Research Information System
INTERNATIONAL EUROPEAN CONFERENCE ON INTERDISCIPLINARY SCIENTIFIC RESEARCHES, Paris, France, 15 - 17 November 2019, vol.978605698, no.1, pp.5
In most classrooms, schools, and even in campuses intended learning experiences may not be positive, but instead negative due to lack of complete understanding of the importance of connection between learning and environment. Studies show that appropriateness of school design and building structure create an important impact for learning as well as teaching. Positive learning experiences may directly be related to conditions of facilities and, in particular, student achievement depends on effective utilization of learning environment. Not only architects but also educational scientists need to consider the effectiveness of architectural dimensions in relation to learning environment. Even though numerous studies consider these issues as important aspects of schooling, only a few studies in educational sciences field focus these phenomena. It is important to establish educational settings that serve as stimulating learning places. In order for buildings to meet the needs of different learners from different age, gender, climate, geography and many more characteristics of both learner and environment, comprehension of necessary design patterns become inevitable for both educators and architects. From a constructional and architectural perspective, those design patterns may be considered as structural, but from an educational perspective design concepts involve in creating effective learning environment that considers flexibility, decorations, stimulating educational materials, sunlight, noise, heat, ventilation, acoustics, color and so forth as essential to learning. These would be considered as overall functionalities that have impacts on learners’ success, motivation, and academic performances. The main purposes of this study are exploring the interaction among architectural features of campus and students’ experiences with these in relation to their learning, explaining the linkages among particular parts of a campus structures that are relevant to students’ learning experiences, and providing suggestions about merging aspects of physical environment and contemporary learning practices for current and future applications. Both qualitative and quantitative methods were employed in order to gather comprehensive data. Results indicated that the buildings should not only be considered as a roof over a head but may involve a texture of effective places that promote reciprocity between learning and environment. In addition to covered areas, open spaces of a campus need to be ogranized to utilize out of school learning. Based on the results, it can be concluded that before constructing a educational buildings, there is a great need for mutual collaboration between architects and educators.