Publication: Pedagojik açıdan ortaokul yapıları : mevcut durum analizi ve mimari iyileştirme önerileri
Abstract
Eğitim sistemlerinin başarılı olması için gerekli olan en önemli paydaşlarından birisi eğitim verilen okulun mimarisidir. Özellikle, son yıllarda büyükşehirlerde okul alanlarının küçülmesinden dolayı bu durum eğitim kalitesini etkilemektedir. Bu çalışmanın planlanmasının temel amacı ülkemizde bu konuda yeterli araştırma yapılmaması ve eğitim mimarisinin pedagojik olarak ülkemiz eğitimini olumsuz yönde etkilediğinin düşünülmesidir. Aslında, eğitim mimarisi konusunda geleneksel olarak Osmanlı döneminde veya Cumhuriyetin ilk zamanlarında daha hassas olunduğu görülmektedir. Fakat bu durumun genelleştirilememesi, sürdürülebilir kılınamaması, ekonomik sebepler gibi birçok etkenin devreye girmesiyle kalıcı ve etkili olamamıştır. Uzun yıllardır yapılan okul binalarının estetik, kültürel ve pedagojik açıdan yeterince başarılı olmadığı bilinmektedir. Bulunulan coğrafyaya, öğrenci profiline, toplumsal çevreye, öğrenci ihtiyaçlarına bakılmadan sadece öğrenci sayısına ve birtakım inşaat yapma kriterine bakılarak yapılan okulların eğitim kalitesini olumlu yönde etkilemeyeceği açıktır. Bu çalışmanın amacı ülkemizin en büyük metropolü olan İstanbul’da bulunan ortaokulların mevcut mimari yapısını incelemek, ortaya koymak; öğrenci ve öğretmen gözünden algıyı ölçmek, ülkemizde ve dünyada 21. Yüzyılın eğitim anlayışı doğrultusunda yapılan farklı eğitim mimarisi örnekleri üzerinden çıkarımda bulunmak ve İstanbul ili ortaokullarının mimari yapısı için birtakım kriterler belirleyip, gelişim önerileri sunmaktır. Çalışmanın başında öğrencilerin algısını ölçmek için Akkaya ve Yılmaz’ın (2019) geliştirdiği Okulun Fiziki Çevresi Algısı Ölçeği İstanbul ilindeki ortaokul öğrencilerinden oluşan 511 kişilik bir örneklem grubuna uygulanmıştır. Buna paralel olarak yine İstanbul ilinde görev yapan 17 ortaokul öğretmeni ile görüşme (yarı yapılandırılmış görüşme soruları) yapılmıştır. Buradan elde edilen veriler de mevcut okulların eğitim mimarisinin olumlu ya da olumsuz yanlarını desteklemek için kullanılmış olup son aşamada elde edilen veriler ışığında eğitim ve mimari alanında uzmanların görüşlerine başvurmak için bir Millî Eğitim Bakanlığı yetkilisi ve iki mimar ile görüşmeler gerçekleştirilmiştir. Araştırmanın temel noktalarından olan çoklu durum çalışması ile Anadolu ve Avrupa Yakasından olmak üzere İstanbul’un farklı ilçelerinden amaçlı örnekleme yöntemi ile belirlenen 8 farklı okul gözlem yapılarak incelenmiş ve mevcut mimari özelliklerine göre değerlendirilmiştir. Bunun yanında, eğitim mimarisi ve pedagoji arasında ilişki hakkında kapsamlı literatür taraması yapılarak durum çalışmasından elde edilen bulgular dünya genelinde kabul görmüş, iyi eğitim mimarisi örnekleriyle karşılaştırılarak eksikliklerin nasıl kapatılması gerektiğine dair birtakım kriterler belirlenerek geliştirme önerileri sunulmuştur. Araştırmanın bulguları, İstanbul’daki ortaokulların mimari özelliklerinin genel olarak eğitim-öğretimi desteklemekle birlikte, erişilebilirlik, sosyal mekânlar, sürdürülebilirlik ve teknolojik altyapı gibi kritik alanlarda iyileştirilmesi gerektiğini göstermektedir. Fiziksel altyapının çeşitlendirilmesi, engelli bireyler için daha kapsamlı düzenlemeler yapılması, enerji tasarrufunu ve çevresel sürdürülebilirliği destekleyen sistemlerin entegrasyonu gibi uygulamalar, okulların işlevselliğini artıracaktır. Ayrıca, öğrencilerin sosyal etkileşimlerini ve motivasyonlarını destekleyen sosyal alanların ve açık hava mekânlarının yaygınlaştırılması, eğitim ortamlarının kalitesini önemli ölçüde geliştirecektir. Öneriler arasında, eğitim yapılarının tasarımında pedagojik ve sosyal gerekliliklerin önceliklendirilmesi, yerel ve geri dönüştürülebilir malzemelerin kullanımı ile sürdürülebilirlik odaklı mimari yaklaşımların benimsenmesi yer almaktadır. Bunun yanı sıra, teknoloji entegrasyonunun artırılması, özellikle dijital altyapı ve akıllı sistemlerin yaygınlaştırılması, çağdaş eğitim gerekliliklerine uygun bir ortam yaratmada temel bir rol oynayacaktır. Bu doğrultuda, daha kapsayıcı ve çevreyle uyumlu eğitim binalarının tasarlanması, öğrenci başarısını ve genel eğitim kalitesini artırmaya yönelik önemli bir adım olacaktır. Bu çalışmada elde edilen sonuçların ülkemizde son yıllarda önem verilen eğitim mimarisi hakkında mimarlar, bürokrat ve karar alıcılara yol göstereceği umulmaktadır. Böylece, daha iyi eğitim verilebilecek ve pedagojik olarak daha uygun eğitim yapılarının oluşmasına yardımcı olunacaktır.
One of the most important stakeholders necessary for the success of education systems is the architecture of the school. Especially in recent years, due to the shrinkage of school areas in metropolitan areas, the situations related to architecture of the school affect the quality of education. The main purpose of planning this study is that there is not enough research on this subject in our country and it is thought that educational architecture has a negative impact on education in our country pedagogically. In fact, it is seen that the architecture of education was traditionally more sensitive in the Ottoman period or in the early days of the Republic. However, this situation could not be permanent and effective due to the fact that it could not be generalized, could not be made sustainable, and many other factors such as economic reasons came into play. It is known that school buildings built for many years have not been successful enough in terms of aesthetics, culture and pedagogy. It is clear that schools built only by calculating to house a certain number of students and by some construction criteria without considering the geography, student profile, social environment and student needs will not positively affect the quality of education. The aim of this study is to examine and reveal the current architectural structure of secondary schools in Istanbul, the largest metropolis of our country; to measure the perception from the eyes of students and teachers, to make inferences on different examples of educational architecture made in line with the educational understanding of the 21st century in our country and in the world, and to determine some criteria for the architectural structure of secondary schools in Istanbul and to offer development suggestions. At the beginning of the study, the Perception of the School's Physical Environment Scale developed by Akkaya and Yılmaz (2019) was applied to a sample group of 511 middle school students in Istanbul to measure students' perceptions. In parallel, interviews (semi-structured interview questions) were conducted with 17 secondary school teachers working in Istanbul. The data obtained from these interviews were also used to support the positive or negative aspects of the educational architecture of the existing schools. In the last stage, interviews were conducted with a Ministry of National Education official and two architects in order to seek the opinions of experts in the field of education and architecture in the light of the data obtained. With the multiple case study, which is one of the main points of the research, 8 different schools determined by purposeful sampling method from different districts of Istanbul, including Anatolian and European sides, were examined by observation and evaluated according to their existing architectural features. In addition, a comprehensive literature review was conducted on the relationship between educational architecture and pedagogy, and the findings obtained from the case study were compared with globally accepted examples of good educational architecture, and some criteria were determined on how the deficiencies should be closed and development suggestions were presented. The findings of the study show that while the architectural features of secondary schools in Istanbul support education in general, they need to be improved in critical areas such as accessibility, social spaces, sustainability and technological infrastructure. Practices such as diversifying the physical infrastructure, making more comprehensive arrangements for disabled individuals, and integrating systems that support energy saving and environmental sustainability will increase the functionality of schools. In addition, the expansion of social and outdoor spaces that support students' social interactions and motivation will significantly improve the quality of educational environments. Recommendations include prioritizing pedagogical and social requirements in the design of educational buildings, using local and recyclable materials, and adopting sustainability-oriented architectural approaches. In addition, increasing the integration of technology, especially digital infrastructure and smart systems, will play a fundamental role in creating an environment that meets the requirements of contemporary education. Accordingly, designing more inclusive and environmentally compatible educational buildings will be an important step towards improving student achievement and overall quality of education. It is hoped that the results obtained in this study will guide architects, bureaucrats and decision makers about educational architecture, which has been given importance in recent years in our country. Thus, better education will be provided, and more pedagogically appropriate educational structures will be created.
One of the most important stakeholders necessary for the success of education systems is the architecture of the school. Especially in recent years, due to the shrinkage of school areas in metropolitan areas, the situations related to architecture of the school affect the quality of education. The main purpose of planning this study is that there is not enough research on this subject in our country and it is thought that educational architecture has a negative impact on education in our country pedagogically. In fact, it is seen that the architecture of education was traditionally more sensitive in the Ottoman period or in the early days of the Republic. However, this situation could not be permanent and effective due to the fact that it could not be generalized, could not be made sustainable, and many other factors such as economic reasons came into play. It is known that school buildings built for many years have not been successful enough in terms of aesthetics, culture and pedagogy. It is clear that schools built only by calculating to house a certain number of students and by some construction criteria without considering the geography, student profile, social environment and student needs will not positively affect the quality of education. The aim of this study is to examine and reveal the current architectural structure of secondary schools in Istanbul, the largest metropolis of our country; to measure the perception from the eyes of students and teachers, to make inferences on different examples of educational architecture made in line with the educational understanding of the 21st century in our country and in the world, and to determine some criteria for the architectural structure of secondary schools in Istanbul and to offer development suggestions. At the beginning of the study, the Perception of the School's Physical Environment Scale developed by Akkaya and Yılmaz (2019) was applied to a sample group of 511 middle school students in Istanbul to measure students' perceptions. In parallel, interviews (semi-structured interview questions) were conducted with 17 secondary school teachers working in Istanbul. The data obtained from these interviews were also used to support the positive or negative aspects of the educational architecture of the existing schools. In the last stage, interviews were conducted with a Ministry of National Education official and two architects in order to seek the opinions of experts in the field of education and architecture in the light of the data obtained. With the multiple case study, which is one of the main points of the research, 8 different schools determined by purposeful sampling method from different districts of Istanbul, including Anatolian and European sides, were examined by observation and evaluated according to their existing architectural features. In addition, a comprehensive literature review was conducted on the relationship between educational architecture and pedagogy, and the findings obtained from the case study were compared with globally accepted examples of good educational architecture, and some criteria were determined on how the deficiencies should be closed and development suggestions were presented. The findings of the study show that while the architectural features of secondary schools in Istanbul support education in general, they need to be improved in critical areas such as accessibility, social spaces, sustainability and technological infrastructure. Practices such as diversifying the physical infrastructure, making more comprehensive arrangements for disabled individuals, and integrating systems that support energy saving and environmental sustainability will increase the functionality of schools. In addition, the expansion of social and outdoor spaces that support students' social interactions and motivation will significantly improve the quality of educational environments. Recommendations include prioritizing pedagogical and social requirements in the design of educational buildings, using local and recyclable materials, and adopting sustainability-oriented architectural approaches. In addition, increasing the integration of technology, especially digital infrastructure and smart systems, will play a fundamental role in creating an environment that meets the requirements of contemporary education. Accordingly, designing more inclusive and environmentally compatible educational buildings will be an important step towards improving student achievement and overall quality of education. It is hoped that the results obtained in this study will guide architects, bureaucrats and decision makers about educational architecture, which has been given importance in recent years in our country. Thus, better education will be provided, and more pedagogically appropriate educational structures will be created.