تأثیر فضای دانشکدگان معماری و شهرسازی بر میزان یادگیری اجتماعی دانشجویان معماری (نمونه‌های مورد مطالعه: دانشگاه بین‌المللی امام خمینی(ره) و دانشگاه هنر اسلامی تبریز)

گرجی مهلبانی, یوسف; جعفری, پرستو

doi:10.22061/tej.2025.11522.3158

تعداد نشریات	11
تعداد شماره‌ها	234
تعداد مقالات	2,383
تعداد مشاهده مقاله	3,803,132
تعداد دریافت فایل اصل مقاله	2,763,807

	تأثیر فضای دانشکدگان معماری و شهرسازی بر میزان یادگیری اجتماعی دانشجویان معماری (نمونه‌های مورد مطالعه: دانشگاه بین‌المللی امام خمینی(ره) و دانشگاه هنر اسلامی تبریز)
فناوری آموزش
مقاله 14، دوره 19، شماره 2 - شماره پیاپی 74، فروردین 1404، صفحه 545-560 اصل مقاله (1.47 M)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2025.11522.3158
نویسندگان
یوسف گرجی مهلبانی^* ؛ پرستو جعفری
گروه آموزشی معماری، دانشکده معماری و شهرسازی، دانشگاه بین‌المللی امام خمینی(ره)، قزوین، ایران
تاریخ دریافت: 19 مرداد 1403، تاریخ بازنگری: 10 آذر 1403، تاریخ پذیرش: 12 بهمن 1403
چکیده
پیشینه و اهداف: از جمله عواملی که بر آموزش معماری اثرگذار است، طراحی فضای آموزشی‌ است که بر کیفیت یادگیری دانشجویان تأثیرگذار است. به دلیل عملی بودن این رشته و تأثیر دانشجویان بر یکدیگر، کیفیت فرآیند یادگیری در این رشته بر اثر برقراری تعاملات اجتماعی، ارتقا می‌یابد. یادگیری جمعی در آموزش طراحی از دو منظر حائز اهمیت است؛ اول اینکه رشته معماری به دلیل دارا بودن ماهیت نظری و عملی و با توجّه به آموزش مهارت‌هایی همچون تفکر خلاق و انتقادی، کار گروهی و... به دانشجویان شکل‌گیری تعاملات اجتماعی پویا را می‌طلبد؛ دوم اینکه فعالیت‌های حرفه‌ای در این رشته دارای ماهیت جمعی هستند و نیاز است دانشجویان توانایی برقراری تعاملات اجتماعی مناسب را در دانشگاه بیاموزند. نظریه چیدمان فضایی، به بررسی ارتباط بین کالبد معماری و تعاملات اجتماعی آن فضا می‌پردازد تا تأثیر فضا بر روابط اجتماعی را ارزیابی کند. هدف از این پژوهش، بررسی میزان تأثیر فضا بر یادگیری دانشجویان از طریق برقراری تعاملات اجتماعی است تا بتوان ساختار بهینه‌ای برای یادگیری اجتماعی دانشجویان معماری معرفی کرد. روش‌ها‌: در این پژوهش، از دو روش تحلیلی و روش پیمایشی به تأثیر فضا بر تعاملات اجتماعی محیط می‌پردازد و میزان یادگیری دانشجویان براساس تعاملات موجود را بررسی می‌کند. در بخش اول مؤلفه‌های نحو فضا، تعاملات اجتماعی و یادگیری استخراج شده، سپس با کمک نرم‌افزار تخصصی نحو فضا (Depth Map) به بررسی تأثیر عوامل مختلف چیدمان فضا می‌پردازد. پس از آن با کمک پرسش‌نامه به بررسی یادگیری و میزان تعاملات اجتماعی در دو دانشکده معماری و شهرسازی دانشگاه بین‌المللی امام خمینی^(ره) و دانشگاه هنراسلامی تبریز می‌پردازد. این دو دانشکده از نظر کالبدی و هندسی متفاوت بوده و عملکردهای مختلفی را نیز ایجاب می‌کنند. یافته‌ها: با تحلیل فضایی دو دانشکده موارد زیر عنوان می‌شود: با توجّه به داده‌های عددی به دست آمده از این تحلیل، میزان هم‌پیوندی و ارتباط در دانشکده معماری و شهرسازی دانشگاه هنر اسلامی تبریز بیشتر از دانشکده معماری و شهرسازی دانشگاه بین‌المللی امام خمینی^(ره) است. ارتباط در دو پلان محوری و میدان دید نشان‌دهنده آن است که در دانشگاه بین‌المللی امام خمینی^(ره) به دلیل محدودیت فضایی بیشتر عبور و مرور صرفاً در قسمت ورودی و پلکان ساختمان متمرکز شده ‌است که محدودیت میدان دید نیز به این محدوده تعلق دارد؛ حال آن‌که در دانشگاه هنراسلامی تبریز به دلیل فضای نسبتاً وسیع آن، عبور و مرور در کل دانشکده توزیع شده و میدان دید نیز صرفاً توسط ساختمان‌ها و موانع بصری موجود محدود شده و در کل دانشکده سطح مطلوبی از میدان دید وجود دارد. براساس مطالب به‌دست‌آمده از پرسش‌نامه‌ها، میانگین مجموع تعاملات اجتماعی در دانشگاه بین‌المللی امام خمینی^(ره) کمتر از دانشگاه هنراسلامی تبریز است و میزان 83/4 را نسبت به عدد 72/7 است. نتیجه‌گیری: نتایج تحقیق حاکی از این است که دو عامل ارتباط و هم‌پیوندی موجب ارتقای نفوذپذیری و دسترسی فضایی شده و بر ارتقای تعاملات اجتماعی کمک می‌کنند؛ عوامل فیزیکی، فضایی- معماری، زیباشناختی، امنیت، معنایی- ادراکی و عملکردی فعالیتی بر میزان تجربه‌اندوزی، ریسک‌پذیری، گفتگو و تعامل بر محیط خارجی اثر گذارند که مجموعه این عوامل موجب ارتقای کیفیت یادگیری اجتماعی دانشجویان می‌شود. پس حالت بهینه طراحی محیط آموزشی معماری در جهت ارتقای یادگیری اجتماعی، حالتی است که موارد فوق را دارا باشد.
کلیدواژه‌ها
محیط آموزش معماری؛ یادگیری اجتماعی؛ تآثیر فضا در یادگیری؛ کیفیت یادگیری
موضوعات
یادگیری تلفیقی
عنوان مقاله [English]
The effect of architecture and urbanism faculties’ environment on the social learning of architecture students (Case Studies: Imam Khomeini International University and Tabriz Islamic Art University)
نویسندگان [English]
Y. Gorji Mahlabani؛ P. Jafari
Department of Architecture, Faculty of Architecture and Urbanism, Imam Khomeini International University, Qazvin, Iran
چکیده [English]
Background and Objectives: One of the factors that affect architectural education is the design of the educational space, which affects the quality of students' learning; due to the practicality of this field and the students' influence on each other, the quality of the learning process in this field is improved due to the establishment of social interactions. Peer learning is dominant in design education from two perspectives; first, architecture is important because of its theoretical and practical nature and the teaching of skills such as creative and critical thinking, teamwork, etc. Second, professional activities in this field are social, so students need to learn how to establish appropriate social interactions in the university. Spatial layout theory examines the relationship between the architectural body and the social interactions of that space to evaluate the impact of space on social relations. This study investigated the effect of space on students' learning through social interactions and, accordingly, introduced an optimal structure for architectural students' social learning. Methods: This research examined the impact of space on social interactions and investigated the level of student learning based on existing interactions using both analytical and survey methods. The first section described the components of spatial syntax, social interactions, and learning. Then, with the help of specialized spatial syntax software (Depth Map), the influence of various spatial arrangements was analyzed. Subsequently, using a questionnaire, the study explored learning and the level of social interactions in two different faculties: the Faculty of Architecture and Urbanism in the International Imam Khomeini University and the Islamic Art University in Tabriz. These two faculties differ in physical and geometric characteristics and serve different functions. Findings: The spatial analysis of the two faculties was titled as follows. Based on the numerical data obtained from this analysis, the level of connectivity and interaction in the Faculty of Architecture and Urbanism in the Islamic Art University of Tabriz was higher than that in the Faculty of Architecture and Urbanism in the International Imam Khomeini University. The connectivity in the two axial plans and the visual field indicated in that at the International Imam Khomeini University, due to spatial limitations, movement was concentrated in the entrance area and staircases of the building, which also limited the visual field. In contrast, in the Islamic Art University of Tabriz, due to its relatively spacious environment, movement was distributed throughout the entire faculty, and there was a satisfactory level of visual field. According to the questionnaire results, the total mean of social interactions in the International Imam Khomeini University was lower than that of the Islamic Art University of Tabriz, with a ratio of 4.83 to 7.72. Conclusion: The research results indicated that two factors, communication and connectivity, would enhance permeability and spatial intelligibility, and contribute to the improvement of social interactions. Physical, architectural, aesthetic, security, perceptual, and functional elements impacted the level of experiential learning, risk-taking, conversation, and interaction in the external environment, collectively leading to the enhancement of social learning quality for students. Therefore, an optimal design of the educational architectural environment that encompasses these aspects is necessary for promoting social learning.
کلیدواژه‌ها [English]
Architecture Education Environment, Social Learning, The Effect of Space on Learning, Quality of Learning

مراجع
[1] NooroozBorazjani, V., The relationship between questioning and architectural education. Space and Place Studies, 2011. 1(1): p. 56- 69. [In Persian] [2] Lotfata, A., The impact of environmental factors on learning and behavior (primary school) educational environments in urban. Intenational Journal of Urban and Rural Management, 2008. 6(21): p. 73-90. [In Persian] [3] Mahlabani, Y.G. and N. Sadeghi, Surveying Level of Satisfaction of Graduate Students in Architectural Attitudes Compared to Students in 5th Superior Architecture University of Iran. Journal of Architectural Thought, 2020. 3(6): p. 110-125. [In Persian] [4] Marcos, R.I.S., et al., Promoting children’s creative thinking through reading and writing in a cooperative learning classroom. Thinking Skills and Creativity, 2020. 36. [5] Jafari, E., Effective factors of sociopetality in the educational environment of architecture and its impact on student learning: a case study of the educational environment of architecture in Guilan Province, in Department of Architecture. 2019, Islamic Azad University of Rasht Branch. [In Persian] [6] Moradi-Mokhles, H., et al., Designing the social-emotional dimension of socially constructivist learning environments consistent with the components of creative expression. Theater, 2015(60): p. 40- 54. [In Persian] [7] Saghafi, M.R., A comparison of design patterns between ordinary schools and open schools in terms of the efficiency of learning environment. Maremat & memari-e Iran, 2016. 6(12): p. 13- 21. [In Persian] [8] Fakourian, F. and M. Hamzenejad, Architecture School, A field of creativity development of the students. Journal of Innovation and Creativity in Human Science, 2018. 8(2): p. 43- 86. [In Persian] [9] Jafari, E., H. Gholamalizadeh, and M. Modiri, Investigation of the environmental factors affecting the sociability and their importance; case study: architecture education environment. Armanshahr Architecture & Urban Development, 2020. 13(32): p. 53-65. [10] Rezaei, H., et al., Architectural creativity as architecture of creativity; analysis and rating of the physics-based psychological effects of the sense of place on environment users’ creativity; case study: higher education institutions of kermanshah. Armanshahr Architecture & Urban Development, 2020. 13(31): p. 79- 96. [In Persian] [11] Shakeri, M., M. Arghiani, and M. Mahvash, The effect of academic environments' quality on improvement of participation in learning process; case study: University of Bojnord. armanshahr Architecture & Urban Development, 2022. 14(37): p. 65- 77. [In Persian] [12] Karimi, N., M. Khosropasand, and S. Dezhpasand, Developing a model for spatial indicators of experimental learning and its application in designing learning environments. Journal of Iranian Architecture & Urbanism, 2021. 1(12): p. 111- 125. [In Persian] [13] Moosavi, S.-M. and Z. Akbarzadeh, Determining the physical components of effective teamwork enhancement in the architectural studio (case study: architectural classes of University of Mazandaran). Journal of Architectural Thought, 2020. 5(9): p. 250- 262. [In Persian] [14] Balalye-Oskui, A. and P. Jafari, Analysis of social interactions in the historical Bazaar of Tabriz with an emphasis on the physical aspect of space (Case Study: Saray-e Amir and Saray-e Dodari). Journal of Urban Studies, 2022. 11(42): p. 87- 102. [In Persian] [15] Jr, T.U.-G. and A.S. Alaboodi, Cultural Learning Environment in Structural Engineering Courses of Architecture and Civil Engineerng Students in Qassim University. Social and Behavioral Sciences, 2013. 102: p. 300-310. [16] Oluwatayo, A.A., P.A. Aderonmu, and E.B. Aduwo, Architecture students’ perceptions of their learning environment and their academic performance. Learning Enviroment Research, 2015. 18: p. 129- 142. [17] Askarizad, R. and H. Safari, The influence of social interactions on the behavioral patterns of the people in urban spaces (case study: The pedestrian zone of Rasht Municipality Square, Iran). Cities, 2020(101): p. 1- 16. [18] El-Darwish, I.I., Enhancing outdoor campus design by utilizing space syntax theory for social interaction locations. Ain Shams Engineering Journal, 2022(13): p. 1- 7. [19] Saif, A., Modern educational psychology (psychology of learning and instruction). Seventh ed. 2015: Doran Publications. [In Persian] [20] Moos, R.H., Evaluating educational environments: Procedures, measures, findings and policy implications. 1979, San Francisco: Jossey-Bass. [21] Fisher, D.L. and B.G. Waldrip, Assessing Culturally Sensitive Factors in the Learning Environment of Science Classrooms. Research in Science Education, 1997. 27(1): p. 41- 49. [22] Bandura, A., Social foundations of thought and action. Englewood Cliffs, NJ, 1986(23). [23] Parsa, M., Learning psychology based on theories. 2021: Besat. 408. [In Persian] [24] Dinarvand, A., H. Nadimi, and A. Alai, Educating the novice in architecture through collaborative learning approach. Soffeh, 2017. 27(79): p. 5- 18. [In Persian] [25] Alitajer, S. and F. Zareihajiabadi, the effect of built environment on students` interactions in informal spaces of architecture schools, two case studies in Iran. Journal of Fine Arts: Architecture and Urban Planning, 2016. 21(1). [In Persian] [26] Park, E.J., K. Lee, and E. Kang, The impact of research and representation of site analysis for creative design approach in architectural design studio. Thinking Skills and Creativity, 2023. 48. [27] Davidsen, J., T. Ryberg, and J. Bernhard, “Everything comes together”: Students’ collaborative development of a professional dialogic practice in architecture and design education. Thinking Skills and Creativity, 2020. 37. [28] Kumar, J.A., P.A. Silva, and R. Prelath, Implementing studio‑based learning for design education: a study on the perception and challenges of Malaysian undergraduates. International Journal of Technology and Design Education 2020. 31: p. 611- 631. [29] Kurt, S. An analytic study on the traditional studio environments and the use of the constructivist studio n the architectural design education. in World Conference on Educational Sciences. 2009. Procedia Social and Behavioral Sciences. [30] Ozorhon, G. and G. Sarman, The Architectural Design Studio: A Case in the Intersection of the Conventional and the New. Journal of Design Studio, 2023. 5(2): p. 295- 312. [31] Waldrip, B., J.J. Yu, and V. Prain, Validation of a model of personalised learning. Learning Environment Research, 2016(19): p. 169–180. [32] Fraser, B.J., et al., Syntheses of educational productivity research. International Journal of Educational Research, 1987. 11(2): p. 147- 252. [33] Zandvliet, D.B., The physical and psychosocial environment associated with classrooms using new information technologies: a cross-national study, in Science and Mathematics Education Centre. 1999, Curtin University. [34] Gregori, A.D., Learning environments: redefining the discourse on school architecture., in School of Architecture. 2007, New Jersey Institute of Technology. p. 389. [35] Gomes, G. and R.M. Wojahn, Organizational learning capability, innovation and performance: study in small and medium-sized enterprises (SMES). Technology Management, 2017. 52(2). [36] Kyriakides, L. and A. Panayiotou, Using Educational Effectiveness Research for Promoting Quality of Teaching: The Dynamic Approach to Teacher and School Improvement, in Effective Teaching Around the World: Theoretical, Empirical, Methodological and Practical Insights, R. Maulana, M. Helms-Lorenz, and R.M. Klassen, Editors. 2023, Springer International Publishing: Cham. p. 7-27. [37] Habibi, S.-M., Civil society and urban life. Journal of Fine Arts: Architecture and Urban Planning, 2000(7): p. 21-33. [In Persian] [38] Majedi, H., E. Mansoori, and A. Hajiahmadi, Redefinition of urban space, case study: between Vali asr square and Char rah Vali asr. Urban and Rural Management, 2011. 9(27): p. 263-283. [In Persian] [39] Cattell, V., et al., Mingling, observing, and lingering: everyday public spaces and their implications for well-being and social relations. Health Place, 2008. 14(3): p. 544-61. [40] Bourdieu, P., Pascalian Meditations. 2000: Stanford University Press. [41] Madanipour, A., Public and Private Spaces of the City. 2015: Tehran Municipality Information and Communication Technology Organization. 288. [In Persian] [42] Eslampour, S., S. MirRiahi, and S. Habib, in search of the meaning of home: explaining the physical components reflecting its meaning through the theoretical lens of phenomenology case study: Hamedan yard houses. Bagh-e Nazar, 2021. 18(105): p. 79-92. [In Persian] [43] Akbari-riabi, M. and H. Amirazodi, Solutions for designing public spaces with the aim of forming social interactions in the Gonbad neighborhood at Kazerun. Journal of Urban Design Studies and Urban Research, 2019. 2(3). [In Persian] [44] Ghorrab, N., The effects of the urban environment on human alienation. Urban and Rural Management, 2001(8): p. 84-93. [In Persian] [45] Mousavi, M. and E. Zahedian, An Analytical Study of Factors Affecting Social Interactions ‎of Women in Urban Spaces‏ ‏‎(case study: Shahryar ‎pedestrian street, Tabriz)‎. Women and Family Studies, 2013. 6(21): p. 145-166. [In Persian] [46] Heidari, A., S. Yazdanfar, and N. Behdadfar, Presenting a model to explain the parameters influencing the meaning of place in educational environments (Case study: Comparing the meaning of place in the Faculty of Architecture and non-architecture). Journal of Iranian Architecture & Urbanism (JIAU), 2013. 4(1): p. 49- 62. [In Persian] [47] Lang, J., Creating architectural theory: the role of the behavioral sciences in environmental design. 2002. [In Persian] [48] Rapoport, A., History and Precedent in Environmental Design. 1 ed. 1990, New York, NY: Springer. [49] Nabi, R.N., An explanation of a design model based on of socialization in traditional bazaars (case study: Tabriz bazaar), in Department of Architectural Engineering & Urban Design. 2020, Shahid Rajaee Teacher Training University. p. 207. [In Persian] [50] Montello, D.R. The contribution of space syntax to a comprehensive theory of environmental psychology. in Proceedings of the 6th international space syntax symposium. 2007, June. [51] Carr, S., Public Space. 1992: Cambridge University Press. [52] Porta, S. and J.L. Renne, Linking urban design to sustainability: formal indicators of social urban sustainability field research in Perth, Western Australia. Urban Design International, 2005. 10: p. 51- 64. [53] Daneshpour, A. and M. Charkhchyan, Public Spaces and Factors Affecting Collective Life. Bagh-e Nazar, 2007. 4(7): p. 19-28. [In Persian] [54] Jacobs, J., The Death and Life of Great American Cities. 2019: Tehran University.[InPersian] [55] Whyte, W.H., The Social Life of Small Urban Spaces. 1980. 125. [56] Charles, E.C., Healthcare design: Designing healthier and happier environments for patient care. 2011, Olivet Nazarene University. [57] Gehl, J., Life Between Buildings: Using Public Space. 1987: Island Press. 216. [58] Norberg-Schulz, C., Meaning in western architecture, ed. M. Rahimzadeh. Vol. 5. 2015: Institute for the compilation, translation and publication of artistic works (Matn). 568. [In Persian] [59] Baba, Y. and D.M. Austin, Neighborhood Environmental Satisfaction, Victimization, and Social Participation as Determinants of Perceived Neighborhood Safety. 1989. 21(6): p. 763- 780. https://journals.sagepub.com/doi/abs/10.1177/0013916589216006 [60] Giles-Corti, B. and R.J. Donovan, The relative influence of individual, social and physical environment determinants of physical activity. Social Science & Medicine, 2002. 54: p. 1793- 1812. [61] Carmona, M., Contemporary Public Space: Critique and Classification, Part One: Critique. Journal of Urban Design, 2010. 15(1): p. 123- 148. https://www.tandfonline.com/doi/abs/10.1080/13574800903435651 [62] Rishbeth, C., Ethnic Minority Groups and the Design of Public Open Space: An inclusive landscape? Landscape Research 2010. 26(4): p. 351- 366. https://www.tandfonline.com/doi/abs/10.1080/01426390120090148 [63] Memarian, G., Space Syntax. Soffeh, 2003. 12(35): p. 75-83. [In Persian] [64] Hillier, B. and J. Hanson, The Social Logic of Space. 1984: Cambridge University Press. [65] Penn, A., Space syntax and spatial cognition: or why the axial line? Environment and behavior, 2003. 35(1). https://journals.sagepub.com/doi/abs/10.1177/0013916502238864 [66] Hanson, J. and B. Hillier, The architecture of community: some new proposals on the social consequences of architectural and planning decisions. Architecture and Behaviour, 1987. 3(3): p. 251- 283. [67] Hillier, B., Space is the machine: a configurational theory of architecture. 2007, London, UK. [68] Bafna, S., Space Syntax: A Brief Introduction to Its Logic and Analytical Techniques. Environment and behavior, 2003. 35(1). https://journals.sagepub.com/doi/abs/10.1177/0013916502238863 [69] Groat, L.N. and D. Wang, Architectural Research Methods. 3rd ed. 2005: Tehran University Publication. 388. [In Persian] [70] Turner, A., Depthmap 4: a researcher’s handbook. 2004.
آمار تعداد مشاهده مقاله: 85 تعداد دریافت فایل اصل مقاله: 41

سامانه مدیریت نشریات علمی. طراحی و پیاده سازی از سیناوب

پیوندهای مفید

آمار