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Schools are the most well-known educational spaces on which the growth of any society depends. In the beginning, the structure of the schools was formed according to the background factors and educational values. But during different periods, including the late Qajar period and the first Pahlavi period, due to the emergence of the wave of modernization, it has undergone changes in terms of the architecture of the building and the content of education with previous traditional schools. The importance of the present research is that so far no research has been done on the architecture of modern schools in Kermanshah in the mentioned periods and the process of their formation. Therefore, the purpose of this research is to know the spatial organization, examine and compare the elements, and the structural patterns of Kermanshah schools in the Qajar and Pahlavi period. The present study was carried out using a descriptive-analytical and case study method. Four schools were selected as a case sample and the theoretical part of the research and the history of the formation of the selected schools were studied by library and documentary methods. Then, with the field method, the information of the completed schools and these schools were compared with each other based on the purpose of the research. The results indicate that the schools of the late Qajar period have followed the concept of physical continuity of traditional Iranian architecture, and the physical structure and spatial organization of schools of this period are similar to the model of traditional schools. In the schools of the first Pahlavi period, indicators such as the central courtyard, introversion, and central spatial organization have turned into extroversion with linear and complex spatial organization. In fact, during this period, educational spaces have changed from the central courtyard model to schools with a drawn plan model, and influence from the West can be seen both in school education and in the shape and body of schools.

 

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Development of the architecture profession in recent years has led to the quantitative development
of architecture schools. While much attention has been given to quantitative aspects of
such educational spaces, their quality has been neglected. This paper concentrates on two key
questions: (1) what are the desirable and acceptable characteristics of educational spaces from the
architecture students’ point of view? And (2) does the architecture of existing educational spaces
have satisfactory acceptability and desirability? This study aims to identify factors affecting the
quality of the architecture schools from their students’ perspective. This study is an empirical, descriptive,
and applied research in which we conducted a survey to collect data on the case studies.
In structural equation modeling between the latent variables of the study, two types of factors
have been studied: the physical, functional, and perceptual-semantic factors are considered as the
qualitative components of the educational spaces and on the other hand, standard satisfaction and
acceptability factors of the architecture schools which influencing the preferences of the students,
explain the structure of the models. The results of our findings indicate that the weakness of the
architecture schools in terms of functional component is related to the proportions between form
and function of the school, as for the physical component it is related to architectural values, and
in case of perceptual-semantic factors the interior design of the school is identified. Moreover,
the result of multivariate regression analysis reveals that among the effects of the physical, functional,
and perceptual-semantic factors, the functional factor is most effective. Therefore, paying
attention to the characteristics of the proportion between form and function in the design of architecture
schools is a priority.

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Although the learning approach is gradually changing from teacher-centered to student-centered, the pattern of designing school in Iran still is following the inefficient approach of teacher-centered. Learning environments nowadays are being less formally timetabled and increasingly collaborative and socially participating oriented. 
Inductive reasoning has been applied in this qualitative study to compare the two linear patterns of corridor-class and open schools as the representatives of the school’s educational approaches. The aim is comparing the performance of the two patterns based on physical planning, developing multiple intelligence and learning methods. The results indicate that the pattern of common schools is a comparative advantage in the need for required infrastructure and thus less construction costs, but there are more limitations in terms of its main goals which include providing the effective environment to develop multiple intelligence and a variety of teaching methods comparing to the street learning pattern.

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Abstract:

Education, obtaining and expanding it among religious minorities; particularly among Armenians, has attracted great interest in the present era. Due to the geographical situation and unique features of Isfahan on the one hand, and the existence of Jolfa Quarter and Armenians as well as other religious minorities on the other hand, this city has always been the center of attention by western countries and religious minorities outside Iran. The importance of conducting this research is that the beginning of developments in education and formation of modern contemporary schools in Isfahan has its roots in establishing Armenian and other Christians’ schools in this city and their precedence in this regard compared to Muslims’ schools. This research aims to carry out a contrastive survey of architecture in samples of Armenian schools in Jolfa Quarter of Isfahan with French missionaries’ schools in this city. The research method is descriptive-analytical-contrastive. The results obtained in this research are divided into two general sections. The first section is in relation to historical developments leading to the creation or establishment of schools. This section is itself subdivided into two groups: the first group includes factors or people who had a role in creating and forming modern Armenian schools in Jolfa. The role of churches, formation of renaissance in Europe, the relationship between Armenians inside Iran with European and East Asian countries through economic activities and financial support of Armenians inside and outside the country are included in this group.  The second group comprises factors related to the creation and establishment of schools by western (French) missionaries. In this regard, the French government’s policy to expand its influence in Iran culturally and through religious teachings is among the most important factors. The second section is related to the stylistics of architecture of contemporary schools of religious minorities in Isfahan. The architectural style in these buildings is mostly a mixture of Iranian classical traditional architecture and western classical architecture.

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The discussion of man and his alienation in contemporary environments has become an important challenge in environmental psychology studies. Gibson as a theorist in the field of environmental psychology studies, introduces the component of meaning and divides it into six levels, the sixth of which is the ultimate connection between man and the environment. From the audience’s point of view, what is the view towards this issue, and what do they expect from the establishment of meaning levels in educational spaces? In other words, the purpose of the study is to determine the level of students’ expectations of establishing meaning levels and also to determine the relationship between increasing levels and environmental satisfaction of the main audience of such spaces. The research methodology is positivist, with emphasis on quantitative basic data and quantitative research. In the data collection phase, the selected method is a survey method, and in the discussion and analysis phase, the research method is based on statistical reasons and with an explanatory descriptive nature. Gibson’s semantic levels and ideal student status are considered as the two main variables of the study, which are used to determine the correlation relationship between these two variables using Pearson coefficient. Finally, this study concludes that increasing semantic levels in the interior space is more important for the audience of the space and after that the yard has the highest correlation coefficient, but in the entrance space, increasing the semantic levels has an inverse relationship with students’ environmental satisfaction and they do not seek to increase semantic levels in such spaces.

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This study examines the concept and educational approaches and the relationshipbetween the mode and the hierarchy of education in each of the Safavid and Qajar periodsand the physical structure and structure of the schools, the role of each of these factors,including the styles, disciplines and conditions governing the educational system in theschool physical changes of different periods. In fact, the purpose of this analysis is tosee the effect of these changes on the method of education and the form of schools.But this requires the use of quantitative and qualitative research methods while in thequalitative review process, library and field research are used, and in the quantitativesection, the mathematical relationship between artificial intelligence and programmingin Python language and Image processing algorithms have been used to ensure relativeaccuracy and fluency in information analysis. As such, the results of the similarityprocess were primarily based on the assumption that the Norieh Safavid School is verysimilar in pictorial aspect to the Qajar schools. But it is also possible that the schoolsthat were categorized in the Qajar period were in fact constructed in the Safavid periodand the registration in the Qajar period was not definitively acceptable. Furthermore, theDarolfonoon school plan differs greatly from the structure of the earlier school curricula.Changes in the structure of schools from this period onwards as well as the separation ofreligious and scientific schools show that educational content has had a significant impacton the alteration of the formal structure of curriculum

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The issue of education in Iran has a long history and schools are an important part of the country's historical buildings. The period of transition from Qajar to Pahlavi I is not only important because of the end and beginning of two kingdoms; Rather, this era is considered due to the fundamental developments and changes in various political, economic, social and cultural dimensions and as a result the changes in architecture and urban planning that occur in this era.
Historical sources point to several factors as the roots of this development. the most important of which are the improvement of political and economic relations with the Western world, the arrival of foreign teachers and religious missionaries to Iran, etc. The set of these developments directly affected the culture and education of the society. Following these developments, new goals and nature for education were proposed and the school buildings which with their traditional architectural model seemed unsuitable for the physical needs of the new educational system, was abandoned at once and the design of the schools was done in a new way.
Knowing the architecture of a historical species such as schools is mandatory in any place as a part of the historical and cultural identity of the people of that land. Because it results getting familiar and discovering the hidden features in the architecture the schools of that region and paves the way for future researches. Guilan like other regions of Iran underwent many changes during the Qajar and Pahlavi historical periods. Due to these developments the architecture of its schools was also affected.
The purpose of this research is to identify and analyze the architectural changes of Guilan schools and the factors affecting these changes in the mentioned period. In this research, with a descriptive-analytical method and based on field and library studies to identify and describe the schools of Guilan including: Shahid Madani School and Shahid Marhaba School in Astara, Shahpur School (Shahid Beheshti), Forough School, Maryam Elementary School and Shahpour or Shahid Beheshti School in city of Rasht - Shahid Madani School and Shahid Marhaba School in city of Astara - Sharaf School in the city of Bandar_e Anzali. in the Qajar and Pahlavi period. Recognizing the spatial features of the mentioned schools indicated that simultaneously with the progress of the educational system in the transition period from Qajar to Pahlavi new spaces were created in accordance with the new educational functions in schools which were unprecedented before. Due to the influence of the government of the time on western ideas the new schools of Guilan in this period were generally built in the European style.

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The characteristics of the educational space are effective in the quality of education, but unfortunately, the existing spaces are often not desirable and do not help to achieve the educational goals. On the other hand, the design of the educational space in such a way that the various senses of people are activated in the space has a positive effect on the realization of educational goals, and the design based on the theory of multi-sensory architecture activates the various senses. One of the most important theorists in the field of multi-sensory architecture is Yohani Palasma, who considers modern architecture to lack multi-sensory architecture characteristics, so as a case example, schools before the modern era were selected, and among them the Safavid schools of Isfahan were chosen because during the Safavid era, a large number of schools were built in Isfahan to the point where Isfahan was called "House of Knowledge of the East", and this shows the importance and abundance of Safavid schools in Isfahan.
The source of the thought of multi-sensory architecture originates from the subject of phenomenology, and many books have been written on this topic, and researches have also been conducted on the multi-sensory architecture of kindergartens, museums, commercial spaces, residential spaces, etc. However, no research has been done about understanding the principles of multisensory architecture of Isfahan Safavid schools, and therefore, in the upcoming research, a new work has been done in the field of educational spaces in a quantitative and qualitative format, with a practical purpose, and a combined quantitative-qualitative approach, using a Likert scale questionnaire.
The purpose of this research is to discover the principles of multy sensory architecture in the safavid schools in Isfahan, and the main question is: Which principles of multi-sensory architecture can be found in the educational space of Safavid schools of Isfahan? In this research, firstly, by conducting documentary and library studies, in the branch of phenomenology, the knowledge of the principles of multi-sensory architectural theory was carried out and 23 principles were obtained, and in the next part of the research, 17 Safavid schools of Isfahan were selected, and due to the existing problems, 12 schools were visited and photographed and these principles were identified in the field.

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 The body and respect for hierarchy in architectural spaces is one of the most important principles in the formation of Iranian buildings, which is the manifestation of Islamic thoughts and ideas and the special characteristics of tradition, which have various dimensions. In Iranian Islamic culture, mosque schools have a special place in architecture, so in this regard, in the Safavid period, schools became one of the most important types of buildings as the most important educational centers serving mosques. The concept of sequence and hierarchy has always been emphasized in Iranian Islamic architecture, and this principle has been fundamental to architects in the body of mosques and schools. Spatial sequence and hierarchy can lead people to feel belonging to mosque-schools. Therefore, according to the physical changes of the mosque schools during the era, the concept and application of the series of classes has evolved. Therefore, considering the effect of hierarchy on the feeling of belonging to a place, it is necessary to investigate the relationship between the hierarchy in mosque schools and the sense of belonging to a place. Therefore, the main question of this research is What is the effect of hierarchy on creating a sense of belonging to a place in mosque-schools of the Safavid period? The purpose of this article is to discuss the impact of the body and spatial levels on the sense of belonging to the place in mosque schools of the Safavid period. The method of collecting research information is descriptive-analytical in terms of the type of results and in terms of the historical-interpretive approach, which is done by the typological analysis method and library data collection method (documents) and with the tools of map reading, document reading, and scanning, which are the architectural elements first. Inspects mosques. Then, he will discuss the role of these principles, including the spatial hierarchy corresponding to the body, on the sense of belonging to the place in the prominent mosque-schools of the Safavid period of Chaharbagh, Imam, and Hakim in Isfahan. The research results show that the order, sequence, and internal order that make up the shape of the body caused people to have a sense of belonging to the place. In such a way that changing the sequence or removing the hierarchy causes the nature of the body elements to change to create a sense of belonging. Therefore, in this evolution, the understanding of the physical elements in the hierarchy is not done correctly and it affects the sense of belonging to the place of the people.

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