Comparative Assessment of Temporal-Spatial Rhythm of Planning Theoretical And Practical Geography Courses In University Planning System

Paying attention to the temporal nature of learning and the spatial nature of the classroom shapes the geographical rhythm of education, which explains the rhythm of learning feedback. The study of this important rhythm in the geographical location will determine the pattern of teaching and learning, and according to that, the timing and location system, the arrangement and facilities of the classes will be modified to improve the level of learning. Due to its spatial nature, geography course units always require appropriate time and place allocation so that the learner can experience location-based learning at the desired time and place.
The subject of the effect of space and time in the field of teaching and learning effectiveness is a subject whose time dimensions have been given more attention in the fields of educational management. Time, place of education, the effect of learning are three concepts that have a meaningful and mutual relationship with each other. The amount of time devoted to the material, the time required to present the material, the comprehensive learning capacity of time are the things that Edwards has taken into consideration. Considering that learning time is more important than teaching time, comprehensive mental division for different times of learning during the day determines the point of his mental focus of educational materials. Perhaps the learner has planned his mental time to learn theoretical lessons and other time to learn practical lessons. In fact, the point of mental focus of learning different subjects at different times produces different educational effects. Educational planning according to the comprehensive mental focus point for different lesson units determines the learning effect. It is possible that at the point of time the lesson material is reduced or not focused by the teacher, but it does not have an effective learning effect due to being out of the time point of concentration. The spatial factor moves along with the time factor and in line with it. Teaching time in its proper place increases the learning effect.
The present study deals with the purpose of spatial analysis of geography courses with the application of temporal and spatial usefulness of theoretical and practical geography courses in curriculum planning. The lack of attention to the temporal and spatial model of education in lesson and class planning led this research to examine the subject in a consistent manner and introduce it to the scientific community as an innovative research. The main question of the current study is, what is the pattern of rhythmicity of location-based geography courses according to the type of course (theory and practical) and what is its feedback in the students' attitude? What is the difference between the temporal and spatial rhythm of the practical and theory courses of geography and to what extent does it affect each other?
This research, with an explanatory method and an applied nature in accordance with the comparative approach, has investigated the temporal and spatial rhythm and its effect in the theoretical and practical courses of geography. The statistical population of the research includes ۹۰ final year geography students. The method of data collection was field-library, in which the data was obtained in the field method by using the questionnaire tool and using the variables of time, place, spatial arrangement, access and facilities. Data analysis was done by spss 27.1 software using change radar model, gap analysis (t-pair) and effect size.
The results of the findings show that there is a significant difference between the temporal and spatial timing of practical and theoretical courses at the confidence level of ۹۵% with a significance level of less than 0.05, and the paired effect of moderate spatial variables is favorable (strong) and temporal variables in The level is medium. The radar of changes shows a time tendency to two and three o'clock in the morning and on Sundays and Mondays and a spatial tendency to a technological, workshop, smart site with a round table and couple spatial arrangement around the radar (desirability).The weekly time variable radar (class days) is practical lessons on Sundays and Mondays based on interest and theory lessons on Sundays and Tuesdays with a slight difference from other days (except Wednesday).Daily time-varying radar changes (class hours) for practical courses in the time frame of 9/30 to 12/30 (second and third hours) and for theory courses in the time frame of 8 to 15 (first, third, second and fourth hours) It is around the radar. Radar changes, the location of the classes for practical lessons in the technology device workshop and for theory lessons in the smart classroom and technology site has been around the radar. The radar changes of the place where the class is held for practical and theoretical lessons in a virtual and normal row with a large difference compared to other places, tends towards the center of the radar.  Radar changes, the layout of the classroom for the practical lessons of the round table method and pairs and for the practical lessons of the horseshoe and round table method is oriented around the radar. Radar changes of access and proximity for practical courses to the workshop and library and for theory courses, the library, site and surroundings have priority. The gap analysis of variables for practical and theory courses shows that the temporal and spatial rhythm of the variables has a significant difference according to the type of courses and they act relatively differently from each other. The effect size of spatial variables is large (strong) at the average level and medium for temporal variables. The effect sizes of the variables for theory and practical courses do not differ much from each other and are relatively similar. This research suggests that other dimensions of rhythmic studies (such as the diversity of disciplines, different educational levels, diversity of topics, diversity of resources, diversity and limitations of facilities, psychological and behavioral elements, etc.) that are not included in this research should be studied by other researchers.