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Affordances of school’s In-Between spaces for children’s multiple intelligences | ||
| School Administration | ||
| مقاله 2، دوره 13، شماره 4، فروردین 2026، صفحه 15-30 اصل مقاله (621.25 K) | ||
| نوع مقاله: Quantitative Research Paper | ||
| شناسه دیجیتال (DOI): 10.22034/jsa.2025.141955.2537 | ||
| نویسنده | ||
| Seyedeh Somayeh Mirmoradi* | ||
| assistant professor of architecture, Babol Noshirvani university of technology, Babol, Iran | ||
| چکیده | ||
| Several concepts in environmental psychology explore the reciprocal relationship between the environment and human behavior. One key concept is Affordance, introduced by Gibson. This concept suggests that architectural projects can shift their focus from merely considering function and form to creating environments that effectively meet the diverse needs of users. In-between spaces in school architecture are often overlooked in the design process, yet they can offer numerous affordances. This research aims to highlight the various design affordances of these spaces in schools and categorize them based on their ability to address different aspects of children's intelligence, as outlined by Multiple Intelligences (MI) theory. Using the framework of affordance theory, this qualitative study aimed to identify the various environmental characteristics of in-between spaces in schools that support children's multiple intelligences. The results of this research indicate that in-between spaces, due to their high design flexibility, are rich environments for accommodating the diverse intelligences of students. These spaces can support various types of children's multiple intelligences if designers and school leaders are aware of their diverse affordances. | ||
| کلیدواژهها | ||
| Affordance theory؛ Multiple Intelligences (MI)؛ In-Between spaces؛ Innovative Learning Environments (ILEs)؛ outdoor learning terrace | ||
| مراجع | ||
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Agirachman, F. A., Shinozaki, M., Koerniawan, | ||
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