Abstract
This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach. A three-step method was followed in the line of the aim of this study. The first step is to acquire theoretical knowledge about the Montessori educational approach. The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis. In the study, it is observed in Montessori educational approach that the relationship between interior and exterior spaces is very important, that the circulation spaces and classrooms are designed as flexible multipurpose spaces depending on the basic principles of freedom, socialization, and that child-scale design and natural light are extremely important for all of the areas in question. It is seen that the Montessori approach is influential on educational spaces and the presence of spaces embodying this approach has a correspondence in architecture. In this context, this study, which reveals the relationship between learning environments and learning efficiency, is considered to be a source of data for the schools to be designed in this direction.
Highlights
Education is a social process providing individuals with competency and improvement under the influence of schools, which are chosen and controlled environments
This study aims to emphasize that the realization of effective educational approaches depends on the design of spaces suitable for the determined philosophy, and to reveal the design decisions required by the Montessori educational approach
The second step is to perform a spatial analysis based on the obtained plan schedules and visual materials from the school samples that have adopted the Montessori educational approach and designed by the designers according to this approach and the final step is to bring design decisions to designers and educators in order to create educational environments for the Montessori educational approach, depending on the literature and school analysis
Summary
Education is a social process providing individuals with competency and improvement under the influence of schools, which are chosen and controlled environments. In parallel with the development of science and technology within the process, the concept of education has started to be considered in a wider context; the purpose and systems of education have changed; and different educational philosophies and educational approaches have emerged depending on these philosophies in the process Each of these emerging approaches has different requirements, which have brought the schools to the agenda with different spatial characteristics and have been studied for this purpose. Chan (1988) underscores that spatial adaptations that are appropriate for educational programs based on a particular educational approach will directly affect the quality of education, and that architecturally consciously designed spaces are a motivating and directing path in education This is because education is the recognition of individual’s real role in the establishment of the quality of his or her social life; and the place where education happens is the environment in which the individual increases
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