A Comparison of the Effectiveness of Designing an Instructional Model of Procedural Knowledge Based on Systemic and Constructivist Approaches in Improving the Design Ability of Architectural Freshman Students

Document Type : Original Article

Authors

1 PhD Student, Department of Architecture, Faculty of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran

2 Assistant Professor, Department of Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran

3 Assistant Professor, Department of Architecture, Faculty of Art and Architecture, Bu-Ali Sina University, Hamedan, Iran

4 Assistant Professor, Department of Educational technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran

10.48301/kssa.2022.329065.2002

Abstract

The present study aimed to design and apply the instructional model of procedural knowledge based on two systemic and constructivist approaches to compare the effectiveness of these approaches by evaluating the educational activities of architectural freshman students and to identify the appropriate approach to adopt an effective instructional model to improve design ability. Architectural basic design (I) lesson was considered as a case study in this research. Instructional design with a systemic approach was then carried out using the teaching model of procedural knowledge of Moradi (2010) and then with a constructivist approach using the model of Jonassen (1999). The method of the present study was quasi-experimental with a pretest-posttest design with a control group. The statistical population included first year undergraduate students of architectural engineering in universities of Hamadan province. Among them, 30 students of architectural basic design (I) lesson of Islamic Azad University, Hamadan Branch were selected as a sample by available sampling methods, but were assigned randomly. The data collection tool was a researcher-made test to measure students' performance, which was approved by experts. Data analysis was performed using descriptive statistics (mean, variance, standard deviation, etc.) and inferential tests (covariance and its assumptions) with the help of SPSS software (2021) version 22. The results showed that the instructional model of procedural knowledge based on a systemic approach can be more effective in improving the design ability of architectural freshman students who have little basic knowledge than the constructive model by changing the cognitive structures.

Keywords

Main Subjects


[1] Dayaratne, R. (2013). Environment-behaviour Research and the Teaching of Architecture in the Design Studio: An Experiment in Bahrain. Procedia - Social and Behavioral Sciences, 105, 314-324. https://doi.org/10.1016/j.sbspro.2013.11.033
[2] Ormecioglu, H. T., & Ucar, A. (2012). First Design Studio Experience in Education of Interior Architecture: an Example of Akdeniz University. Procedia - Social and Behavioral Sciences, 51, 1107-1111. https://doi.org/10.1016/j.sbspro.2012.08.295
[3] Mehdizadeh Saradj, F., & Farsi Mohammadi Pour, A. (2012). Adjusting the curriculum for teaching the basics of architectural design on the basis of future requirements of students in architectural design studios. Honar-Ha-Ye-Ziba: Memary Va Shahrsazi, 17(4), 1-12. https://doi.org/10.22059/jfaup.2012.36366
[4] Hojat, E. (2004). Creative Education-Experience. Honar-ha-ye Ziba, 18(18), 25-36. https: //jhz.ut.ac.ir/article_10677.html?lang=en
[5] Kiessel, A. T., & Abbasoglu, M. S. (2008). Structuring the first year design studio. Designing Design Education proceedings, 80-91.
[6] Cross, N. (1990). The nature and nurture of design ability. Design Studies, 11(3), 127-140. https://doi.org/10.1016/0142-694X(90)90002-T
[7] Kalami, M., & Nadimi, H. (2014). Tacit Knowing and Primary Generators Reflections on the Role of Tacit Knowing in Formation of Primary Design Generators. Soffeh, 24(1), 19-32. https://soffeh.sbu.ac.ir/article_100222.html
[8] Bruning, R. H., & Glover, J. E. (2007). Educational psychology: its principles and application (A. N. Kharazi, Trans.; 7 ed.). University Publishing Center. https://www.gisoom.com/b ook/1437111/
[9] Moradi, M. (2015). Declarative and procedural knowledge. Research in Curriculum Planning, 12(45), 131-139. https://jsr-e.isfahan.iau.ir/article_534382.html?lang=en
[10] Goudini, J., Vafamehr, M., & Gorji, Y. (2021). Architecture Design Process in Industrial Complexes. Talhan Gostar. https://www.gisoom.com/book/11745286
[11] Sedaghati, A., & Hojjat, E. (2022). The Instructional Content of the Architecture Education in Iran and the Success Rate of the Bachelorsâ Degree Course in the Transfer of this Content. Journal of Iranian Architecture Studies, 8(15), 91-112. https://doi.org/10.2205 2/1.15.91
[12] Talischi, G., Izadi, A., & Einifar, A. (2012). Nurturing Design Ability of Novice Architecture Designers* Designing, Implementation and Testing a Constructivist Learning Environment. Honar-Ha-Ye-Ziba: Memary Va Shahrsazi, 17(4), 1-18. https://doi.org/10.22059/jfaup. 2012.36362
[13] Moosavi, S. M., Saghafi, M. R., Mozaffar, F., & Izadi, S. (2019). Achieving an Effective Teaching Model in Architectural Education; Case Study: Architectural Design Basics Two. Armanshahr Architecture & Urban Development, 12(28), 103-114. https://doi.org /10.22034/aaud.2019.97364
[14] Ghasemi Sameni, M., Noroozi, D., Asad, M., & Falahi, M. (2017). Instructional design theory; a componentat the service of instruction. Bi-quarterly Journal of Educational Studies NAMA, 5(2), 27-34. https://nama.ajaums.ac.ir/browse.php?a_id=256&sid=1&slc_lang=en
[15] Jarihi, A., Fardanesh, H., & Geramipour, M. (2015). Educational Plan Effects of Curiosity Booster on the 5th Grade Pupils’ Learning. Educational Psychology, 11(35), 181-196. https://jep.atu.ac.ir/article_1584.html?lang=en
[16] Moradi, M. (2010). Reviewing and analyzing the content of the teacher training course curriculum in terms of working method knowledge, proposing the ideal teaching model and comparing it with the current teaching situation in teacher training centers (the case of Zanjan teacher training center) [PhD, Trabiat Modares]. Tehran, Iran. http s://ganj.ira ndoc.ac.ir//#/articles/345c197779425621270f164d1efd13b2
[17] Jonassen, D. H. (1999). Designing constructivist learning environments. In C. M. Reigeluth (Ed.), Instructional-design theories and models (2 ed.). Lawrence Erlbaum Associates.
[18] Jonassen, D., Mayes, T., & McAleese, R. (1993). A Manifesto for a Constructivist Approach to Uses of Technology in Higher Education. In T. M. Duffy, J. Lowyck, D. H. Jonassen, & T. M. Welsh (Eds.), Designing Environments for Constructive Learning. Springer Berlin Heidelberg. https://doi.org/10.1007/978-3-642-78069-1_12
[19] Haghighi, S., Dezhdar, O., & Dehghan, N. (2022). Improving Architectural Design Skills with Design-Based Learning of New Structures. Journal of Iranian Architecture Studies, 8(15), 193-216. https://doi.org/10.22052/1.15.193
[20] Mohammadzadeh chianeh, E., Soltanzadeh, H., Dehbashi Sharif, M., & Keramati, G. (2020). The Role of mathematical thought in the improvement of architecture students’ abilities on logical aspects of design. Technology of Education Journal, 14(3), 615-628. https://d oi.org/10.22061/jte.2019.4809.2121
[21] Zandimoheb, A., Dejdar, O., & Talischi, G. (2020). Codification conceptual framework of education for students in architecture Primary design studios: A qualitative content analysis. Haft Hesar Journal of Environmental Studies, 9(33), 5-22. https://doi.org/10.2 9252/hafthesar.9.33.5
[22] Demirbas, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456. https://doi.org/10.1016/S0142-694 X(03)00013-9
[23] Lawson, B. (2004). Schemata, gambits and precedent: some factors in design expertise. Design Studies, 25(5), 443-457. https://doi.org/10.1016/j.destud.2004.05.001
[24] Davenport, T. H., De Long, D. W., & Beers, M. C. (1998). Successful knowledge management projects. MIT Sloan management review, 39(2), 43-57. https://www.proquest.com/openvi ew/76ca6820cf905f6422a30b881ac0c9ea/1?pq-origsite=gscholar&cbl=26142
[25] Taylor, I., Bogo, M., Lefevre, M., & Teater, B. (2016). Routledge international handbook of social work education. Routledge Abingdon. https://www.routledge.com/Routledge-Int ernational-Handbook-of-Social-Work-Education/Taylor-Bogo-Lefevre-Teater/p/book/ 9780367348793
[26] Kahler, S. E. (2003). A comparison of knowledge acquisition methods for the elicitation of procedural mental models [PhD, North Carolina State University]. Raleigh, North Carolina. https://repository.lib.ncsu.edu/bitstream/handle/1840.16/4900/etd.pdf?sequen ce=1&isAllowed=y
[27] Fontana, F. E. (2004). The development of a decision making instrument for soccer [Master, University of Pittsburgh]. Pittsburgh, Pennsylvania. http://d-scholarship.pitt.edu/10124/ 1/FabioFontanaDec9%2C2004.pdf
[28] Lawson, B., & Dorst, K. (2009). Design expertise. Routledge. https://www.routledge.co m/Design-Expertise/Lawson-Dorst/p/book/9781856176705
[29] Dashtgard, S., Bazrafkan, K., & Jahanbakhsh, H. (2021). Constructing an Interdisciplinary Educational Model in Architectural Education. Karafan Quarterly Scientific Journal, 18(Special Issue 1), 95-112. https://doi.org/10.48301/kssa.2021.263267.1331
[30] Lotfi Jalal Abadi, M., Farhadi, A., Ravaei, S., & Gholami, M. (2020). Designing a Skill-oriented Model for Occupational Students: Using the Grounded Theory. Karafan Quarterly Scientific Journal, 16(2), 71-100. https://karafan.tvu.ac.ir/article_105314 .html?lang=en
[31] Lawson, B. (2013). how designers think? The design process demystified. Translation by Hamid Namdimi (H. Namimi, Trans.; 2 ed.). Shahid Beheshti University. https:// mybooket.com/books/77fbb7d5ba027bb9/
[32] Van Dooren, E., Boshuizen, E., Van Merriënboer, J., Asselbergs, T., & van Dorst, M. (2014). Making explicit in design education: generic elements in the design process. International Journal of Technology and Design Education, 24(1), 53-71. https://do i.org/10.1007/s10798-013-9246-8
[33] Sahdra, B., & Thagard, P. (2003). Procedural knowledge in molecular biology. Philosophical Psychology, 16(4), 477-498. https://doi.org/10.1080/0951508032000121788
[34] Gagne, E. D. (1985). Cognitive psychology of school learning. Little, Brown https://ww w.amazon.com/cognitive-psychology-school-learning/dp/0316301655
[35] Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional design strategies and tactics (H. Fardanesh, Trans.). Samt. https://www.aloketab.net/product/10246/
[36] Reigeluth, C. M. (1983). Instructional design theories and models: An overview of their current status. Routledge. https://doi.org/10.4324/9780203824283
[37] Karami, M., Fardanesh, H., Abbaspour, A., & Moallem, M. (2009). Comparing effectiveness of systematic and constructive instructional design model in managers training and development. Journal of Management and Planning In Educational System, 2(2), 9-30. https://mpes.sbu.ac.ir/index.php/jmbsp/information/article_98338.html?lang=en
[38] Moallem, M. (2001). Applying constructivist and objectivist learning theories in the design of a web-based course: Implications for practice. Journal of Educational Technology & Society, 4(3), 113-125. https://www.jstor.org/stable/jeductechsoci.4.3.113
[39] Vrasidas, C. (2000). Constructivism versus objectivism: Implications for interaction, course design, and evaluation in distance education. International journal of educational telecommunications, 6(4), 339-362. https://vrasidas.com/wp-content/uploads/2007/07/c ontinuum.pdf
[40] Seitz, R. (1999). Short paper: Cognitive apprenticeship. Volume EDIT.
[41] Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4), 50-72. https://doi.org/10.1111/j.1937-8327.1993.tb00605.x
[42] Merrill, M. D., Kowallis, T., & Wilson, B. G. (1981). Instructional design in transition. In N. J. Gordon & F. H. Farley (Eds.), Psychology and education: The state of the union. McCutchan Publishing Corporation.
[43] Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. In V. Richardson (Ed.), Handbook of research on teaching (4 ed.). American Educational Research Association. https://www.researchgate.net/publica tion/228328528_AERA%27s_Handbook_of_Research_on_Teaching_4th_Edition
[44] Hilgard, E. R., Atkinson, R. C., & Atkinson, R. (1998). The field of psychology (volume 1) (M. N. Brahni, Trans.; 12 ed.). Roshd. https://www.gisoom.com/book/1141469/
[45] Moradi, M., Fardanesh, H., Mehrmohammadi, M., & Mosapour, N. (2011). Foundations and characteristics of a teaching model for teaching procedural knowledge. Educational Psychology, 7(20), 95-130. https://doi.org/10.22054/jep.2011.6036
[46] Saif, A. A. (2001). Educational psychology: psychology of learning and education (5 ed.). Agah. https://www.gisoom.com/book/1205857/
Volume 19, Issue 4 - Serial Number 60
Art and Architecture | Agriculture
March 2023
Pages 47-76
  • Receive Date: 20 February 2022
  • Revise Date: 25 July 2022
  • Accept Date: 27 August 2022