Title (srp)

Modeli unapređenja efekata prostorne konfiguracije osnovnih škola na obrasce socijalnog ponašanja učenika u slobodnom vremenu


Nikolić, Vojislav, 1987-


Tanić, Milan, 1977-
Stanković, Danica
Lojanica, Vladimir

Description (srp)

From early childhood, an individual becomes a participant in various socialsituations, and the interactions they establish, first within the family and laterwith peers at school, are considered pivotal for their overall development.Pupils spend a considerable amount of time with their peers engaging invarious activities at school, thus the school becomes their "second home".Viewed from this standpoint, the school environment holds a substantial rolein facilitating pupil socialization. Within the pedagogical process, duringregular classes, specific models influence pupils’ behavior, while duringleisure time, more flexible behavioral patterns emerge. During their free time,pupils independently organize their activities and participate in shaping aunique "social space" through particular behavioral patterns. The relationshipbetween pupils and their social activities is primarily related to spatialcharacteristics. In this sense, the physical features of the school space caninfluence pupils' perception and emotions, shaping and forming their socialbehavior. The spatial position and its connection to other spaces developmovement patterns that either support or restrict pupil social interaction. Thisrelationship among a series of spaces, where users move, encounter each other,and become aware of one another, constitutes spatial configuration.Consequently, spatial configuration can either foster or hinder social activities.Accordingly, the spatial configuration of school buildings plays a crucial rolein determining the areas of movement and potential pupil encounters. Thisrelationship is systematic and a product of architectural design.This research, within the framework of spatial syntax theory, explores theinfluence of the spatial configuration of primary schools on pupils' socialbehavior and interactions during their leisure time. After establishing thetheoretical foundation of the subject and the problem, the study was conductedon a representative sample of 20 primary schools in the urban setting of NišCity. By employing quantitative methods of spatial-functional analysis andspatial configuration through syntax analysis techniques, data regarding thepotential of architectural solutions within the analyzed pool of schoolbuildings were obtained. Furthermore, a quantitative method of structuredspatial observation in the field and a qualitative method of semi-structuredinterviews with teachers were employed to assess the relevance of schoolbuildings. The research demonstrated a significant impact of the spatialconfiguration of primary schools on the diversity of pupils' informal activitiesand interaction distribution. It was found that spatial syntax characteristicsaffect the occurrence of social interactions, indicating that spaces with highintegration values and low configurational depths are conducive to socialinteractions among primary school students. The identified highconfigurational accessibility of informal learning spaces directly influencesthe integration value of the entire system and the potential for interactionsamong pupils. Through this research, theoretical and practical models ofspatial configuration for primary schools were established, which structureand encourage movement, mingling, encounters, and thus shape patterns ofpupils' social behavior.

Description (srp)

Biografija autora: list 289Bibliografija: list. 199-221 Datum odbrane: Architecture

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