تدوین مدل خردورزی طراح (DW) در آموزش معماری بر اساس توانایی شناختی با نقش میانجی سبک‌های یادگیری

نوع مقاله : مقاله پژوهشی (کاربردی)

نویسنده

استادیار گروه معماری، دانشکده هنر و معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.

10.48301/kssa.2023.377749.2384

چکیده

نظریۀ شناختی از مهم‌ترین نظریاتی است که در زمینۀ آموزش، مطرح است.. این نظریه در آموزش معماری­ به بررسی فرایندهای ذهنی و شناختی مربوط به طراح و طراحی می­پردازد. هدف پژوهش حاضر، تدوین مدل خردورزی طراح بر اساس توانایی شناختی با نقش میانجی سبک­های یادگیری در آموزش معماری می باشد. روش این پژوهش از نوع همبستگی در قالب مدل معادلات ساختاری است. جامعۀ آماری این پژوهش شامل کلیۀ دانشجویان معماری دانشگاه­های همدان در سال تحصیلی1400-1399بود. 365 دانشجو به­عنوان نمونه به­صورت هدفمند و در دسترس از بین دانشکده­ها و گروه­های آموزشی  و با توجه به طرح پژوهش انتخاب شدند. جهت جمع­آوری اطلاعات، از پرسش‌نامه ­های سبک یادگیری، توانایی­های شناختی و پرسش‌نامۀ سه بعدی خرد استفاده شده­است و برای تحلیل داده­ها از مدل­یابی معادلات ساختاری بهره گرفته شد. نتایج نشان داد که بین توانایی شناختی اجتماعی و توانایی شناختی غیر­اجتماعی با سبک­ های یادگیری و خردورزی رابطۀ مثبت و معناداری وجود­دارد. بین سبک ­های یادگیری و خردورزی نیز رابطۀ مثبت و معناداری وجود دارد. همچنین با توجه به میزان شاخص‌های برازش محاسبه شده نشان از برازش مناسب مدل دارد و مدل مفهومی پیشنهادی این پژوهش که متغیر برون‌زای توانایی شناختی (اجتماعی و غیراجتماعی) به‌طور مستقیم و از طریق میانجی‌ سبک‌های یادگیری به‌طور غیرمستقیم بر خردورزی طراح اثرگذار هستند، تأیید شد.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Development of Designer Wisdom Model (DW) in Architecture Education based on Cognitive Ability with the Mediating Role of Learning Styles

نویسنده [English]

  • Farhad Karvan
Assistant Professor, Department of Architecture, Faculty of Arts and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.
چکیده [English]

Cognitive theory is one of the most important theories in the field of education. This theory examines the mental and cognitive processes related to the designer and design in architecture education. The current research aimed to develop a designer's intelligence model based on cognitive ability with the mediating role of learning styles in architecture education. The method of this research was correlational in the form of a structural equations model. The statistical population of this research included all architecture students of Hamedan universities in the academic year of 2019-2020. 365 students were selected as a sample in a purposeful and accessible manner from among the faculties and educational groups and according to the research plan. To collect data, learning style questionnaires, cognitive abilities and three-dimensional intelligence questionnaires were used; and structural equation modelling was used for data analysis. The results showed that there is a positive and significant relationship between social cognitive ability and non-social cognitive ability with learning styles and wisdom. There is a positive and significant relationship between learning styles and wisdom. In addition, according to the amount of calculated fit indices, the appropriate fit of the model was demonstrated. The effect of the proposed conceptual model of this research on the designer's intelligence with the exogenous variable of cognitive ability (social and non-social) was directly and through the mediation of learning styles confirmed.

کلیدواژه‌ها [English]

  • Architecture Education
  • Cognitive Ability
  • Wisdom
  • Learning Styles
  • Designer

مراجع

[1] Carmona-Halty, M., Salanova, M., Llorens, S., & Schaufeli, W. B. (2021). Linking positive emotions and academic performance: The mediated role of academic psychological capital and academic engagement. Current Psychology, 40(6), 2938-2947. https://d oi.org/10.1007/s12144-019-00227-8
[2] Oriol-Granado, X., Mendoza-Lira, M., Covarrubias-Apablaza, C-G., & Molina-López, V-M. (2017). Emociones positivas, apoyo a la autonomía y rendimiento de estudiantes universitarios: el papel mediador del compromiso académico y la autoeficacia. Revista de Psicodidáctica, 22(1), 45-53. https://doi.org/10.1016/S1136-1034(17)30043-6
[3] Sternberg, R. J. (2001). Why Schools Should Teach for Wisdom: The Balance Theory of Wisdom in Educational Settings. Educational Psychologist, 36(4), 227-245. https:// doi.org/10.1207/S15326985EP3604_2
[4] Paul, U. K., & Baltes, B. (2003). Wisdom-Related Knowledge: Affective, Motivational, and Interpersonal Correlates. Personality and Social Psychology Bulletin, 29(9), 1104-1119. https://doi.org/10.1177/0146167203254506
[5] Brown, S. C. (2004). Learning across the campus: How college facilitates the development of wisdom. Journal of College Student Development, 45(2), 134-148. https://doi.org /10.1353/csd.2004.0020
[6] MacAllister, J. (2013). School Discipline, Educational Interest and Pupil Wisdom. Educational Philosophy and Theory, 45(1), 20-35. https://doi.org/10.1080/00131857.2012.711902
[7] Schanzenbach, D. W., Nunn, R., Bauer, L., Mumford, M., & Breitwieser, A. (2016). Seven facts on noncognitive skills from education to the labor market. The Hamilton Project. https://www.hamiltonproject.org/publication/economic-fact/seven-facts-on-nonco gnitive-skills-from-education-to-the-labor-market/
[8] García García, M. E. (2013). What we learn in school: Cognitive and non-cognitive skills in the educational production function [Ph.D, Columbia University]. New York, United States. https://academiccommons.columbia.edu/doi/10.7916/D8FF40KP
[9] Bloom, B. S. (1971). Mastery Learning. In J. H. Block (Ed.), Mastery Learning: Theory and Practice. Holt, Rinehart and Winston. https://gwern.net/doc/psychology/1971-bloc k-masterylearningtheoryandpractice.pdf
[10] Salama, A. M. (2005). A process oriented design pedagogy: KFUPM sophomore studio. Centre for Education in the Built Environment Transactions, 2(2), 16-31. https://doi .org/10.11120/tran.2005.02020016
[11] Fenstermacher, G. D., & Soltis, J. F. (2001). Approaches to Teaching (A. Nasr, H. Etimadizadeh, M. Nili, & F. Sharifian, Trans.). Mehrvista. https://www.gisoom.com/book/1746565
[12] Zoorvarzi, S., Raiesi, I., & Armaghan, M. (2023). Investigating architectural design training models with emphasis on learning styles (Analysis of architectural education models based on VARK learning style). Political Sociology of Iran, 5(11), 5446-5463. https ://doi.org/10.30510/psi.2022.291554.1852
[13] Leasa, M., Corebima, A. D., & Batlolona, J. R. (2020). The effect of learning styles on the critical thinking skills in natural science learning of elementary school students. Ilkogretim Online, 19(4), 2086-2097. https://doi.org/10.17051/ilkonline.2020.763449
[14] Roberts, A. M., Sternberg, R. J., Runco, M. A., Acar, S., Ward, T. B., Kolomyts, Y., & Kaufman, J. C. (2021). Creativity and cognition, divergent thinking, and intelligence. In J. C. Kaufman & R. J. Sternberg (Eds.), Creativity: An Introduction. Cambridge University. https://books.google.com/books?hl=fa&lr=&id=IPQgEAAAQBAJ&oi=fnd&pg=PA102&dq=Roberts,+A.+M.,+Sternberg,+R.+J.,+Runco,+M.+A.,+Acar,+S.,+Ward,+T.+B.,+Kolomyts,+Y.,+%26+Kaufman,+J.+C&ots=e-fsp6nhVS&sig=azkxvXP hyfrkRUMEJmJwGmuVTGU#v=onepage&q&f=false
[15] Grossmann, I., Weststrate, N. M., Ardelt, M., Brienza, J. P., Dong, M., Ferrari, M., Fournier, M. A., Hu, C. S., Nusbaum, H. C., & Vervaeke, J. (2020). The Science of Wisdom in a Polarized World: Knowns and Unknowns. Psychological Inquiry, 31(2), 103-133. https://doi.org/10.1080/1047840X.2020.1750917
[16] Avsec, S., & Jagiełło-Kowalczyk, M. (2021). Investigating Possibilities of Developing Self-Directed Learning in Architecture Students Using Design Thinking. Sustainability, 13(8), 4369. https://doi.org/10.3390/su13084369
[17] Kurd Nougabi, R. (2022). Wisdom therapy (2 ed.). Fararavan. https://www.iranketab.ir/b ook/45767-wisdom-therapy
[18] Stock, K. L., Bucar, B., & Vokoun, J. (2018). Walking in Another’s Shoes: Enhancing Experiential Learning Through Design Thinking. Management Teaching Review, 3(3), 221-228. https://doi.org/10.1177/2379298117736283
[19] Sharif, H. R., & Nadimi, H. (2013). Ideation versus Idea Processing in Architectural Design Thinking. Soffeh, 23(3), 19-26. https://soffeh.sbu.ac.ir/article_100209.html?lang=en
[20] Altun, H., & Serin, O. (2019). Determination of Learning Styles and Achievements of Talented Students in the Fields of Science and Mathematics. Cypriot Journal of Educational Sciences, 14(1), 80-89. http://dx.doi.org/10.18844/cjes.v14i1.3441
[21] Khamparia, A., & Pandey, B. (2020). Association of learning styles with different e-learning problems: a systematic review and classification. Education and Information Technologies, 25(2), 1303-1331. https://doi.org/10.1007/s10639-019-10028-y
[22] Azzi, I., Jeghal, A., Radouane, A., Yahyaouy, A., & Tairi, H. (2020). A robust classification to predict learning styles in adaptive E-learning systems. Education and Information Technologies, 25(1), 437-448. https://doi.org/10.1007/s10639-019-09956-6
[23] Nadimi, H., & Shariat Rad, F. (2012). Sources of Architectural Design Ideation A Reflection on the Ideation Process of Eight Iranian Professional Architects. Journal of Fine Arts: Architecture & Urban Planning, 17(2), 5-14. https://doi.org/10.22059/jfaup.2012.3 0155
[24] Lawson, B., & Dorst, K. (2009). Design expertise. Routledge. https://doi.org/10.4324/97 81315072043
[25] Fatahi, S., Moradi, H., & Kashani-Vahid, L. (2016). A survey of personality and learning styles models applied in virtual environments with emphasis on e-learning environments. Artificial Intelligence Review, 46(3), 413-429. https://doi.org/10.1007/s10462-016-9469-7
[26] Amin Khandaqi, M., & Rajee, M. (2013). The Effect of Students' Learning Styles on Their Preferred Teaching Styles. Educational Psychology, 9(28), 16-40. https://jep.atu.ac. ir/article_2475.html?lang=en
[27] Faizi, M., & Dezhpasand, S. (2022). Analysis of Learning Styles to Improve Architectural Education (Case Study: Architecture Students of Urmia University). Journal of Iranian Architecture Studies, 7(14), 149-169. https://doi.org/10.22052/1.14.149
[28] Huang, F., Hoi, C. K. W., & Teo, T. (2018). The Influence of Learning Style on English Learning Achievement Among Undergraduates in Mainland China. Journal of Psycholinguistic Research, 47(5), 1069-1084. https://doi.org/10.1007/s10936-018-9578-3
[29] Rooney, D., & Nyström, S. (2018). Simulation: A complex pedagogical space. Australasian Journal of Educational Technology, 34(6), 53-64. https://doi.org/10.14742/ajet.4470
[30] Reis, S. M., McCoach, D. B., Little, C. A., Muller, L. M., & Kaniskan, R. B. (2011). The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal, 48(2), 462-501. https://doi.org/10.3102/0002831210382891
[31] Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering education, 78(7), 674-681. https://www.researchgate.net/pu blication/257431200_Learning_and_Teaching_Styles_in_Engineering_Education
[32] Talkhabi, M. (2020). Learning activities (design, implementation and evaluation). Angareh Cultural and Artistic Institute of Knowledge and Education. https://www.gisoom.co m/book/11610676
[33] Blakemore, S-J., & Mills, K. L. (2014). Is Adolescence a Sensitive Period for Sociocultural Processing? Annual Review of Psychology, 65(1), 187-207. https://doi.org/10.1146/ annurev-psych-010213-115202
[34] Shahmohammadi, A., & Bahmani, M. (2021). Identifying the Competencies Expected of Learners in the Distance Education System: Providing a Model. Karafan Quarterly Scientific Journal, 18(2), 319-335. https://doi.org/10.48301/kssa.2021.130739
[35] Inhelder, B., & Piaget, J. (1958). The growth of logical thinking from childhood to adolescence: An essay on the construction of formal operational structures. Psychology Press. htt ps://www.routledge.com/The-Growth-Of-Logical-Thinking-From-Childhood-To-Adolescence-AN-ESSAY-ON/Piaget-Jean--Inhelder-Brbel/p/book/9780415864442
[36] Ardelt, M. (2011). Wisdom, Age, and Well-Being. In K. W. Schaie & S. L. Willis (Eds.), Handbook of the Psychology of Aging (7 ed.). Academic Press. https://doi.org/10.10 16/B978-0-12-380882-0.00018-8
[37] Ardelt, M. (2003). Empirical Assessment of a Three-Dimensional Wisdom Scale. Research on Aging, 25(3), 275-324. https://doi.org/10.1177/0164027503025003004
[38] Bruya, B., & Ardelt, M. (2018). Wisdom can be taught: A proof-of-concept study for fostering wisdom in the classroom. Learning and Instruction, 58, 106-114. https://d oi.org/10.1016/j.learninstruc.2018.05.001
[39] Bluck, S., & Glück, J. (2004). Making Things Better and Learning a Lesson: Experiencing Wisdom Across the Lifespan. Journal of Personality, 72(3), 543-572. https://doi.org /10.1111/j.0022-3506.2004.00272.x
[40] Lawson, B. (2016). How designers think: Demystifying the design process (H. Nadimi, Trans.; 2 ed.). Shahid Beheshti University. https://press.sbu.ac.ir/book_263.html
[41] Cross, N. (2004). Expertise in design: an overview. Design Studies, 25(5), 427-441. https ://doi.org/10.1016/j.destud.2004.06.002
[42] Cross, N. (2006). Designerly ways of knowing. Springer. https://link.springer.com/book/ 10.1007/1-84628-301-9
[43] Bagheri, M., Noroozi, R., & Sarmaadi, M. (2018). Effect critical thinking instruction on the depression control and anxiety control of child training students of female Technical and Vocational College in the city of Borujerd. Karafan Quarterly Scientific Journal, 15(1), 99-112. https://karafan.tvu.ac.ir/article_100516.html
[44] Nejati, V. (2013). Cognitive Abilities Questionnaire: Development and Evaluation of Psychometric Properties. Advances in Cognitive Sciences, 15(2), 11-19. http://icssjo urnal.ir/article-1-289-en.html
[45] Felder, F. M., & Soloman, B. A. (1991). Index of Learning Styles. North Carolina State University. https://www.webtools.ncsu.edu/learningstyles/
[46] Hooman, H. A. (2005). Structural Equation Modeling With LISREL Application. Samt. https://www.gisoom.com/book/1334101/
فصلنامه علمی کارافن
دوره 20، شماره 4
هنر و معماری / کشاورزی
بهمن 1402
صفحه 61-85

فایل ها

سابقه مقاله

  • تاریخ دریافت: 06 دی 1401
  • تاریخ بازنگری: 17 اردیبهشت 1402
  • تاریخ پذیرش: 27 خرداد 1402

هم رسانی

ارجاع به این مقاله

آمار