نوع مقاله : مقاله پژوهشی
نویسندگان
1 استادیار گروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران (نویسنده مسئول).
2 دانشجوی دکتری، گروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران.
3 استادیار گروه شهرسازی، دانشکده معماری و شهرسازی، دانشگاه صنعتی جندی شاپور، دزفول، ایران.
4 دانشیار گروه معماری، دانشکده معماری و شهرسازی، دانشگاه صنعتی جندی شاپور، دزفول، ایران.
چکیده
کلیدواژه‌ها
عنوان مقاله [English]
نویسندگان [English]
In this study the relationship between learning styles and academic performance of the students in theoretical courses and architectural design workshop is addressed based on one of the existing theories in learning styles that belongs to "Felder-Silverman". Theoretical basis of Felder-Silverman theory is based on the duality structure (lateralization) of brain processing which composed of left and right hemispheres. They used a five dimensional dichotomies including the perception (Sensory-Intuition), processing (Active-Reflective), input (Verbal-Visual) organizing (Inductive-Deductive) and understanding or apperception (Sequential-Wholistic) dimensions.
In order to study the relationship between the academic performance and learning styles two types of tests were selected that the first one classified students in learning styles based on "Felder - Solomon" questionnaire and the second one analyzed and integrated academic performance of the students in architectural design workshop and theoretical courses.
The results of this study showed that the number of 4th year students compared to 1st year students in intuitive, visual and wholistic styles was significantly higher. The assessment of student performance indicated that the first year students had the best performance in introduction to architectural design I course with reflective and visual styles and the 4th year students had the best performance in architectural design IV with wholistic, visual and reflective styles. Also the first year students had the best performance in construction materials (which is a theoretical course using written material) with verbal and reflective styles and the final year students had the best performance in Introduction to Islamic architecture II (presented descriptively using PowerPoint) with visual and sensory styles.
کلیدواژه‌ها [English]
)