Özet:

Human beings have established physical and emotional bonds with the spaces they have created in their environment, and have continued their lives by acquiring gains in the process of interaction randomly or in line with their plans. The perception of the positive or negative effects of the created space by the individual mediates the course of the activities to be carried out in the space. Correct planning and applications for the purpose ensure that the actions carried out in the space reach the target and the gains are transmitted without loss. One of the places where individuals can acquire planned and organised gains is the places where education and training activities are carried out. It is possible for the teaching-learning process to be efficient in terms of teachers and students in educational spaces where education-training activities are carried out, as well as the planned educational activities carried out to reach the targeted objectives, and the spaces where the activities are carried out are created in accordance with the objectives. The general structure of the space, the correct planning of the fixed and mobile equipment in the space serves the purpose. The effective reflection of the elements (sound, light, air quality, etc.) that the space contains in its own atmosphere or that it receives from its surroundings to the individual will contribute positively to the quality of perception and perception time in order for the individual to reach the target gains. The study aims to determine the contributions and competencies provided by the spatial organisation in classrooms and other educational spaces in secondary school buildings where education and training activities are carried out. Through literature, resource research and on-site observations, spatial organisation, structure and user interaction were examined through examples.

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