رابطۀ طبیعت و مؤلفه‌های تعامل اجتماعی در مدارس ابتدایی از دیدگاه متخصصان

دوره 23، شماره 161
آبان 1405
صفحه 63-74

نوع مقاله : مقالۀ پژوهشی

نویسندگان

گروه معماری، دانشکدۀ معماری و شهرسازی، دانشگاه هنر اصفهان، اصفهان، ایران

چکیده
بیان مسئله: مدرسه در نظام آموزشی نوین، سیستم باز تعاملات اجتماعی رسمی و غیررسمی است و محیط آن باید تعامل اجتماعی را ارتقا دهد. کودکان در سال‌های ابتدایی رشد به تجربۀ تعاملات اجتماعی نیاز دارند و ساختار فضایی محیط می‌تواند آن را تسهیل یا محدود کند. پژوهش‌های پیشین نشان می‌دهند حضور طبیعت بر تعامل اجتماعی کودکان اثر مثبت دارد، اما چگونگی اثرگذاری و مؤلفه‌های درگیر به‌روشنی تبیین نشده است.
هدف پژوهش: این پژوهش درپی شناسایی مؤلفه‌هایی از تعامل اجتماعی براساس دیدگاه متخصصان است که ازطریق حضور طبیعت در مدارس ابتدایی ایجاد یا تقویت می‌شوند.
روش پژوهش: این پژوهش با رویکرد ترکیبی (کیفی-کمّی) انجام شد. ابتدا با مرور ادبیات و تحلیل محتوا، مؤلفه‌های مؤثر بر تعامل اجتماعی شناسایی شد. سپس پرسشنامه‌ای در اختیار متخصصان قرار گرفت و داده‌ها با آمار توصیفی تحلیل شد.
نتیجه‌گیری: یافته‌ها نشان می‌دهند از نظر متخصصان، مؤلفه‌های کالبدی، رفتاری-فعالیتی و معنایی بیشترین ظرفیت تقویت ازطریق حضور طبیعت را دارند؛ درحالی‌که مؤلفۀ امنیتی کمتر تحت‌تأثیر قرار می‌گیرد. حضور طبیعت در طراحی مدارس ابتدایی می‌تواند هم‌زمان چندین جنبۀ تعامل اجتماعی را تقویت کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

The Relationship between Nature and Components of Social Interactions in Elementary Schools from Experts’Perspectives

نویسندگان English

Nafiseh Bagherzadeh Narimani
Mahmoud Reza Saghafi
Armin Bahramian
Department of Architecture, Faculty of Architecture and Urban Planning, Art University of Isfahan, Iran
چکیده English

Problem statement: In the modern educational system, the school is an open system of formal and informal social interactions, and its physical environment should promote social interaction. Children in their early years need social interactions, and the spatial structure of the environment can facilitate or constrain it. Previous research shows nature positively affects children’s social interaction, but the mechanism of this effect and the involved components are not clearly explained.
Research objective: This study aims to identify the components of social interaction based on experts’ views that can be created or strengthened by nature in elementary schools.
Research method: A mixed‑methods approach was used. First, Components were extracted from the literature, then experts completed a questionnaire, and data were analyzed descriptively.
Conclusion: The findings indicate that, from the experts’ perspective, Physical, behavioral-activity, and semantic components show the greatest potential for enhancement through nature; security is less affected. It can be argued that Nature in elementary school design can reinforce multiple social interaction dimensions simultaneously.

کلیدواژه‌ها English

  • Social Interaction
  • Nature in Schools
  • Elementary Students
  • Experts
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