Title
Modeli unapređenja efekata prostorne konfiguracije osnovnih škola na obrasce socijalnog ponašanja učenika u slobodnom vremenu
Creator
Nikolić, Vojislav, 1987-
CONOR:
61324553
Copyright date
2023
Object Links
Select license
Autorstvo-Nekomercijalno 3.0 Srbija (CC BY-NC 3.0)
License description
Dozvoljavate umnožavanje, distribuciju i javno saopštavanje dela, i prerade, ako se navede ime autora na način odredjen od strane autora ili davaoca licence. Ova licenca ne dozvoljava komercijalnu upotrebu dela. Osnovni opis Licence: http://creativecommons.org/licenses/by-nc/3.0/rs/deed.sr_LATN Sadržaj ugovora u celini: http://creativecommons.org/licenses/by-nc/3.0/rs/legalcode.sr-Latn
Language
Serbian
Cobiss-ID
Theses Type
Doktorska disertacija
description
Datum odbrane:
Other responsibilities
član komisije
Stanković, Danica
član komisije
Lojanica, Vladimir
Academic Expertise
Prirodno-matematičke nauke
Academic Title
-
University
Univerzitet u Nišu
Faculty
Građevinsko-arhitektonski fakultet
Group
Katedra za javne zgrade
Alternative title
Models for improvement of effects of elementary schools spatial configuration on patterns of pupil social behavior in free time
Publisher
[V. D. Nikolić]
Format
[12], 289 listova
description
Biografija autora: list 289
Bibliografija: list. 199-221
description
Architecture
Abstract (en)
From early childhood, an individual becomes a participant in various social
situations, and the interactions they establish, first within the family and later
with peers at school, are considered pivotal for their overall development.
Pupils spend a considerable amount of time with their peers engaging in
various activities at school, thus the school becomes their "second home".
Viewed from this standpoint, the school environment holds a substantial role
in facilitating pupil socialization. Within the pedagogical process, during
regular classes, specific models influence pupils’ behavior, while during
leisure time, more flexible behavioral patterns emerge. During their free time,
pupils independently organize their activities and participate in shaping a
unique "social space" through particular behavioral patterns. The relationship
between pupils and their social activities is primarily related to spatial
characteristics. In this sense, the physical features of the school space can
influence pupils' perception and emotions, shaping and forming their social
behavior. The spatial position and its connection to other spaces develop
movement patterns that either support or restrict pupil social interaction. This
relationship 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 role
in determining the areas of movement and potential pupil encounters. This
relationship is systematic and a product of architectural design.
This research, within the framework of spatial syntax theory, explores the
influence of the spatial configuration of primary schools on pupils' social
behavior and interactions during their leisure time. After establishing the
theoretical foundation of the subject and the problem, the study was conducted
on a representative sample of 20 primary schools in the urban setting of Niš
City. By employing quantitative methods of spatial-functional analysis and
spatial configuration through syntax analysis techniques, data regarding the
potential of architectural solutions within the analyzed pool of school
buildings were obtained. Furthermore, a quantitative method of structured
spatial observation in the field and a qualitative method of semi-structured
interviews with teachers were employed to assess the relevance of school
buildings. The research demonstrated a significant impact of the spatial
configuration of primary schools on the diversity of pupils' informal activities
and interaction distribution. It was found that spatial syntax characteristics
affect the occurrence of social interactions, indicating that spaces with high
integration values and low configurational depths are conducive to social
interactions among primary school students. The identified high
configurational accessibility of informal learning spaces directly influences
the integration value of the entire system and the potential for interactions
among pupils. Through this research, theoretical and practical models of
spatial configuration for primary schools were established, which structure
and encourage movement, mingling, encounters, and thus shape patterns of
pupils' social behavior.
Authors Key words
prostorna sintaksa, neformalne aktivnosti, socijalna interakcija, prostorna
afordansa
Authors Key words
space syntax, informal activities, social interaction, spatial affordance
Classification
72.05:[727:373.3]::316.614.5(043.3)
Subject
T 240
Type
Tekst
Abstract (en)
From early childhood, an individual becomes a participant in various social
situations, and the interactions they establish, first within the family and later
with peers at school, are considered pivotal for their overall development.
Pupils spend a considerable amount of time with their peers engaging in
various activities at school, thus the school becomes their "second home".
Viewed from this standpoint, the school environment holds a substantial role
in facilitating pupil socialization. Within the pedagogical process, during
regular classes, specific models influence pupils’ behavior, while during
leisure time, more flexible behavioral patterns emerge. During their free time,
pupils independently organize their activities and participate in shaping a
unique "social space" through particular behavioral patterns. The relationship
between pupils and their social activities is primarily related to spatial
characteristics. In this sense, the physical features of the school space can
influence pupils' perception and emotions, shaping and forming their social
behavior. The spatial position and its connection to other spaces develop
movement patterns that either support or restrict pupil social interaction. This
relationship 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 role
in determining the areas of movement and potential pupil encounters. This
relationship is systematic and a product of architectural design.
This research, within the framework of spatial syntax theory, explores the
influence of the spatial configuration of primary schools on pupils' social
behavior and interactions during their leisure time. After establishing the
theoretical foundation of the subject and the problem, the study was conducted
on a representative sample of 20 primary schools in the urban setting of Niš
City. By employing quantitative methods of spatial-functional analysis and
spatial configuration through syntax analysis techniques, data regarding the
potential of architectural solutions within the analyzed pool of school
buildings were obtained. Furthermore, a quantitative method of structured
spatial observation in the field and a qualitative method of semi-structured
interviews with teachers were employed to assess the relevance of school
buildings. The research demonstrated a significant impact of the spatial
configuration of primary schools on the diversity of pupils' informal activities
and interaction distribution. It was found that spatial syntax characteristics
affect the occurrence of social interactions, indicating that spaces with high
integration values and low configurational depths are conducive to social
interactions among primary school students. The identified high
configurational accessibility of informal learning spaces directly influences
the integration value of the entire system and the potential for interactions
among pupils. Through this research, theoretical and practical models of
spatial configuration for primary schools were established, which structure
and encourage movement, mingling, encounters, and thus shape patterns of
pupils' social behavior.
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