آموزش همزمان و ترکیبی دروس پایه معماری، عامل موثر بر ارتقاء انگیزش تحصیلی دانشجویان، مورد مطالعاتی: محتوای درس هندسه کاربردی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکتری معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران

2 دانشیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه علم و صنعت ایران، تهران، ایران

3 استادیارگروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.

چکیده

با توجه به آموزش متفرقه و پراکنده دروس پیش‌نیاز طراحی در رشته معماری و عدم هماهنگی اساتید با یکدیگر و انتخاب سلیقه‌ای نوع تمرین‌های دروس پیش نیاز طراحی، شاهد مشکلاتی در فرآیند طراحی معماری می‌باشیم، که نتیجه آن بی‌انگیزگی در دانشجویان می‌باشد. انگیزش از جمله مفاهیم رایج در مسائل آموزشی است. وقتی در سیستم آموزشی مشکلاتی همچون افت تحصیلی رخ می‌دهد، از انگیزه یادگیرنده به‌عنوان یکی از علل مهم آن یاد می‌شود. از سال 1378 با تغییر مقطع از کارشناسی‌ارشد پیوسته به کارشناسی پیوسته، وضعیت آموزش معماری دستخوش دگرگونی‌هایی گردید و درس ترکیب یک به درس‌هایی مانند: هندسه کاربردی، کارگاه مصالح ساخت و درک و بیان محیط تفکیک شد. هدف از این مقاله، بررسی تأثیر روش‌های تدریس آتلیه‌ای (ترکیبی و تفکیکی) بر میزان انگیزه تحصیلی دانشجویان معماری می‌باشد. در این پژوهش، از روش ترکیبی بهره گرفته شد. بدین صورت که تمرین آموزش ترسیم پلان و مقطع پله دو طرفه در درس هندسه کاربردی، با دو شیوه ترکیبی (آموزش همزمان دروس پایه) و تفکیکی (آموزش مستقل دروس پایه) در نظر گرفته شد، جامعه آماری در این پژوهش، دو گروه 18 نفری از دانشجویان نیمسال اول دانشگاه آزاد ارومیه بوده و برای گردآوری اطلاعات کمی از پرسشنامه استاندارد انگیزش تحصیلی دانشجویان والرند، استفاده شد و گردآوری داده‌های کیفی از طریق مشاهده آثار دانشجویان و مصاحبه با دانشجویان و اساتید معماری انجام شد. تجزیه تحلیل داده‌های کمی از طریق آزمون T دو نمونه‌ای مستقل و تجزیه و تحلیل داده‌های کیفی مبتنی بر نظریه زمینه‌ای بوده و در نهایت نوعی فرااستنباط صورت می‌گیرد. نتایج بحث حاکی از این است که آموزش دروس پایه از جمله درس هندسه کاربردی در رشته معماری با استفاده از روش ترکیبی و همزمان باعث افزایش علاقه‌مندی و ارتقاء انگیزه درونی و بیرونی دانشجویان معماری شده و در نتیجه کیفیت آموزش ارتقاء می‌یابد

کلیدواژه‌ها


عنوان مقاله [English]

Simultaneous Teaching of Basic Architecture Courses: A Factor Affecting Students’ Academic Motivation; Case Study: The Contents of Practical Geometry

نویسندگان [English]

  • Babak Motiei 1
  • Fatemeh Mehdizadeh Saradj 2
  • Qader Bayzidi 3
1 Ph.D. Student of Architecture, Department of Architecture, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran.
2 Associate Professor of Architecture, Department of Architecture, School of Architecture and Urbanism, Iran University of Science & Technology, Tehran, Iran
3 Assistant Professor of Architecture, Department of Architecture, Islamic Azad University, Sanandaj Branch, Sanandaj, Iran
چکیده [English]

Due to the various courses prerequisite for architectural design education, lack of coordination amongst professors and their arbitrary choosing of exercises, architectural education faces various problems, resulting in students’ demotivation. Motivation is one of the most-talked-about concepts in educational issues. One of the important reasons attributed to problems such as academic failure is the learner’s motivation. Because of changing the academic level from the continuous Master’s degree to the continuous Bachelor’s degree in 1999 in Iran, architecture education has been changed and the “Composition” course was divided into courses such as practical geometry, perception and presentation of environment and building materials workshop. The present study aims to investigate the impact of studio-based teaching methods (integrated and disintegrated) on the architecture students’ academic motivation. In this study, a combination method was applied as follows: in the practical geometry course, it is considered how to draw the plan and cross-section of the two-way staircase. The statistical population consists of two groups of 18 first semester students of Islamic Azad University (Urmia branch). The quantitative data are collected using Valrand Students’ Academic Motivation Questionnaire. Qualitative data are collected through observation of students’ works and the qualitative data through observing students’ works and interviewing with architecture students and professors of architecture. The quantitative data analysis is performed using independent-sample T-test and qualitative data analysis based on the grounded theory and finally, a kind of meta-deduction is obtained. The results show that teaching basic courses such as practical geometry in the field of architecture using an integrated method increases architecture students’ interest, intrinsic and extrinsic motivations and thus improves the quality of education.

کلیدواژه‌ها [English]

  • Architecture Education
  • Basic Courses
  • Practical Geometry
  • Academic Motivation
  • Simultaneous Teaching
Afacan, Y. (2014). Blended Learning for Non-studio Courses: Interior Architecture Student Experiences. Procedia-Social and Behavioral Sciences, 116, 1599-1603. https://www.sciencedirect.com/search/advanced?qs=Blended learning for non-studio courses a interior architecture student experiences
Bakhshi Jahromi, A., & Shahidi Zandi, K. (2009). Investigating the Motivation of Students of Agricultural Sciences in Kerman University of Applied Sciences. Iranian Agricultural Extension and Education Journal, 5(2), 89-91. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=110889
Beirami, M., Hashemi Nosrat Abadi, T., Farhadi, A., & Movahedi, Y. (2014). The Relationship between Meaning and Purpose of Life and Academic Motivation with Flexibility in Female Students. Journal of Women and Family Cultural – Educational, 9(27). 183-201. https://cwfs.ihu.ac.ir/article_201641.html
Dayaratne, R. (2013). Environment-behavior Research and the Teaching of Architecture in the Design Studio: An Experiment in Bahrain. Procedia-social and Behavioral Sciences, 105, 314-324. https://www.sciencedirect.com/search/advanced?qs=environment-behaviour research and the teaching of Architecture in the design studio an experiment in Bahrain
Dua, S., & Chahal, K.S. (2014). Scenario of Architectural Education in India. Journal of the Institution of Engineers (India): Series A, 95(3), 185-194. https://link.springer.com/article/10.1007%2Fs40030-014-0087-6
Ebrahimi Ghavam, S., & Khaghanizadeh, M. (2008). The Role of Motivation in Learning. Scientific Journal of Education Strategies in Medical Sciences, 1(1), 1-9. http://edcbmj.ir/article-۱-۱-fa.html
Erbil, Y., Arın, S., Öztank, N., & Cankurt, S.N. (2014). An “Architecture Orientation Training” Experience. Procedia-social and Behavioral Sciences, 143, 40-44. https://www.sciencedirect.com/science/article/pii/S1877042814042827
Gholamalizadeh, H., & Mokhberi, N. (2015). Effective Features of the Physical Environment for the Growth Potential Talents of Architecture Students. Journal of Architecture, Urban Design & Urban Planning, 7(13), 81 – 91. http://www.armanshahrjournal.com/issue_3750_3754.html
Karslı, U.T. (2015). Factors Influencing Function and Form Decisions of Interior Architectural Design Studio Students. Procedia-social and Behavioral Sciences, 174, 1090-1098. https://www.sciencedirect.com/search/advanced?qs=Factors influencing function and form decisions of interior Architectural design studio students
Kranthi, N., & Valliappan, A.L. (2016). Need for a Shift in Pedagogy for Teaching Fundamentals of Planning Education. In Urban and Regional Planning Education, Springer Singapore, 107-114. https://www.researchgate.net/publication/301710965 Need for a shift in pedagogy for teaching fundamentals of planning education
Khadivi, A., & Vakili Mafakheri, A. (2011). A Survey of Relationship between Achievement Motivation, Locus of Control, Self-concept and High School First Grader Science Students Academic Achievement the Five Regions of Tabriz. Journal of Instruction and Evaluation, 4(13), 45-66. http://jinev.iaut.ac.ir/article_521683_en.html
Lukman, N., Ibrahim, N., & Utaberta, N. (2012). Learning in Architecture Design Studio. Procedia-social and Behavioral Sciences, 60, 30-35. https://www.sciencedirect.com/science/article/pii/S1877042812037974
Mahmoudabadi, A., & Nadimi, H. (2015). The Educational Function of Caricature and Its Effect on the Students’ Educational Motivation and Satisfaction. Journal of Technology of Education. 9(4), 243-251. http://jte.sru.ac.ir/article_347_en.html
Mazloomy, S., Ehrampoush, M., Servat, F., & Askarshahi, M. (2010). Assessment of Academic Motivation and Its Relationship with Health-risk Behaviors in Male Students of Yazd University. Journal of Shahid Sadoughi University of Medical Sciences, 18 (3), 184-190. http://jssu.ssu.ac.ir/article-1-1090-en.html
McDonnell, J. (2016). Scaffolding practices: A study of design practitioner engagement in design education. Design Studies, 45, 9-29. https://www.sciencedirect.com/science/article/abs/pii/S0142694X15001143?via%3Dihub
Mehdizadeh Saradj, F., & Farsi Mohammadi Pour, A. (2013). Adjusting the Curriculum for Teaching the Basics of Architectural Design on the Basis of Future Requirements of Students in Architectural Design Studios. Journal of Fine Arts, 17(4), 61-70. https://jfaup.ut.ac.ir/article_36366_en.html
Mirriahi, S. (2015). Measurement and Evaluation in Architecture Education Systems with an Emphasis on Team-based Learning and Peer Evaluation Method. Armanshahr Architecture & Urban Development, Journal of Architecture, Urban Design & Urban Planning, 7(13), 107 – 117. http://www.armanshahrjournal.com/article_33440_en.html
Mohammed, M.F., & Elbelkasy, M.I. (2016). Digital Modeling as a Design Tool in Architecture Studios. In Learning and Technology Conference (L&T), 2016, 13th, 20-25. IEEE. https://ieeexplore.ieee.org/document/7562860
Mohebiamin, S., & Rabiei, M. (2015). Grounded Theory of Creative Teaching: Cultural Approach to Teaching in Higher Education. Journal of Innovation and Creativity in Human Sciences, 5(2), 25-53. http://journal.bpj.ir/article_520431_en.html
Mozzafar, F., Khakzand, M., Changiz, F., & Farshadfar, L. (2009). Grouping Architecture: The Missing Link in Architectural Design Education. Journal of Technology of Education, 3(4), 337-349. https://www.sid.ir/fa/journal/ViewPaper.aspx?id=109555
Nazidizaji, S., Tome, A., & Regateiro, F. (2014). Search for Design Intelligence: A Field Study on the Role of Emotional Intelligence in Architectural Design Studios. Frontiers of Architectural Research, 3(4), 1640 – 1646. https://www.sciencedirect.com/science/article/pii/S2095263514000508
Nikkar, M., Hojjat, I., & Izadi, A.A. (2013). Investigating the Purpose Structure and Its Application in Motivating Architectural Innovation. Journal of Iranian Architectural Studies, 3, 85-106. 
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://www.sciencedirect.com/search/advanced?qs=first design studio experience in education of interior architecture an example of Akdeniz university
Ozorhon, G., Eryildiz, D., & Aysu, E. (2012). A Studio-centric New Model in Design Education. Procedia-social and Behavioral Sciences, 47, 321-326. https://www.sciencedirect.com/science/article/pii/S1877042812023944
Roshan Milani, Sh., Aghaei, E., & Kheradmand, F. (2011). Evaluation of Academic Motivation and Its Relationship with Personal Status and Academic Achievement of Medical Students of Urmia University of Medical Sciences. Journal of Urmia Nursing and Midwifery Faculty, 9(5), 358-366. 
Torun, A.Ö., Tekçe, I., & Esin, N. (2011). Teaching Creativity in Self-organizing Studio Network: Implications for Architectural Education. Procedia-Social and Behavioral Sciences, 28, 749-754. https://www.sciencedirect.com/science/article/pii/S1877042811025778
Ustaomeroglu, A.A. (2015). Concept-interpretation-product in Architectural Design Studios-karadeniz Technical University 2nd Semester Sample. Procedia-social and Behavioral Sciences, 197, 1897-1906. https://www.sciencedirect.com/search/advanced?qs=concept-interpretation-product in architectural design studios-Karadeniz technical university 2nd semester sample
Uysal, M., Aydin, D., & Siramkaya, S.B. (2012). A Model Intended for Building the Design Education in the Context of Cultural Variety and Continuity: Sille Design Studio. Procedia-social and Behavioral Sciences, 51, 53-63. https://www.sciencedirect.com/search/advanced?qs=a model intended for building the design education in the context of cultural variety and continuity a sille design studio
Yousefi, A., Ghasemi, Gh., & Firouznia, S. (2009). The Relationship between Academic Motivation and Academic Achievement in Medical Students of Isfahan University of Medical Sciences. Journal of Medical Education, 9(1), 79-85. https://www.sid.ir/fa/journal/ViewPaper.aspx?ID=91724