Principles of Open School Design Based on Emotional Intelligence Model and Enhancing Learning

Document Type: Original Article

Authors

1 Ph.D. Candidate of Architecture, Isfahan Art University, Isfahan, Iran

2 Department of Architecture, University of Art, Isfahan, Iran

3 Department of Architecture, Iran University of Science & Technology, Tehran, Iran

4 Department of Educational Sciences, Shahid Rajaee Teacher Training University, Tehran, Iran

Abstract

Considering the effects of open school spaces on students, the aim of the study was to provide guidelines for designing school open spaces to enhance the level of emotional intelligence and learning in primary school children. This can be done through increasing the level of motivation and providing the appropriate space to play. In this research a quantitative-qualitative research method is applied. Also, the Delphi system of gathering data is used to produce content-table and questionnaires. According to Kline, the sample size is calculated around 326. Teachers and school designers were questioned using randomized cluster sampling. The data was evaluated in SPSS software program version 22 using R factor analysis to produce analytical model in Amos. The results of the research indicated that physical aspects of space including: natural and diverse elements, spaces with cultural functions, semi-private (with supervision) and flexible environments, spatial diversity, space for different types of play and diverse connections between open and close spaces affect the changes of emotional intelligence in schoolyard. Thus, it was concluded that school open spaces are physical sites as well as social sets. Students’ behavior, abilities and space applications can be affected by spatial characteristics in school yard and lead to acquiring emotional abilities

Keywords


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