WHAT SCHOOL STANDS FOR AS A SPACE: PEDI-ARCHITECTURE

Yıl 2014, Cilt: 7 Sayı: 2, 65 - 84, 21.05.2015

Hüseyin Polat Ali Ünişen

Öz

Educational environmet is a composition of human elements such as admintrators, teachers, learners, parents and auxilary staff, and  facilities such as buildings, classrooms, workshops and laboratories.  All the elements of teaching and learning process are in this composition.

The research aims at presenting  the description of the school as an architectural structure and the interraction between the school and its major element –the pupils in terms of subject-object with a pedagogical concern.

Descriptive survey model was applied for this qualitative research. The sample consists of 306 pupils of the 5^th grade from three different primary schools regarded as “popular”(n=117), “typical” (n=96) and “disadvantaged”( n=93) by the local community in Adıyaman central district.

 “Classroom” as a learning environment was evaluated in aspects of suitability, cleanness, temperature, color and illumination dimensions.

The results show that the school, which are theoretically aimed to be general learning environments, have been designed as geometrical spaces with the aims of housing and teaching pupils.

While the pupils mostly had positive views about the physical variables of “classroom” as learning environments, certain significant differences were observed between their views according to variables such as gender, school type, class size and the duration of the years they attended the same room.              

Anahtar Kelimeler

Pedagogical Architecture, space, learning environment

OKULUN MEKÂNSAL ANLAMI: PEDO-MİMARİ

Öz

Eğitim ortamı, yönetici, öğretmen, öğrenci, yardımcı personel gibi insan kaynakları ile bina, sınıf, atölye, laboratuvar, lavabo ve bahçe gibi fiziki mekânlardan oluşan bir bütündür. Bu bütünün eğitimsel değerini ise pedagojik mimari belirler.

Bu araştırma, mimari yapı olarak okulu ve merkezi ögesi durumunda olan öğrenci ile ilişkisini özne ve nesne çerçevesinde pedagojik olarak ortaya koymayı amaçlamaktadır.

Betimsel nitelikte ve tarama modeli kullanılan bu araştırmanın örneklemini, Adıyaman Merkez’de yer alan “popüler”(n=117), “normal” (n=96) ve “dezavantajlı” ( n=93)olarak nitelendirilen üç okul türünde toplam 306 ortaöğretim 5. sınıf öğrencisi oluşturmaktadır.

Araştırmada adı geçen “sınıf” eğitim ortamı; kullanışlılık, temizlik ve ısı, ışık, renk boyutlarında değerlendirilmiştir.

Araştırma sonuçlarına göre, teoride genel eğitim ortamı olarak kabul edilen okullar çoğunlukla öğretimi ve barınmayı amaçlayan geometrik mekânlar olarak tasarlanmışlardır.

Ortaöğretim 5. sınıf öğrencilerinin “sınıf” eğitim ortamının fiziksel değişkenleri hakkındaki görüşleri çoğunlukla olumlu olurken; cinsiyet, okul türü, sınıf mevcudu ve sınıflarında okudukları yıl sayısı ve öğrencilerin okudukları okul türü değişkenlerine göre ise bazı görüşlerinde anlamlı farklılıklar bulunmuştur.

Anahtar Kelimeler

Pedagojik mimari, mekân, eğitim ortamı

Kaynakça

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