Semantic and syntactic analysis of internal and external interfaces of primary schools in the context of free time experience


Thesis Type: Postgraduate

Institution Of The Thesis: Istanbul Technical University, Fen Bilimleri Enstitüsü, Mimarlık, Turkey

Approval Date: 2019

Thesis Language: Turkish

Student: Büşra Atam

Consultant: Mehmet Emin Şalgamcıoğlu

Abstract:

The individual is an entity that interacts with the space since its birth. This interaction can vary from person to person depending on different dynamics with its structure ranging from perception to behavior. In this context, in addition to the sociological and cultural structure of the person's relationship with the physical environment and the environment in which he / she interacted, development periods also play an important role. In this context, the childhood period is positioned at an important point in terms of the development processes and therefore the interaction of the individual with the space. In this period, the child begins to understand, recognize and own the environment. Thus, the environment in which he is, he understands, experiences and learns. The close environment of the child, starting with the home, is spreading towards larger areas with the school age. In this process, child starting the go to the school starts to learn and learn about the new environment. At this stage, first the kindergarten then the elementary school is important for the child to learn the new environment independent from home and develop himself in physical, cognitive and psycho-social aspects. The children who start primary school discover and experience more freely even though there are physical or invisible spatial/temporal boundaries compared to kindergarten. These spatial and temporal boundaries shape the child's perception of space and processes of exploring, experiencing and recalling. At the same time, the concept of free time, which constitutes the temporal framework of this study, allows the child to experience the elementary school space more independently than the lesson time. In these times, the child is able to re-create the space with the most important learning method which is play, as well as to discover and experience the space. In this context, it can be said that the plan configuration of the primary schools, the internal and external interfaces and the ways in which these spaces come together cause differences in the child's perception of place, the recalling of these places and the behavior/play experience in these places. For this reason, in the context of this thesis study, regarding the differentiating spatial characteristics of primary schools, plan configurations and internal and external interfaces, it is aimed to examine the relationship of these processes with each other and space by revealing the equivalence of these situations in the perceptual, cognitive and behavioral processes of the child. In this context, the relations within the elemantary school spaces, data obtained syntactically, space usage of child in the memory-behaviour-game context, child's recalling of the space and relationship between data showing play levels of spaces are tried to be read. The conceptual framework of the thesis consists of the concepts of perception, cognition, behavioral patterns, child's perception of space, cognitive processes, behavior, play experience and space syntax theory that form a branch of the method of the thesis. Cognitive mapping and behavior patterns from the concepts discussed within the framework of the theoretical background of the thesis form the analysis methods used to understand the usage and recalling status of the field study. In addition to the conceptual framework of the thesis, the relationship between child and space in primary schools has been tried to be evaluated by means of the studies done before. In this context, the thesis study was analyzed with field studies in two primary schools which are different in terms of spatial characteristics and indoor outdoor relationship but similar in terms of education model and socioeconomic status parameters. Within the scope of the field study, data on space, usage and recalling were obtained in three different ways. The analysis data of the field studies performed at the İ.T.Ü. Geliştirme Vakfı Beylerbeyi İlkokulu and İ.T.Ü. Geliştirme Vakfı Natuk Birkan İlkokulu in the context of memory-behavior-play are obtained from cognitive map study performed with a total of 109 children studying in first and second grade and the method of behavior maps in internal and external circulation spaces, including the use of space in free time of this age range. The syntactic data of the space were obtained by accessibility and visibility analysis in Syntax 2D program. The analysis process of usage, recalling and spatial data was carried out in two stages. In the first stage, the relationship between the data obtained within the context of memory-behavior-play and in the second stage, the relationship of space syntax data, belonging to the space and interface groups, and memory-behaviour-play data are examined using chi-square and correlation analysis. Considering the important results of the analyzes, it is seen that the plan scheme of the school space has an effect on usage, recalling and game production potential of spaces.