Designing schools for future: Comparison of teacher attitudes and preferences toward classroom environment
Başlık çevirisi mevcut değil.
- Tez No: 403427
- Danışmanlar: Dr. CELEN PASALAR
- Tez Türü: Doktora
- Konular: Mimarlık, Architecture
- Anahtar Kelimeler: Belirtilmemiş.
- Yıl: 2016
- Dil: İngilizce
- Üniversite: North Carolina State University
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 316
Özet
Özet yok.
Özet (Çeviri)
Previous research suggests that the physical arrangement of classrooms is an important factor for learning. Classrooms can provide students and teachers with environment to accommodate innovative instructional activities and facilitate positive learning interactions. The design of classrooms and their shapes can also influence teachers and their decisions on instructional activities differently. However, classrooms are both physical and organizational units where there is a complex relationship between the built structures and their arrangement, teachers, students, and the distribution of the space. One of the difficulties of identifying conclusive research findings about the environmental factors that would promote better learning is the diversity in teachers and their attitudes, which has not been a focus much in environment-human behavior studies and literature related to classrooms. The purpose of this study is to investigate the relationships between classroom environment teachers' current classroom arrangements (i.e. teacher-centered and student centered classrooms) and their classroom design preferences (i.e. expandable and variations of L-shape classroom designs) based on teachers' attitudes and behavioral outcomes. The outcome variables under investigation include teachers' motivation towards education; environmental response and awareness; teacher movement in classroom; furniture movement; motivational strategies; technology use; satisfaction with current classroom arrangement; teaching methods; and instructional area. The main purpose of this study is to understand how teachers behave in different classroom environments and what motivates them to make changes in spatial arrangement. One of the most unique aims of this study is measuring teachers' environmental awareness and examining its associations with teachers' current classroom arrangements and design preferences. The Environmental Response Inventory (ERI) assessment instrument was adopted to help define and measure differences in the way teachers interact with the environment. Within a descriptive correlational research design, specific classroom arrangements and designs were selected to study the relationship between classroom environment, teacher attitudes and preferences. A survey questionnaire was the instrument used for data collection. In order to address the associations between the variables and answer the main research questions of the study, multiple analyses techniques were also used. The results of the study revealed the relationships between teachers' current classroom arrangement (teacher-centered and student centered classroom environments); teachers' classroom design preferences (expandable and variations of L-shape classroom designs); and teachers' attitude and behavioral outcomes. The results further provide understanding on how teacher attitudes and behaviors differ in different classroom arrangements and what motivates them to make spatial changes in classroom settings. Future planning and design of these classroom spaces need to be based on behavioral processes that motivate innovative learning opportunities.
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