DESIGNING SUBJECT-SPATIAL COMPONENT OF EDUCATIONAL ENVIRONMENT TAKING INTO ACCOUNT STUDENT AGE CHARACTERISTICS
Authors:   KSPU named after V.P. Astafyev (Krasnoyarsk, Russia), Parfenova A.G. ,   Siberian State University of Science and Technology named after Academician M.F. Reshetnev (Krasnoyarsk, Russia)
Published: August 2022

Statement of the problem. The article discusses the relevance of the transformation of the subject-spatial component in the educational institutions of the country. Within the framework of the national project “Education”, there is an active construction of new educational buildings, reconstruction, structural and visible repair. Taking into account the international experience of architectural and planning solutions, when creating or renovating the subject-spatial component of the educational environment, the criteria of safety, openness, accessibility, multifunctionality, etc. are applied. The connection of the subject-spatial component with the social and organizational-technological components of the educational environment is also taken into account, which allows modeling a new educational environment using approaches of international practice of description [Formation of a modern educational environment, 2019]. To achieve a high-quality result, teams of specialists from different fields of activity are formed, using the technology of collaborative design, where even before the stage of development of the environment design project, the concept of the development of an educational institution (new or modernized) is taken into account. The purpose of the article is to substantiate the application of the technology of participatory design with schoolchildren for the transformation of the subject-spatial component of the educational environment, taking into account the age characteristics of students and the concept of the development of an educational institution (organization). The theoretical and methodological basis of the study includes activity-based (V.V. Davydov, M.M. Makhmutov, etc.), personal-activity-based (V.P. Zinchenko, V.A. Slastenin), systemic (B.F. Lomov, V.A. Hansen), ecological (J. Gibson), integrative (A.A. Volochkov) approaches, as well as theory of personality activity (S.L. Rubinstein, L.S. Vygotsky, B.F. Lomov, K.A. Abulkhanova-Slavskaya), research in the field of environmental psychology (M. Chernoushek, K. Levin, J. Gibson, V.A. Yasvin). All in all, 155 students of grades 6–8 of the MAOU “Secondary school No. 157” of Krasnoyarsk took part in the study. The following samples were formed for the study: all respondents studying separately in grades 6, 7, 8. An ascertaining experiment was conducted with the use of a diagnostic complex to identify the characteristics of the activity of students [Parfenova, Safonova, 2022]. During the implementation of the formative experiment on the creation of a subject-spatial component of the educational environment, open observation was conducted in natural conditions and the method of focus groups with students was used, during which the needs for additional project activities using the technology of participatory design were identified. Research results. The study confirmed the importance of the subject-spatial component of the educational environment for students. In the semantic universality of the stimulus “school”, the weight of the category “subject-spatial environment” is more than twice the weight of the categories “Psychological atmosphere”, “Educational process” and almost four times the weight of the category “Teacher”. The results of studying the activity of students showed that the conditions in the educational environment limit the manifestations of activity or do not contribute to the emergence of the need for activity. The model of the subject-spatial component of the educational environment proposed by us promotes the development of students’ activity and is not limited to the walls of the school, classroom or adjacent territory within its borders. During the formative experiment, the need for independent participation in the transformation of the environment in adolescents aged 13–15 years was identified, for which we applied the technology of participatory design. Conclusion. Transformation of the subject-spatial component of the educational environment is the possibility of synthesis of the educational process, transformation of the environment, self-determination of students. Having identified the age range in which it is important for students not just to come to school as a place, but to realize the need for its transformation, we can conclude that the proposed model of the subject-spatial component of the educational environment, created on the basis of participatory design, contributes to the development of the activity of personality, subjectivity, and individuality of students.