تبیین مؤلفه‌های طراحی میان‌فضاهای آموزشی با هدف ارتقاء حضورپذیری در راستای یادگیری تعاملی (مورد پژوهی: دبیرستان‌های دخترانه لار)

نوع مقاله : مقاله پژوهشی

نویسندگان
1 گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران. (نویسنده مسئول)
2 گروه معماری، واحد شیراز، دانشگاه آزاد اسلامی، شیراز، ایران.
3 گروه معماری، دانشگاه تربیت دبیر شهید رجایی، تهران، ایران.
4 گروه معماری، واحد تهران شرق، دانشگاه آزاد اسلامی، تهران، ایران.
10.48311/bsnt.2026.117915.82899
چکیده
طراحی «میان‌فضاهای آموزشی»، حمایت از فهم یادگیری متفاوت کاربران در فضاهای چندگانه است؛ اینگونه محیط‌ها باعث فراهم آوردن موقعیت‌هایی جهت پروراندن هوش‌های چندگانه، کاوش در محیط و تجربه‌پذیری، تعامل و تقابل اجتماعی و ساخت دانش از طریق تعامل خواهد بود. به‌نظر می‌رسد در راستای تحقق حضورپذیری در راستای یادگیری تعاملی می‌توان از قابلیت‌های محیطی بهره‌ برد.
بر این اساس پژوهش حاضر با هدف ارائه مؤلفه‌های طراحی تأثیرگذار بر ارتقاء حضورپذیری در راستای یادگیری تعاملی دانش‌آموزان در «میان-فضاهای آموزشی» و به روش آمیخته انجام ‌شده‌است. جامعه نمونه را در فاز اول پژوهش روش سندکاوی، منابع در دسترس و در روش دلفی 20 نفر از متخصصان در بر گرفته‌اند. در فاز دوم نیز جامعه نمونه را 290 نفر از دانش‌آموزان دختر مقطع متوسطه دوم مدارس شهر لار تشکیل داده-اند. پژوهش با روش سندکاوی و بررسی منابع آغاز، و در ادامه در روش دلفی به مصاحبه با متخصصان پرداخته شد. در ادامه با پرسشنامه محقق ساخت به پیمایش کاربران انجام گرفت. در نهایت اطلاعات حاصل از پیمایش کاربران وارد نرم‌افزار Spss-23 شد و تجزیه‌وتحلیل داده‌ها به-وسیله آزمون تحلیل عامل و آزمون همبستگی پیرسون صورت پذیرفت.
یافته‌های پژوهش در بخش تحلیل عامل، مؤلفه‌های «تعامل‌پذیری محیط: 20/3، جستجوپذیری محیط: 40/3، رویدادپذیری محیط: 27/3، محیط تنوع‌پذیر و ارتقاء دهنده یادگیری: 01/3، سرزندگی محیطی: 44/3، محیط انعطاف‌پذیر و آموزش‌پذیر: 18/3 و اجتماع‌پذیری محیط: 22/3» را به‌عنوان مؤلفه‌های طراحی «میان‌فضاهای آموزشی» با هدف ارتقاء حضورپذیری در راستای یادگیری تعاملی معرفی می‌نماید.
و نتایج آزمون همبستگی بیانگر آن است که تمامی عوامل به‌صورت مثبت و معنادار دارای همبستگی می‌باشند.

کلیدواژه‌ها

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