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

Document Type : Research Paper

Author

geography education

10.22034/trj.2023.139946.1888

Abstract

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.

Keywords

Main Subjects


Afzali, R., Badiee Azandehie, M., Yazdanpanah Dero, Q., & Zamani, A. (2022). Space and Place: Critical Reading. Geopolitics Quarterly, 18(65), 72-114. [in Persian]
Bandarabad, A. (2017). A Comparative Study between Place and out of Place Concepts in City Social Development with an Environmental Psychology Approach. Social Development & Welfare Planning, 8(32), 139-170. doi: 10.22054/qjsd.2017.8428 [in Persian]
Barzegar, S., & Habibi, M. (2020). Using the Rhythm-Analysis of the Daily Life in Organizing the Consumption of the Urban Space (Case Study: Pedestrian Path of Rasht). Urban Planning Knowledge, 4(1), 49-71. doi: 10.22124/upk.2020.15758.1404. [in Persian]
Canter, D. (1977). The Psychology of Place. London: Architectural Press.
Casey, E. S. (1994), Getting back in to place, Bloomington Indiana university press.
Chabook, F. A., Keyhan, J., Hassani, M., Sameri, M., & Feyzi, A. (2023). Evaluating The Quality of Higher Education From The Perspective of Students: A case study of Urmia University of Medical Sciences. Research in Teaching, 11(1), 39-22. doi: 10.22034/trj.2023.62701. [in Persian]
Cross, J. E. (2001). What is sense of place? Paper presented at the 12th Headwaters Conference, Western State Colorado University, G unnison, Colorado. Environmental Psychology, 3(1), 57-83.
Daviran, E. (2023). effective models for teaching courses based on location-based natural data, the first international teacher training conference with a prospective approach, Farhangian University, Mashhad. [in Persian]
Daviran, E. (2023). Synergogy of education (combination of pedandrogogy) of location-based data in the geographical environment. The 3rd National Conference on Teaching Geography Content, Farhangian Alborz University: Tehran. [in Persian]
Daviran, E. (2023). Excavation frequency of behavioral camps in urban parks, a case example: Baharestan Park and Sinai Zanjan. Journal of Urban Studies, 12(48), 17-28. [in Persian]
Farajollahzadeh, R., & Salehinia, M. (2021). Redefining Place by Focusing on the Process of Creation and Explanation of Place Centrality. The Monthly Scientific Journal of Bagh-e Nazar, 18(102), 69-82. doi: 10.22034/bagh.2021.256492.4708. [in Persian]
Foroud, H., Rahbarimanesh, K., Khansari, S., & Soltanzadeh, H. (2021). Explaining the Principles of Environmental Designing Effectively on Student Learning inelementary Schools (Case Study: Rasht Elementary Schools). Journal of Environmental Science and Technology, 23(4), 21-37. doi: 10.30495/jest.2021.47042.4821. [in Persian]
Hajitabar Firouzjaee, M., Azad, O., & Akbari, E. (2023). The Role of Focusing on Instruction And Optimizing Instructional Time of Teacher In The Classroom on Educational Performance With The Mediation of Academic Satisfaction. Research in Teaching, 11(2), 214-194. doi: 10.22034/trj.2023.62899. [in Persian]
Henriques, J., Tiainen, M., & Väliaho, P. (2014). Rhythm Returns: Movement and Cultural Theory. Body & Society, 20 (3–4), 3–29.
Hidalgo, C., & Henandez, B. (2001), “Place Attachment: Conptual and Empirical Question”, Journal of Environmental psychology, l21.
Hummon, D.M. (1992). Community Attachment: Local Sentiment and Sense of Place. In Place Attachment, New York press, 253-278.
Jorgensen, B., & Stedman, R. (2001).  Sense of place as an attitude:Lakeshore owners attitudes toward their properties. Journal of Environmental Psychology, 21(3), 233-248.
Kazarlis, S., Petridis, V., & Fragkou, P. (2005). "Solving University Timetabling Problems Using Advanced Genetic Algorithms". GAs, 2(7), 8-12 .
Moghimi, E. (2001). The concept of time and its symbols in geography. Faculty of Literature and Human Sciences (Tehran), 45(157), 323-340. [in Persian]
Mohamad Hasanizadeh, M., Faraji Sabokbar, H. A., & Motiee Langrudi, S. H. (2018). Exploratory Analysis of Spatial-temporal Behavior Patterns of Visitors, (Case Study: The Cultural and Historical Complex of Saadabad). Human Geography Research, 50(1), 17-34. [in Persian]
Montgomery, J. (1998) Making a city: Urbanity, vitality and urban design. Journal of Urban Design, 3(1), 93 – 116
Pourahmad, A. (2012). The realm and philosophy of geography. The sixth edition. Tehran: University of Tehran. [in Persian]
Proshansky, H. M., Fabian, A.K., & Robert, K. (1983). Place- identity: Physical world socialization of the self. Journal of Environmental Psychology, 3(1),57-83.
Rapoport, A. (1982) . The Meaning of the Built Environment a Nonverbal Communication Approach. Beverly Hills, CA:  Sage Publications, Inc.
Relphs , E. (1976) Place and Placelessness. London: Pion Limited.
Sajadian, N., & Damanbagh, S. (2021). Geographical analysis of the effect place (objective environment) on the sense of Happiness of Ahvaz citizens based on the happy city approach. Geographical Urban Planning Research (GUPR), 9(3), 761-799. [in Persian]
Sajjadian, N., Nemati, M., & Gashtil, F. (2019). “Role of the Place on Information and Communication Technology Effectiveness on Women’s Gender Identity; a Case Study of Ahvaz City, Iran”. GeoRes, 34 (3): 413-425. [in Persian]
Shakoei, H. (2011). New perspectives in urban geography. 15 th edition., Tehran: Samt. [in Persian]
Shamai, S. (1991). Sense of place: an empirical measurement. Geoforum, 22(3), 358-347.
Tahmasebi, A., Movahed, A., & Mohabbati, A. (2020). Comparing the spatial Centrality of Saadabad Palace Tourist Aattractions for Domestic and Foreign Visitors. Tourism Management Studies, 15(49), 203-232. [in Persian]
Tohjiwa, A D. (2022). The Concept of "Place" in Urban Studies. Ergonomics International Journal, 4(6), 1-6.