|M.Sc Student||Rosner Yael|
|Subject||The Perception of the Environment through Concrete|
Experience Versus the Audio Visual Experience
|Department||Department of Architecture and Town Planning||Supervisor||Ms. Rachel Sebba|
In light of the increasing use of transmitted information in educating children, one should examine the extent to which thus transmitted information serve as a substitute of concrete information conveyed by all senses simultaneously.
All theories dealing with the development of perception and cognition place emphasis on the important roll coordination between senses plays in the process of learning the nature of objects, i.e. direction, relative size, substance and orientation.
Based on those theories one can assume that children exposed to visual information without additional inter-sensory feedback (motional, tangible) will not apprehend the information in the same manner as adults who accrued spatial experience and have learned the properties of space and objects by a continuous process of concrete experiences in the Past.
The research, therefore, hypothesized that children exposed to concrete information - will understand and remember it better than children exposed to the same information through video; that the utilization of information transferred by video will rise with age; and that the lack of inter-sensory feedback will have divergent effect regarding different properties of the physical environment.
The research was carried out through a structured experiment in the everyday environment of the children. The impression that the experiment had left on the children was than examined. The research population was made up of two groups of children, one physically present in the environment and the other watching the room through video. Each group of children was evenly divided by age (1st grade and 4th grade) and gender. The information the children picked up from the environment was examined by a questionnaire referring to nine types of environmental information the children should have remembered: active and passive remembering, materials, colors, location, whole by part, relative and absolute size and the room's lay out.
The hypotheses of the research were supported in general. The findings established the priority that a concrete experiencing has over visual experiencing regarding most of the subjects checked and both age groups. Older children reported better remembering man the younger, in both channels of communication. Moreover, first-grade children experiencing the environment in a concrete manner understood and remembered it better than fourth-grade children watching it through video. The study also showed differences in the understanding and remembering of properties of the environment.
The research concludes by explaining its findings and pointing out implications they have on studying the environment through video and on environmental studies using televised information.