تدوین مدل ساختاری ایده‌آفرینی در آموزش معماری با سبک‌های خلاقیت و مهارت‌های فراشناختی و نقش میانجی راهبرد‌های یادگیری

نوع مقاله : مقاله پژوهشی (کاربردی)

نویسنده

استادیار، گروه معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.

10.48301/kssa.2022.327873.1986

چکیده

از عمده­ترین نظریه­های آموزشی در معماری که به بررسی فرایندهای ذهنی و شناختی مربوط به طراحی می­پردازد، نظریه­های شناختی است. امروزه توجه روزافزونی به رویکرد شناختی در یادگیری و یاددهی وجود دارد؛ رویکردی که به­طور خاص متناسب با آموزش معماری و شیوه یاددهی فرایند طراحی است. هدف پژوهش حاضر، تدوین مدل ایده­آفرینی در معماری از طریق سبک­های خلاقیت و مهارت­های فراشناختی و آزمون نقش میانجی راهبردهای یادگیری بود. این پژوهش از نوع همبستگی در قالب مدل معادلات ساختاری بود. در پژوهش حاضر جامعۀ آماری شامل کلیۀ دانشجویان معماری دانشگاه فنی و حرفه­ای دختران همدان به تعداد 600 نفر (درسال تحصیلی1400-1399) است. روش نمونه‎ گیری، به شیوۀ در دسترس به تعداد 126 نفر انتخاب شد. جهت جمع­ آوری اطلاعات، از پرسش‌نامه ­های فراشناخت حالتی اونیل و عابدی، راهبردهای یادگیری وین اشتاین و پالمر، سبک­ های خلاقیت کرتون و سنجش ارزیابی ایدۀ محقق ساخته و برای تحلیل داده­ ها از مدل یابی معادلات ساختاری استفاده شده­است. نتایج نشان داد که مدل با داده ­های پژوهش، برازش مناسبی دارد. مهارت­های فراشناختی و سبک­ های خلاقیت هم به ­صورت مستقیم و هم به­صورت غیر­مستقیم از طریق راهبردهای یادگیری بر ایده­آفرینی دانشجو اثر مثبت و معنادار دارد. به­ دست­اندرکاران آموزش معماری توصیه می­شود جهت آموزش فرایند طراحی در دانشجویان می­ بایست به راهبردهای یادگیری، سبک­های خلاقانه افراد و نیز توانایی فراشناخت حالتی مرتبط با طراحی توجه شود.  

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Developing a Structural Model for Idea Generation in Architecture Education with Creativity Styles and Metacognitive Skills and the Mediating Role of Learning Strategies

نویسنده [English]

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

The aim of this study was to predict idea generation in architecture through creativity styles and metacognitive skills and to test the mediating role of learning strategies. The present study was a correlational structural equation model. The statistical population of this study included all architecture students of Hamadan Girls' Technical and Vocational University totaling 600 students in the academic year 2020-2021. It is noteworthy that the sampling method used took into consideration the coronavirus epidemic conditions and 126 students were selected according based on available methods. In order to collect data, O'Neill and Abedi's state metacognition questionnaires, Weinstein's and Palmer's learning strategies, Kerton's creativity styles and the researcher's idea evaluation test were used. Structural equation modeling was used to analyze the data. The results showed that the model had a good fit with the research data. Metacognitive skills and creative styles, both directly and indirectly through learning strategies, have a positive and significant effect on student's idea generation. It is recommended to the practitioners of architectural education that in order to teach the design process to students, attention should be paid to learning strategies, creative styles of people, and the ability to metacognize a state related to design.

کلیدواژه‌ها [English]

  • Architectural education
  • Creative style
  • Design
  • Ideation
  • Learning strategy
  • Metacognitive skills

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فصلنامه علمی کارافن
دوره 19، شماره 4 - شماره پیاپی 60
هنر و معماری | کشاورزی
اسفند 1401
صفحه 147-170

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  • تاریخ دریافت: 03 اسفند 1400
  • تاریخ بازنگری: 26 مهر 1401
  • تاریخ پذیرش: 27 آذر 1401

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