تدوین و اعتبارسنجی اصول طراحی فضاهای آموزشی برای دوره ابتدایی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 استادیار گروه علوم تربیتی، دانشگاه اراک، اراک، ایران

2 دانش آموخته کارشناسی ارشد تکنولوژی آموزشی، گروه علوم تربیتی، دانشگاه اراک، ایران.

چکیده

هدف: فضا و امکانات آموزشی مدارس از جمله مسائل مطرح در برنامه‌ریزی آموزشی است. معماری و طراحی مدارس می‌تواند بر نتایج بلندمدت فرایند آموزش مؤثر باشد. این پژوهش با هدف تدوین و اعتبار سنجی اصول طراحی فضاهای آموزشی مدارس ابتدایی انجام‌گرفته است.
روش­شناسی: روش پژوهش حاضر آمیخته چندمرحله‌ای اکتشافی است. در مرحله‌ی اول به‌صورت کیفی مبانی نظری مربوط به فضاهای آموزشی در دوره ابتدایی از منابع مکتوب و مقالات مرتبط و مصاحبه با 10 نفر از صاحب‌نظران و نخبگان مرتبط با فضاهای آموزشی به دست آمد. بر این اساس فهرستی از معیارهای طراحی فضاهای آموزشی تدوین شد. مصاحبه‌شوندگان برحسب کفایت داده‌ها و ‌ با نمونه‌گیری زنجیره‌ای ملاک محور انتخاب شدند. در مرحله‌ی دوم به روش کمی، روایی صوری و محتوایی فهرست به‌دست‌آمده، توسط 8 نفر از متخصصین مورد بررسی و تائید قرار گرفت و 72 گویه تائید شد. سپس داده‌ها با استفاده از تحلیل عاملی تحلیل شدند و بار عاملی هر عامل مشخص گردید. جامعه‌ی آماری این مرحله  پژوهش تمامی معلمان و مدیران آموزشی نمونه‌ی شهر اراک بودند. که 153 نفر با روش نمونه‌گیری هدفمند انتخاب شدند. پایایی این ابزار با استفاده از آزمون آلفای کرونباخ 0.95 درصد گزارش شد.
یافته­‌ها: در مرحله‌ی اول و کیفی پژوهش با بررسی منابع مکتوب و مصاحبه‌ها 87 گویه استخراج شدند و در مرحله‌‌ی کمی پس از محاسبه‌ی ضریب روایی به 72گویه تقلیل یافتند. پس از آن در تحلیل عاملی شاخص‌های برازش به‌دست‌آمده در مدل اصلاح‌شده نشان از کفایت و برازش مناسب مدل با داده‌ها داشت و تمامی گویه‌های وارد شده در مدل،  بار عاملی بالایی با متغیرمکنون خود داشتند.
نتیجه‌­گیری و پیشنهادات: احداث و کاربری مدارس ابتدایی نیازمند توجه به عامل‌های متعدد در فضاهای آموزشی، عمومی و ارتباطی و فضاهای باز است. تأثیرات روانی و جسمانی عوامل موجود در فضای آموزشی بر دانش آموزان معنادار است. لذا از آن جهت که  برنامه‌ریزی آموزشی در اهداف خود به دنبال سازمان‌دهی محیط‌های آموزشی و در پی آن بهینه‌سازی و  بهبود فعالیت‌ها و امکانات آموزشی است، پیشنهاد می‌شود برنامه‌ریزان آموزشی پیش از احداث این‌گونه بناها معیارهای ساخت‌وساز و تجهیز  آن را در نظر بگیرند.
نوآوری و اصالت: با توجه به اینکه معیارهای طراحی فضاهای آموزشی برای دانش‌آموزان مقطع ابتدایی تاکنون گردآوری و اعتبار سنجی نشده است این پژوهش به جمع‌آوری اصول طراحی فضاهای آموزشی برای کودکان پرداخته است.

کلیدواژه‌ها


عنوان مقاله [English]

Compilation and Validation of the Design Principles of Educational Spaces for the Elementary School

نویسندگان [English]

  • Saeed Shahhosseini 1
  • Atefeh kheirandish 2
1 Assistant Professor, Department of Educational Sciences, Arak University, Iran
2 M. S. in Curriculum Planning, Department of Educational Sciences, Faculty of Humanities, Arak University, Arak, Iran
چکیده [English]

Objective:  School spaces and facilities are critical aspects of educational planning. The architecture and design of schools can significantly influence the long-term outcomes of the educational process. This study aims to establish and validate foundational principles for designing educational spaces in elementary schools.
Methodology: This research employs an exploratory sequential mixed-methods approach. In the initial qualitative phase, theoretical foundations related to primary educational spaces were gathered from literature, relevant articles, and interviews with 10 experts in educational spaces. These insights were synthesized into a list of criteria for designing educational spaces. Interviewees were selected through snowball sampling, based on data saturation.
In the quantitative phase, eight experts examined and validated the content and face validity of this list, resulting in 72 finalized items. The data were then analyzed using factor analysis to determine the factor loading of each item. The quantitative sample included 153 exemplary teachers and top educational administrators, selected through convenience sampling. Instrument reliability was high, with a Cronbach’s alpha of 0.95.
Results: In the qualitative phase, 87 initial items were identified from literature and expert interviews, later refined to 72 items after content validation. The results of the fit indices in the revised model demonstrated robust fitness with the data, with all items exhibiting high factor loadings with their respective latent variables.
Conclusions: The construction and utilization of elementary school spaces demand careful consideration of various educational, communal, and communication factors. The psychological and physical impact of these factors on students is profound. Given that educational planning seeks to structure environments that enhance learning and optimize educational activities and facilities, it is recommended that planners rigorously apply criteria for the design and equipping of these buildings.
Innovation and Originality: As no previous study has systematically compiled and validated criteria specifically for designing elementary school spaces, this research provides a foundational framework for the design principles of educational environments tailored to young learners.

کلیدواژه‌ها [English]

  • compilation
  • validation
  • educational spaces
  • elementary school
  • Educational planning
Abili, Kh., Kharazi, S K. , Sobhaninejad, M. , Yuzbashi, A.(2012). Designing a model to improve the effectiveness of training courses (case study: Iran National Oil Company), Human Resource Management Quarterly in the Oil Industry, 3(11): 85-114. ]In Persian [
Abedini Baltork, M. (2022). Analysis of interpretive structural model of factors affecting the choice of technical and vocational university. Journal of Educational Planning Studies .11(21): 1-15. ]In Persian[
Akgün, A. E., Keskin, H., Aksoy, Z., Samil Fidan, S., & Yigital, S. (2023). The mediating ‎role of ‎organizational learning capability and resilience in the error management ‎culture-service innovation link and the contingent effect of error frequency. The ‎Service Industries Journal, ‎‎43 (7-8), 525-554.‎
Akhawan P. (2010). the role of knowledge management in innovation. 3 rd. Iranian ‎conference on cetology Triz & innovation Management & engineering. Tehran. Iran
Anand, A., & Brix, J. (2022). The learning organization and organizational learning in ‎the public sector: a review and research agenda. The Learning Organization, 29(2), ‎‎129-156.‎
Bhatti, M.A. & Battour, M. (2013)   Transfer of training: Dose it truly happen European Journal ‎of ‎Training and Development, Vol 37 Iss 3 PP. 273-297‎
Blume, B.D., Ford, J., Baldwin, T.T. & Huang, J.L. (2010). Transfer of Training: AMeta-‎Analytic Review. Journal of Management, 36 (4), 1065-1105.‎
Chauhan, R., Ghosh, P., Rai, A. & Kapoor, S. (2017). Improving transfer of training with ‎transfer design: Does supervisor support moderate thr relationship? Journal of Workplace ‎Learning, 29(4), 268-285.‎
Fahidi, F. & Zaighami Mohammadi, Sh. (2010). Nurses' attitude towards the supportive conditions of the working environment, effective in transferring what they have learned to work. Iranian Journal of Education in Medical Sciences, 11(2), 128-139. ]In Persian [
Fridman, SH. & Ronen, S. (2015), The Effect of Implementation Intentions on Transfer of ‎Training.  Department of Organizational Behavior, Tel aviv University‏.‏
Ghanbari, S., Shams Morkani, Gh., Arefi, M. & Zandi, Kh.(2016). Pathology of learning transfer to work environment in government organizations of Kurdistan province. Human resources training and development quarterly. 4(12): 1-27. ]In Persian [
Han, J. W., Nguyen, T. T. M., Hua, S. M., & Pham, T. H. (2023). Organizational learning ‎through training effectiveness: evidence from the hospitality industry in Vietnam. The ‎Learning Organization, 30(5), 532-553.‎
Hasanpour Roudbarki, M., Abdulahi, M., Arakih, A. and Parreste Qombavani, F. (2020). Exploring the transfer of learning as a major workplace concern. Research in curriculum ‎planning, 17(38), 12-30. ]In Persian [
Kalli, K. A., Abba, Y. B., & Bukar, A. G. (2023). An assessment of the effect of training and development on employee performance: A review perspective. World Journal of Advanced Research and Reviews, 18(2), 258-270.
Kampf, C. E., Brandt, C. J. & Kampf, C. G. (2023). Using action research in innovation ‎project ‎management: building legitimacy and organizational learning in an SME during ‎a merger process. ‎International Journal of Managing Projects in Business, 16(1), 92-118.‎
Khorasani, A. & Hasanzadeh Barani Kord, S. (2012). Pathology of educational effectiveness in Iranian organizations from the point of view of experts and managers, the first national conference of education and research managers, Mashhad.
Kia, N., Ismail, I. B. (2013). The relationship between environmental characteristics and ‎training ‏transfer.  International Journal of Business and Social Science, 4 (12), 196-203.‎
Kontoghiorghes, C. (2014). A Systemic Perspective of Training Transfer. Springer International ‎Publishing, 65-79.‎
Lancaster, S. (2013). Supervisor behaviours that facilitate training ‎ transfer. Journal of Workplace Learning, 25(1), 6-22.‎
Ma Fang F., Bai Yangjing, Y., Weiguang Ma, X. & Jiping Li1. (2018). ‎Factors influencing training   transfer in nursing profession: A qualitative study, BMC Medical‏ Education, 18(44).  ‎
Mahbanooi b & pourezzat A.A(2023).Education Policy Guide for human capital: An Importance- Performance Analysis in Iran. Journal of Educational Planning Studies .11(22): 1-22. ]In Persian [
Mattajang, R. (2023). Organizational Agility: HR Practices for Facing Rapid Change in the Digital Era. Jurnal Info Sains: Informatika dan Sains, 13(03), 829-837.
Mattox, J. R. (2015). Scrap Learning Your Programs Are Not As Good as You Think They Are. Training Industry Conference & Exposition 2015.
Meher, J. R., & Mishra, R. K. (2022). Examining the role of knowledge sharing on ‎employee ‎performance with a mediating effect of organizational learning. VINE Journal ‎of Information ‎and Knowledge Management Systems, 52(2), 205-223.
Mansoori, S., & Dehghani, E. (2021). Identification and leveling factors affecting on the quality of training courses in the industry based on Interpretative Structural Modeling. Journal of Educational Planning Studies, 10(19), 106-124. ]in Persian[
Noorizan, M. M., Afzan, N. F., & Akma, A. S. (2016). The Moderating Effects of Motivation on ‎Work        Environment and Training Transfer: A Preliminary Analysis. Procedia Economics and ‎Finance, 37, 158-163.‎
Nur, Y. F. A., Ruhizan, M. Y., & Bekri, R. M. (2015). Learning transfer in national occupational ‎skill standard (NOSS) system and workplace learning: how training design affect it?. Procedia-‎Social and Behavioral Sciences, 174(1), 156-163‎
Pascale, C. (2015). Competency Development Best Practice: Learn the Five Best Practice to Develop Empliyee Competencies. February 2012.www.vadoinc.net
Raju, D. (2018).  Youth labor skill training in Nepal, World Bank.
Reinhold, S., Gegenfurtner, A., & Doris Lewalter (2018). Social support and motivation to transfer as predictors of training transfer: testing full and partial mediation using meta-analytic structural equation modeling.   International Journal of Training and Development, 22(1), 1360-3736.
Sajjadi, M T., Kian, M. & Safai Movahed, S. (2013). Pathology of the phenomenon of education transfer in in-service trainings of education and training organization (case study of South Khorasan province). Human Resources Education and Development Quarterly, 2 (3): 2-18. ]In Persian [
Santa, R., Morante, D., Tegethoff, T., & Berggrun, L. (2024). Organizational learning, ‎quality ‎and safety culture in patient care: comparing Colombia and the Kingdom of ‎Saudi Arabia. ‎International Journal of Quality and Service Sciences.‎
Shahriyari, R; Taghipour Zahir, A; Shabannezhad Khas, R & Sahebalzamani, M (2023). The Designing a model for the improvement of the non-governmental education system with an emphasis on the education of the third millennium at the elementary level (Case: Tehran city). Journal of Educational Planning Studies. 12(23); 1-18. ]In Persian [
Shams Morkani, Gh. & Seifi Hosseinabadi, M. (2014). Evaluating the effectiveness of the executive management training course in Iran's National Gas Company based on the Kirkpatrick model. Human resources training and development quarterly. (4)2: 1-16. ]In Persian [
Shams Murkani, Gh. & Abbasi Kasani, H. (2016). Pathology and effectiveness of    training transfer to the work environment (based on Halton's training transfer model). Training and development of human resources. 4(13): 27-58. ]In Persian [
Soelton, M. (2023). Conceptualizing Organizational Citizenship Behavior and Learning ‎Organization in the Labor Sector. Jurnal Organisasi Dan Manajemen, 19(1), 239-255.‎
Van den Bossche, P. & Seger, M. (2013). Transfer of training: Adding insight through social network analysis. Educational Research Review, 8, 37-47.
Velada, R., Caetano, A., Michel, J. W., Lyons, B.D., Kavanagh, M. J. (2014). The effects of ‎training design,‎‏ ‏individual characteristics and work environment on transfer of training. ‎International‏ ‏Journal of Training and ‎‏ ‏Development, 11(4), 282-294.‎
Wenzel, R. & Cordery, J. (2014). Training Transfer Research: A Manager’s Guide and ‎Bibliography. Australian ‎‏ ‏Institute of Management – Western Australia, Perth.‎
Yaghi A. & Bates R. (2020).  The role of supervisor and peer supportintraining transfer in ‎institutions of ‎higher education, International Journalof Training and Development, pp. 1360-‎‎3736‎
Yang, M., Miller, C., Crompton, H., Pan, Z., & Glaser, N. (2024). The Implementation ‎of ‎Virtual ‎ Reality in Organizational Learning: Attitudes, challenges, side effects, ‎and ‎affordances. ‎TechTrends, 68(1), 111-135.‎
Yuzbashi, A., Abili, Kh., Kharazi, S K. & Sobhaninejad, M.(2015). Organizational factors that create the context of learning transfer to the environment (case study; National Gas Company of Iran). Human resources training and development journal. 3 (9): 21-45. ]In Persian [
Zumrah, A. R., & Boyle, S. (2015). The effects of perceived organizational supportand job ‎satisfaction on transfer of training. Personnel Review, 44(2), 236-254.‎