بررسی تطبیقی عوامل کالبدی- محیطی تأثیرگذار بر مهارت‌های شناختی کودکان 9 تا 12 سال، مورد مطالعاتی: دبستان علوم پزشکی و دبستان دانشگاه شیراز

شاهرودی کلور, مرضیه; حیدری, علی‌اکبر

doi:10.22034/aaud.2024.274357.2432

بررسی تطبیقی عوامل کالبدی- محیطی تأثیرگذار بر مهارت‌های شناختی کودکان 9 تا 12 سال، مورد مطالعاتی: دبستان علوم پزشکی و دبستان دانشگاه شیراز

نوع مقاله : مقاله پژوهشی

نویسندگان

مرضیه شاهرودی کلور ¹

علی‌اکبر حیدری ²

¹ دکتری معماری، گروه معماری و شهرسازی، دانشگاه ملی مهارت، تهران، ایران.

² دانشیار معماری، دانشکده فنی و مهندسی، دانشگاه یاسوج، یاسوج، ایران (نویسنده مسئول).

10.22034/aaud.2024.274357.2432

چکیده

مهارت‌های شناختی، راهبردها و علائم اختصاری هستند که در رمزگذاری و رمزگشایی محیط در خدمت کاربر بوده و به فرآیند شناختی وی سرعت می‌بخشند. با توجه به این‌که سطوح اولیه شناخت فضایی در سنین پایین‌‌تر انعطاف‌‌پذیری بالاتری دارد، این پژوهش نخست با شناسایی کدهای مشترکی که کودکان برای شناخت محیط و تبیین نقشه‌های شناختی به کار می‌برند و سپس درک روابط میان آن‌ها، راهبردهایی برای بهبود عملکرد معماری در تقویت مهارت‌های شناخت فضایی کودکان ارائه می‌دهد. برای این منظور، از روش تحقیق ترکیبی دلفی، پیمایشی و موردپژوهی استفاده شده است. پس از مطالعه پژوهش‌های پیشین، با بررسی نظرات 18 متخصص، معیارهای پژوهش شناسایی، و با فرآیند تحلیل سلسله‏مراتبی (AHP) اولویت‌بندی شدند. سپس این عوامل با مطالعه‌ای تطبیقی در نمونه‏های موردی، و سنجش نظرات 412 کودک 9 تا 12 سال، توسط نرم‏افزار SPSS نسخه 24 مورد بررسی قرار گرفتند. یافته‏ها نشان داد مهارت‏های شناخت فضایی در سه مرحله جمع‏آوری، بازگشت‏پذیری و طبقه‏بندی اطلاعات تقویت می‏شود. نتیجه آزمون رگرسیون نشان می‏دهد که میزان تغییرات مهارت‏های شناختی کودکان در رابطه با جمع‌آوری و ذخیره‌‌سازی ذهنی اطلاعات (داده‌‌های فیزیکی محیط) 0.875 است. این وابستگی برای بازیابی و تجسم اطلاعات 0.809 (داده‌‌های نمادین محیط) و برای طبقه‌‌بندی اطلاعات (تعامل انعطاف‌‌پذیر با محیط، کنترل و تغییر آن) 0.808 خواهد بود. برای این منظور تعامل با محیط و انعطاف‌پذیری آن، عامل مؤثری است. همچنین، درگیری حواس متعدد، هم برای جمع‌آوری و هم بازگشت‌پذیری اطلاعات و تصویرسازی محیط دارای اهمیت می‌باشد. تامین شرایط آسایش محیطی، انجام فعالیت‏های گروهی، توجه به قابلیت‏های فرم و نشانه‏های کانونی از دیگر راهبردهای طراحانه موثر می‏باشند.

کلیدواژه‌ها

نقشه‌های ذهنی

کودکان

تعامل با محیط

مهارت‌های شناختی

عنوان مقاله English

A Comparative Investigation of Physical-Environmental Factors Affecting the Cognitive Skills of 9-12-years-old Children (Case Studies: [Primary] Schools of Shiraz University of Medical Sciences and Shiraz University)

نویسندگان English

Marziyeh Shahroudi-Kolour ¹

Ali-Akbar Heidari ²

¹ Ph.D. in Architecture, Department of Architecture and Urban Planning, National University of Skills (NUS), Tehran, Iran.

² Associate Professor of Architecture, Faculty of Engineering, Yasouj University, Yasouj, Iran (Corresponding Author).

چکیده English

Cognitive skills refer to strategies that enable the user to encode and decode the environment and facilitate his mental process. Because the primary levels of understanding the space at lower ages involve greater flexibility, this study firstly aimed to identify the codes shared by children to understand the environment and to explain cognitive maps, and secondly to address their interrelations to provide strategies that would improve architectural performance and help strengthen children’s skills of understanding the space. For this, a research method combining Delphi, survey, and case study was used. Following a review of past research, the views of 18 experts were investigated to identify the research criteria, which were prioritized by the Analytic Hierarchical Process (AHP). These factors were then analyzed by comparative case studies and evaluating the views of 412 9-12-years-old children using the SPSS software (version 24). Findings showed that spatial understanding skills were strengthened in three stages of the collection, reversibility, and classification of information. Regression test results indicated that children’s cognitive skill variations in the mental collection and storage of information (the environment’s physical data) were 0.875. This variation was 0.809 for the reversibility and visualization of information (the environment’s symbolic data) and 0.808 for information classification (flexible interaction with and controlling and changing the environment). For this purpose, interaction with the environment and its flexibility were effective factors. Also, the involvement of multiple senses is critical for the collection and reversibility of information and the visualization of the environment. Other effective designing strategies include the provision of environmental comfort conditions, collective activities, attention to form capabilities, and focal signs.

کلیدواژه‌ها English

Mental Maps

Children

Interaction with the Environment

Cognitive Skills

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