Tasarım Eğitimi Modelleri Üzerine Düşünceler: Açık Hava Mekansal Yaklaşımı

Yıl 2026, Cilt: 3 Sayı: 1, 60 - 81, 31.01.2026

Jorge Ribeiro , Susana Rosado

https://doi.org/10.65775/livenarch.1708645

Öz

Dijital araçlar kullanılarak uzaktan eğitim/öğrenme giderek yaygınlaşıyor ve bunun yükseköğretime de ulaştığına dair kanıtlar var. Yakında bu eğilimin ilköğretime ve hatta okul öncesi eğitime de yayılacağı şüphesiz. Ayrıca, teknolojik evrim ve kullanımının giderek daha erken yaşlarda yaygınlaşması, gençlerin dışarıda daha az zaman geçirme eğilimi göstermesi dikkat çekici, hatta endişe vericidir. Avrupa ve Amerika'da vatandaşlar genel olarak zamanlarının yaklaşık %90'ını kapalı alanlarda geçiren bir yaşam tarzını benimsemiş durumdalar. Bu nedenle insanların yaşam tarzlarında bir paradigma değişiminin gerekli olduğu görülmektedir. Bu makale, faydaları iyi bilinen açık hava öğretim/öğrenimini teşvik ederek, bu konunun hak ettiği derinlemesine düşünmeye katkıda bulunmayı amaçlamaktadır.
Amaç, yeni nesillerin, insanlaştırılmış da olsa, doğal çevreyle temasın faydalarını deneyimleyip hissedebilecekleri koşulları sağlamak, böylece ona bugün sahip olmadığı önemi verebilmelerini sağlamaktır. Açık hava öğretim modellerinin tarihsel evrimi yeniden ele alınmakta, ana akımlar ve yöntemler ile bunların tüm nüfusu etkileyen olaylarla ilişkileri belirlenmektedir. Hareketsiz yaşam tarzında beklenen artışa karşı koymak için, okulların dış mekanlarının açık hava öğretim/öğreniminin teşvik edicisi olarak kullanılması, çocuklara ve gençlere fayda sağlayacak şekilde iç mekan ve dış mekan arasında tamamlayıcılık oluşturulması, öğrencilerin özerklik duygusunun ve yurttaşlık davranışlarının teşvik edilmesi önerilmektedir. Sunulan açık alan örneği, yeni nesillere yönelik öğretim/öğrenme olanaklarının iyileştirilmesine katkı sağlayacaktır.

Anahtar Kelimeler

Açık Hava Öğretimi/Öğrenimi , Açık Hava Eserleri , Açık Hava Eğitimi , Açık Hava Okulları , Çevre Eğitimi

Proje Numarası

Paper selected by the Scientific Committee of ICNTAD Conference 2025

Insights on Architecture Design of Outdoor Teaching and Learning Spaces

Öz

Using remote teaching and learning digital platforms is on the rise, with evidence that it already exists in higher education. Soon, this trend will undoubtedly extend to primary education and even preschools. Furthermore, technological advances and their increasingly early adoption lead children and young people to spend less time outdoors, following the trend of western citizens, which is a cause of concern. A paradigm shift in people's lifestyles, therefore, appears necessary. Providing conditions and environments for new generations (children and youngers) to experience and feel the benefits of contact with the natural environment, even if humanized, is essential so that they can give it the importance it does not have today. This paper aims to contribute to the in-depth reflection that this subject deserves, promoting outdoor teaching and learning, whose benefits (physical, cognitive, socio-community, emotional, and well-being) are well known.
The historical evolution of outdoor teaching models is revisited, identifying the main currents and modalities and their relationship with events that affect all population. From this analysis and to counteract the expected increase in sedentary lifestyle, emerges the idea of using the outdoor spaces of schools as promoters of outdoor teaching and learning, establishing a complementarity between indoors and outdoors that benefits children and young people, stimulating their sense of autonomy and civic behavior.
The proposed example of outdoor space presented will contribute to improving teaching/learning for new generations.

Anahtar Kelimeler

Outdoor Teaching/Learning , Outdoor Artefacts , Outdoor Education , Open-Air Schools , Environmental Education

Destekleyen Kurum

This work is financed by national funds through FCT (Fundação para a Ciência e a Tecnologia, I.P.), under the Strategic Project with the references UIDB/04008/2020 and UIDP/04008/2020.

Proje Numarası

Paper selected by the Scientific Committee of ICNTAD Conference 2025

Teşekkür

The authors are grateful to Margarida Ganhão (BSc in Psychology) for her support in producing Figure 14.

Kaynakça

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