچنین، فرضیه اصلی تحقیق آن است که اصول طراحی فضای باز آموزشی با ایجاد تنوع در سامانه‌های معماری (کالبدی و عملکردی) بر خلاقیت دختران و پسران خردسال آثار متفاوتی دارد.
روش‌ها‌: تحقیق پیش رو کاربردی می‌باشد و روش تحقیق آن پیمایشی- اکتشافی با شیوه آمار استنباطی (توصیفی) است. ابتدا با استفاده از ادبیات موضوع و نگرش سنجی از معماران و روانشناسان متخصص در حوزه کودک، با استفاده از پرسش‌نامه بازپاسخ و به روش دلفی، به یک پرسش‌نامه بسته پاسخ به‌عنوان مبنای بخش کمّی تحقیق رسیده شد. پرسش‌نامه بسته پاسخ جهت پیمایش از مربیان مهدکودک‌ها و پیش‌دبستانی‌های شهر تهران استفاده شد و علاوه بر استفاده از نتایج، برای آمار توصیفی، تحلیل عاملی اکتشافی روی داده‌ها انجام شد.
یافته‌ها: عوامل مؤثر بر طراحی فضای باز آموزشی جهت رشد خلاقیت کودکان به تفکیک برای دختران و پسران معرفی شد. براساس خروجی تحلیل عاملی اکتشافی، عوامل ساختاری اصلی مشخص گردید. با استفاده از این عوامل و اجرای تحلیل مسیر، مدل چرخشی شش وجهی به تفکیک برای دختران و پسران 3-6 سال ساخته شد. براساس مدل نهایی فرضیه پژوهش نیز بررسی شدند که تحلیل داده‌ها حاکی از تأیید فرضیه بود.  
نتیجه‌گیری: نتایج تحقیق بر اساس مدل شش وجهی، منجر به تهیه یک فهرست از اصول طراحی فضاهای باز آموزشی در جهت رشد خلاقیت دختران و پسران 3-6 سال شد. این اصول در ده دسته طبیعت‌گرایی، همدلی با طبیعت، حضور آب، تنوع فضایی، مبلمان، فضاهای اختصاصی، فعالیت‌پذیری، تنوع رنگی، ترکیب‌پذیری فضا و امکانات بصری به تفکیک برای دختران و پسران 3-6 ساله با رویکرد رشد و ارتقاء خلاقیت آن‌ها تدوین شد.
کلیدواژه‌ها
فضای باز آموزشی رشد خلاقیت دختران و پسران 3؛ 6 سال مهد کودک پیش دبستانی
موضوعات
محیط یادگیری
عنوان مقاله [English]
The principles of designing educational open spaces for 3-6-year-old boys and girls based on the hexagon model of creativity
نویسندگان [English]
R. S. Tabatabaei Yeganeh1؛ M. Shafaei2؛ F. Mozaffar1؛ B. Ssaleh Sedghpour3
1Department of Architecture, Faculty of Architecture & Urban Planning, Iran University of Science & Technology, Tehran, Iran
2Department of Architecture, Faculty of Architecture & Urban Planning, Isfahan University of Art, Isfahan, Iran
3Department of Educational Sciences, Faculty of Humanities, Shahid Rajaee Teacher Training University , Tehran, Iran
چکیده [English]
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.

کلیدواژه‌ها [English]
Educational Open Space Creative Development Boys and Girls Aged 3, 6 Kindergarten Preschool
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