Developing the geographical space cognation through architectural experiences (Case study: A study of spatial cognation of primary school students in Tehran)

Since geographical space is a subjective space, due to the difference in the spatial cognation of different people, its perception can be changed from person to person. This cognation depends on the person's experiences of the environment and can be taught. On the other hand, the best age for this training is childhood. But this issue has received less attention. Therefore, the aim of this study was to determine the effect of architectural experiences from the environment on the spatial cognation of students in Tehran. This research was conducted by quasi-experimental method. This was done by measuring the students' perspective perception and wayfinding ability before and after the architectural experiences of the environment. In this regard, pre-test and post-test were used together with the control group. The model used in this study was one-way analysis of covariance (ANOVA). The tests included measuring spatial cognation by perspective perspective drawing by sketching the landscape mental image and wayfinding tasks. For validity measurement, face validity was used and for reliability measurement, Cronbach's alpha was used, which is higher than 0.70 for spatial cognation and its dimensions. Significance in the effectiveness of architectural experiences of the environment in understanding the perspective and the wayfinding ability that are part of spatial knowledge, showed the development of students' cognation of geographical space.