Çağdaş ortaeğitim sistemi, teknoloji ve ekipmanlarının ortaöğretim binaları tasarımına etkilerinin analizi
Başlık çevirisi mevcut değil.
- Tez No: 35130
- Danışmanlar: PROF. DR. MİNE İNCEOĞLU, PROF. DR. METE ÜNÜGÜR
- Tez Türü: Doktora
- Konular: Mimarlık, Architecture
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 1994
- Dil: Türkçe
- Üniversite: İstanbul Teknik Üniversitesi
- Enstitü: Fen Bilimleri Enstitüsü
- Ana Bilim Dalı: Mimarlık Ana Bilim Dalı
- Bilim Dalı: Bina Bilgisi Bilim Dalı
- Sayfa Sayısı: 241
Özet
ÖZET Gelecekteki yenilikleri ve değişimleri sezinlemenin en güvenli yolu bugünü anlamaktan geçmektedir. Toplumun eğilimleri, davranışları ve teknolojik görünümleri sistemli ve bilinçli bir şekilde analiz edilip, tasanm yöntemleri ortaya konulduğunda gelecekteki gelişmelere ve yeni çağa gerçek anlamda hizmet verebilen, daha geçerli ve uzun vadeli eğitim mekanlan düzenlemeleri ortaya çıkacaktır. Varılmak istenen teknolojik ve çağdaş eğitim sistemleri incelenmeden önce, ikinci bölümde Türkiye' deki mevcut ortaöğretim sistemi, tarihsel gelişim süreci, genel yapısı, üretim, tesis, kapasite ve finansman sorunları ortaya konulmaya çalışılmıştır. Üçüncü bölümde ise çağdaş eğitim kavramları ve metodlarının gelişimi ve temel faktörleri incelenmiştir. Ayrıca bu gelişmelerin ortaeğitim binaları planlamasına etkileri ve çağdaş eğitim metodlarının uygulanacağı mekanların tasarım yöntemleri belirlenmeye çalışılmıştır. Dördüncü bölümde teknoloji kullanılan ortaeğitim binaları planlamasında yararlanılacak heulistik bir model kurularak bu modeldeki aşamalar belirlenmiş ve çağdaş eğitim teknolojisinin önemi, görevleri.araçları ve eğitimdeki kullanım alanları sınıflandırılmıştır. Bu teknolojik araçlann eğitim metodlarıyla ve okul içi eylemlerle etkileşimlerinin belirlenmesine çalışılmış, konuya ilişkin çalışmalar hakkında literatür araştırması yapılarak çeşitli üniversitelerden araştırmacıların bilgisayarın eğitimde ve öğrenciler üzerindeki etkileri hakkında yapmış oldukları gözlem ve araştırmaların bulguları ortaya konulmuştur. Bununla birlikte eğitim teknolojisinde bilgisayar kullanımının ortaeğitim binaları tasanmına etkilerinin incelenmesine ilişkin farklı seviyelerde sistem açılımına gidilmiş ve sistem elemanları etkileşimi alt açılımlarla irdelenmiştir.Ayrıca bu teknolojinin donanımlarının, iletişim ağlarının ve kullanıcılar için olan ekipmanlarının özellikleri belirlenmiş ve teknolojinin mekan içindeki donatılara, ekipmanların türlerine, boyutlarına, mekan alanlarına, mekanın fiziksel gereksinmelerine ve mekan düzenlenmesine etkileri şemalar ve grafiklerle gösterilmiştir. Beşinci bölümde, eğitim teknolojisi kullanılan ortaöğretim binalarının mekan ilişkilerinin ve mekan organizasyonlarının değişimini saptamak amacıyla 40 adet uygulanmış örneğin mekan ilişkileri ve mekan organizasyonlarıma ilgili boyutu ele alınıp, analiz yöntemiyle değerlendirilmesine çalışılmıştır. Sonuçta, Herki araştırmalara yol göstermek amacıyla bu alanda gerekli informasyon ve sayısal bilgilerin oluşturulmasına, gelecekteki çağdaş okul planlamasına rehber olacak tasanm yöntemlerinin geliştirilmesine çalışılmıştır.
Özet (Çeviri)
AN ANALYSIS OF THE EFFECTS OF THE CONTEMPORARY SECONDARY EDUCATION SYSTEM, TECHNOLOGIES AND EQUIPMENTS ON SECONDARY SCHOOL BUILDINGS SUMMARY Education is a dynamic element of society and shows a constant change in line with the dominant tendencies and demands. Many school buildings built today will age in time and lose their validity, both overall and student populations will increase, and new teaching and learning techniques will continue to emerge. In designing the school buildings, it will be useful to consider systems concentrated on long- range targets and to take into account some features that are beyond the requirements of today and are able to satisfy future needs. The most reliable way to be aware of innovations and change in the future is dependent upon understanding of today. When the social trends, behaviours and technological aspects are analysed systematically and in a conscious manner, and the design methods of the society are displayed, more reliable and long term arrangements for educational locations which serve in a real sense future developments and today's need can be found. Before studying the targeted technological and modem education systems an attempt has been made to display the existing secondary school system in Turkey along with its historical development process, general structure, problems of production, facilities capacity and financing.A vast majority of the secondary education institutions in Turkey are observed to lack the basic education means and instruments and the necessary infrastructural services that are needed for making education more effective. In the third section, the development of modem contexts and methods of education and XIfundamental factors have been reviewed. In addition, the influences of these developments over the planning of secondary education buildings, and the design methods of the places where the modern education methods are to be applied have been analysed. With their architecture, form and facilities for school activities, school buildings must encourage students to research, discover, test, try, discuss, play games, socialize, be creative and develop their imaginative power and ability to think. Furthermore, training and education must be attractive for students and, different, rich adequate and pleasant spaces must be created and provided for various types of activities. Contemporary education systems must be developed and improved for getting rid of narrow - gauge and rigid education systems based on immutable rules and, for making the learning process an attractive pleasure for students, and esteeming their feelings, ideas and physical abilities. This chapter focuses on the problem of organizing students and faculty differently in order to achieve maximum development of self in the form of consciousness, creativity, and self - control in a society of complex electronic communications. Following is a list of societal components with which enable to the requirements. Consciousness ;. Complexity ;. Creativity ;. Self-control ;. Cybernetic era ;. Communications ; based on computers and related electronic technologies. Continuous individual progress operates effectively in schools designed or remodelled to accommodate them. Differentiated spaces determined by educational objectives need to be specified. XIITo this end, we tried to develop alternative planning methods that encourage individual and personal learning, flexibility, socialization, creativity and contemporary methods. The following types of educational spaces are listed by increasing size and capacities.. Carrells ( individual ). Project rooms (three students / work groups). Offices (nine students / faculty /parents ). Seminar rooms. Multipurpose room Such alternative spaces can be planned around the developmental needs of students. In our modem world, scientific and technological innovations cause a very rapid improvement and change of social, political, economic and cultural systems, which in turn affect the education system. It is free from doubt that technology will continue to change the business methods and the needed skills in the coming years. In the 21 st century, new jobs with increasing difficulty will emerge. In order to satisfy these needs, the education system programs, methods and the associated technological means and facilities must be developed. The contemporary education and technology concepts are an indication of the substantial changes in education. Computers, television systems, education-oriented satellites, data process systems, data banks and data base systems are anticipated to be the basic means of improving the education systems in the coming years. Technology is changing our world and is making a significant impact upon education, and in turn, on school design. The learning environment will never be same. Electronic, digital and miniaturized devices for organizing information are proliferating, making customized computer - assisted instruction possible. Meanwhile, other aspects XIIIof technology are changing the way we plan, design and build our homes, schools and communities. In the fourth section, a model of heuristics to be used for the planning of the secondary school buildings in which the technology is used, was established and the steps in this model have been determined.The important, tasks.tools, and application fields of modern education technology in education have been classified.The interactions of these tools with education methods and intra -school activities have been analysed. The literature study related to the subject has been conducted and the findings of observation and research made by several researchers from certain universities on the affects of the computer on education and students have been shown. Along with this, system expansion at different levels related with the review of the influences of the computer utilization in the education technology on the design of secondary school buildings has been made and interaction of the system components have been reviewed. Furthermore, the features of the equipment, communication networks of this technology, and user equipment have been reviewed and the influences of the technology over the equipment, types, size, locations of equipment, the physical requirements of the location and location arrangements have been demonstrated in tables and graphics. School spaces in the future will probably contain spaces that support both traditional educational delivery as well as spaces that support technologically -enhanced and individualized instructional delivery. A number of different activity areas might be considered for inclusion in the classroom of the future. Activity areas include :. A station to serve science and home economics activities ;. A station for subjects such as physics or electronics ; XIV. A computerized work station for subjects such as business education ;. General purpose computer stations to support word processing or computer supported instruction ;. A large work area for project work and art ;. A reading area ;. Several individual work stations or carrels ;. A media center where students can watch videos or films and listen to tapes ;. A test center/ conference center. A communications center where students and teachers may communicate with others. Included might be capabilities for: electronic mail, facisimile and a teleconferencing facility.. Adequate storage for learning resource kits and materials.. A teacher work space which is private yet affords good supervision of the lab. The technological means used in education may be effective only if they are installed in a functional medium. That is why we tried to examine the use of technological products in education and the role of mechanization and organization of classrooms, to determine which technical means and instruments can actually create the necessary teaching environment under which conditions and to analyze the probable effects of the use of technological innovations in education on the design of school buildings. At the end of fourth section, to determine the change in the location relationship of secondary school buildings in which the education technology is used and change in the location organizations, the aspects of 40 applied samples regarding the location relations and organizations have been researched and analysed in an analytical method. In conclusion, as a guide for future research a model of information and numerical data required in this field has been established and methods of design as a guide for modem school planning in future have been developed. XV
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