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

Document Type : Original Article

Author

Assistant Professor, Department of Architecture, Faculty of Arts and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

10.48301/kssa.2023.377749.2384

Abstract

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.

Keywords

Main Subjects

References

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Karafan Quarterly Scientific Journal
Volume 20, Issue 4
Art and Architecture / Agriculture
January 2024
Pages 61-85

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History

  • Receive Date: 27 December 2022
  • Revise Date: 07 May 2023
  • Accept Date: 17 June 2023

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