Volume 1, Issue 3 (September 2022)
IJER 2022, 1(3): 37-46 |
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Mazaheri Forushani E, Baratali M. (2022). A model for designing teaching-learning space based on brain-centered approach in physical dimension for primary schools. IJER. 1(3), 37-46. doi:10.52547/ijer.1.3.37
URL: http://ijer.hormozgan.ac.ir/article-1-41-en.html
URL: http://ijer.hormozgan.ac.ir/article-1-41-en.html
1- MA in Curriculum Planning Department, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran
2- Assistant Professor, Curriculum Planning Department, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran ,baratali_540_1359@yahoo.com
2- Assistant Professor, Curriculum Planning Department, Islamic Azad University, Isfahan Branch (Khorasgan), Isfahan, Iran ,
Abstract: (1016 Views)
The present research aimed to provide a model for designing teaching-learning space based on brain-centered approach in physical dimension for primary schools using a qualitative synthesis method. The research area included all the articles and researches published in the field of teaching-learning space based on the brain-centered approach. In this regard, the design of the teaching-learning environment of primary school based on the brain-centered approach in the physical dimension and its validity were investigated and among 100 Persian articles from 2019-2021, 28 articles and from 50 English articles from 1994-2021, 25 articles selected via purposive sampling. Data collection was provided with the library method and note-taking method. To analyze the data, the roberts research synthesis steps were used. According to the findings, spatial dimension (including 12 categories), appearance characteristics dimension of the environment (4 categories) and arrengment dimension (12 categories) were identified. Also, the findings showed that the designed model has the appropriate validity.
Keywords: design of teaching-learning space, primary school, brain-based approach, physical dimension
Type of Study: Original |
Subject:
Educational Psychology
Received: 2022/04/17 | Accepted: 2022/08/19 | Published: 2022/09/1
Received: 2022/04/17 | Accepted: 2022/08/19 | Published: 2022/09/1
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