نوع مقاله : مقالۀ پژوهشی
نویسندگان
1 دانشجوی کارشناسی ارشد، گروه معماری، دانشکدۀ معماری و شهرسازی، دانشگاه علم و صنعت، تهران، ایران.
2 استادیار، گروه معماری، دانشکدۀ معماری و شهرسازی، دانشگاه علم و صنعت، تهران، ایران.
3 استاد تمام معماری و طراحی محیطی، گروه معماری، دانشکدۀ معماری وشهرسازی، دانشگاه علم و صنعت ایران.
کلیدواژهها
عنوان مقاله English
نویسندگان English
Problem statement: Many countries, including Iran, have developed fundamental educational reform documents promoting new life skills. While changing educational values necessitates changing educational environments, there has been no transformation in the environments in Iran.
Research objective: This study aims to realize the spatial requirements set by the transformation document. By developing a physical model, the research seeks to demonstrate how educational environments can support the implementation of the document.
Research method: This applied research utilizes an analytical-argumentative approach. Information was gathered through library and document research. Initially, content models were extracted from national documents. Prakash Nair’s physical models were then used as a basis and compared with these content models. The results were further validated and adjusted through comparison with an elite questionnaire to measure and correct its deviation from the elite standard. Ultimately, the selected models were adapted and prioritized based on the educational stages.
Conclusion: The research findings can be applied in two main dimensions: determining and adapting the physical model and classifying the models based on the educational stages. The wall-less model can support the content models of the transformation document, provided it includes movable walls to convert flexibility into adaptability. The consulting model and the learning street model are also compatible. In general, all workshop models have the potential for integration. Realizing the content models of the transformation document, particularly teacher-centered and active learning methods, and social educational aspects requires flexible, varied environments. These should include integrated spaces and a diverse array of facilities and environments. For the first and second stages of primary school, the consulting and the wall-less model are recommended, respectively. For the first and second stages of high school and the second stage of vocational school, the wall-less model and the learning street model are recommended, respectively.
کلیدواژهها English
