ارتقای محتوای دروس معماری بر اساس مکان سازی مبتنی بر ظرفیت های فضایی: نمونه پژوهشی، طرح درس «معماری بومی» (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
پژوهش حاضر با تمرکز بر مسئله هماهنگی میان سرفصل های آموزشی درس معماری بومی و ظرفیت های نظری معماری بومی، به دنبال ارائه چهارچوبی نظری و کاربردی برای بهبود آموزش معماری است. در این راستا، مسئله پژوهش در قالب نبود مدلی جامع برای آموزش مفاهیم چندلایه بین ابنیه و طبیعت بررسی شده است. بر این اساس، هدف اصلی پژوهش، توسعه محتوای آموزشی درس معماری بومی با استفاده از انگاره های مفهومی موضوع پژوهش است. در این مسیر، پژوهش به شناسایی و معادل سازی تم های اصلی در ظرفیت های نظری فضا، مکان، بوم و محیط پرداخته است. ضرورت پرداختن به این مسئله ناشی از چالش های طراحی معماری، بدون توجه به شناخت ساختاریافته از محیط و اثرات منفی آن بر کیفیت فضاهای زیستی و تعاملات انسانی است. روش پژوهش، کیفی، از نوع تحلیل تماتیک انتخاب شده و داده های پژوهش از 60 کتاب و 50 مقاله مرتبط استخراج شده است. این داده ها طی فرآیند کدگذاری و تحلیل، به 16 ترکیب مفهومی مرتبط با تم های محیطی و نظری سازماندهی شدند که به طور مستقیم در طراحی طرح درس جدید با 16 جلسه آموزشی به کار رفته اند. نتایج پژوهش از طریق طراحی شبکه ای مفهومی و تدوین اهداف رفتاری بر اساس تم های محیطی و نظری، الگویی جامع را برای آموزشِ شناخت و مداخله هدفمند در محیط های بومی ارائه کرده است. پژوهش نتیجه گیری می کند که با استفاده از اصول بوم شناسی، ترکیب معماری سنتی و فرهنگ بومی می توان آموزش معماری را به سمت معماری مبتنی بر ذات بومی آن، یعنی طراحی فضاهای پایدار و مکان های زمینه گرا، سوق داد.Enhancing Architectural Curriculum Content Through Place-Making Based on Spatial Capacities: A Case Study of the "Vernacular Architecture" Course
Introduction The present research addresses the pivotal challenge of aligning architectural education with the inherent spatial capacities of indigenous environments. The core issue identified in this study is the lack of comprehensive frameworks within architectural curricula that integrate indigenous spatial knowledge with contemporary design mechanisms. Traditional architectural education often overlooks the nuanced interactions between local spatial capacities and human-environment relationships. This oversight results in architects who are less equipped to incorporate indigenous patterns into modern interventions, consequently diminishing the contextual integrity of architectural outputs. The research highlights the necessity to redefine the indigenous architecture course content by recognizing the environmental, cultural, and socio-spatial characteristics of various locales. The primary objective of this study is to develop an educational framework that bridges the gap between indigenous spatial patterns and contemporary architectural practices. By doing so, the study aims to offer a pragmatic approach to reproducing indigenous architectural concepts within the context of modern design challenges. Through this endeavor, the research seeks to enhance students' capacity to perceive, analyze, and apply local spatial capacities in architectural solutions that are both sustainable and contextually responsive. The necessity of this research stems from the increasing demand for sustainable and contextually grounded architectural practices. Environmental degradation, loss of cultural identity, and the homogenization of urban spaces have underscored the importance of place-based approaches in architectural education. Addressing these challenges requires a curriculum that fosters a deeper understanding of spatial capacities unique to each locale. The research asserts that embedding such knowledge within architectural education can significantly improve the quality of designed environments and promote cultural resilience in built forms. Methodology Methodologically, the study adopts a qualitative thematic analysis approach. This method is chosen due to its capability to identify and interpret patterns within qualitative data, particularly in complex and multi-dimensional subjects like architecture. The research process involves a systematic review of 60 books and 50 scholarly articles, selected from an initial pool of over 200 studies. The stages of research include data collection, coding, theme identification, and the development of a theoretical framework that connects indigenous spatial knowledge with contemporary architectural design. The research progresses through several structured stages. The initial phase involves defining the research problem by identifying gaps in the current indigenous architecture curriculum. This is followed by sample selection from relevant literature to ensure a comprehensive understanding of the subject. Data collection is performed through a meticulous examination of textual sources, with an emphasis on identifying themes related to indigenous spatial patterns and their contemporary applications. The next stage involves converting data into textual formats for coding and analysis. Familiarization with the collected data allows for the initial identification of key themes and concepts. The coding process is conducted based on theoretical principles, focusing on core elements relevant to the research's hypothesis. Descriptive coding further refines the data by categorizing it based on specific attributes linked to the themes of indigenous architecture. Subsequently, the study searches for themes that encapsulate broader patterns observed in the data. These themes are reviewed and refined to ensure their relevance and coherence with the research objectives. Key thematic areas identified include spatial capacities, indigenous environmental interactions, and the cultural implications of architectural practices. The refinement process leads to the naming and defining of core themes that align with the educational goals of the indigenous architecture course. Result and discussion Achieving theoretical saturation is crucial to ensuring that all relevant dimensions of the research problem are comprehensively covered. The study revisits earlier phases to validate the robustness of the identified themes and their interconnections. Data analysis involves creating a thematic network that visually represents the relationships between themes and sub-themes. This network facilitates a holistic understanding of indigenous spatial knowledge and its pedagogical integration. Further analysis involves synthesizing the thematic findings into a cohesive curriculum framework for the indigenous architecture course. This framework comprises 16 thematic combinations that align behavioral objectives with identified spatial capacities. The curriculum design includes detailed lesson plans, covering time allocations, lesson topics, key content, teaching methods, and contextual materials for each of the 16 sessions. The study's key findings reveal that indigenous spatial patterns hold significant potential for enhancing architectural education. Themes such as environmental sustainability, cultural identity, and spatial adaptability emerge as central concepts that can enrich the indigenous architecture curriculum. The research demonstrates that incorporating indigenous knowledge into architectural education can foster more sustainable and culturally resonant design practices. Conclusion The final conclusion emphasizes the importance of integrating indigenous spatial knowledge into architectural curricula to address contemporary design challenges. The proposed curriculum framework can serve as a model for other architectural courses, promoting a holistic and context-sensitive approach to architectural education. By acknowledging and utilizing indigenous spatial capacities, the study advocates for a paradigm shift in architectural pedagogy, aligning theoretical knowledge with practical design applications. The practical implications of this research extend beyond academic settings. By fostering a deeper understanding of local spatial capacities, future architects can create designs that are more attuned to environmental and cultural contexts. This approach not only enhances the sustainability of built environments but also strengthens the cultural continuity of architectural practices. The study underscores the need for continuous adaptation and evolution of architectural curricula to reflect the dynamic interplay between place, culture, and design.
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