معماری و شهرسازی آرمان شهر

معماری و شهرسازی آرمان شهر

رابطه سبک‌‌های یادگیری فلدر- سیلورمن با عملکرد دانشجویان در دروس نظری و طراحی معماری

نوع مقاله : مقاله پژوهشی

نویسندگان
1 استادیار گروه معماری، واحد سنندج، دانشگاه آزاد اسلامی، سنندج، ایران (نویسنده مسئول).
2 دانشجوی دکتری معماری، عضو سازمان نظام مهندسی ساختمان استان کردستان، 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
در پژوهش حاضر بر اساس یکی از نظریه‌های موجود در زمینه سبک‌‌های یادگیری که متعلق به «فلدر و سیلورمن» است به رابطه میان سبک‌‌های یادگیری و عملکرد دانشجویان در دروس نظری و کارگاه طراحی معماری پرداخته می‌‌شود. مبنای نظری نظریه‌‌ی فلدر- سیلورمن در اصل بر دوگانه بودن ساختار پردازش مغز که از نیمکره‌‌های چپ و راست تشکیل شده است، می‌‌باشد. آن‌ها از یک مقیاس پنج‌‌بعدی دوقطبی استفاده کرده‌‌اند که شامل بعد ادراک (حسی- شهودی)، بعد پردازش (فعال- تاملی)، بعد درون‌‌داد (بصری- کلامی)، بعد سازماندهی (استقرایی- قیاسی) و در نهایت بعد فهم یا اندریافت (متوالی- کل‌‌نگر) می‌‌شود. جهت بررسی رابطه میان عملکرد و سبک‌‌های یادگیری، دو نوع آزمون در نظر گرفته شده است که اولی به دسته‌‌بندی دانشجویان در سبک‌‌های یادگیری بر اساس پرسش‌نامه «فلدر- سولومان» پرداخته و در دومی، عملکرد دانشجویان در کارگاه طراحی معماری و کلاس دروس نظری مورد بررسی و مقایسه تطبیقی قرار می‌‌گیرد. مشارکت‌‌کنندگان از دانشجویان سال اول و دانشجویان سال‌‌ آخر (چهارم) انتخاب گردیده‌‌اند. نتایج این تحقیق نشان می‌‌دهد که تعداد دانشجویان سال چهارم نسبت به دانشجویان سال اول در سبک‌‌های شهودی، بصری و کل‌‌نگر افزایش معنی‌‌داری دارند. با ارزیابی عملکرد دانشجویان مشخص شد که دانشجویان سال اول در درس مقدمات طراحی معماری 1 با سبک‌‌های تاملی و بصری و دانشجویان سال آخر در درس طرح معماری 4 با سبک‌‌های کل‌‌نگر، بصری و تاملی دارای بهترین عملکرد بوده‌‌اند. همچنین دانشجویان سال اول در درس مصالح ساختمانی -که عمدتاً به صورت متنی و نوشتاری و استفاده از جزوه بوده است- با سبک‌‌های کلامی و تاملی و دانشجویان سال آخر در درس آشنایی با معماری اسلامی 2 -که عمدتاً به صورت توصیفی و ارائه پاورپوینت تدریس شده است- با سبک‌‌های بصری و حسی بهترین عملکرد را داشته‌‌اند.
کلیدواژه‌ها

عنوان مقاله English

The Relationship between Felder-Silverman Learning Styles and Students’ Performance in Theoretical and Architectural Design Courses

نویسندگان English

Mohammad Azad Ahmadi 1
Azadeh Maarefi 2
Amir Tayyebi 3
Kourosh Momeni 4
1 Assistant Professor of Architecture Department, Sanandaj Branch, Islamic Azad University, Sanandaj, Iran (Corresponding Author).
2 Ph.D. Student in Architecture, Member of Construction Engineering System Organization of Kurdistan Province, Sanandaj, Iran.
3 Assistant Professor of Urban Planning, Faculty of Architecture and Urban Planning, Jundi-Shapur University of Technology, Dezful, Iran.
4 Associate Professor of Architecture, Faculty of Architecture and Urban Planning, Jundi-Shapur University of Technology, Dezful, Iran.
چکیده English

This study investigates the relationship between learning styles and students’ performance in theoretical courses and architectural design workshops based on one of the theories related to the learning style that belongs to “Felder and Silverman”. The theoretical base on Felder-Silverman's theory is based on the dual processing structure of the brain that consists of two left and right hemispheres. They have used a dichotomy five-dimension scale that embraces perception (sensing-intuitive), processing (active-reflective), input (visual-verbal), organization (inductive-deductive), and understanding (sequential-global) dimensions. Two types of tests are considered to examine the relationship between performance and learning styles the first one classifies students in learning styles based on the Felder-Soloman questionnaire, and the second one examines and compares students’ performance in architectural design workshops and theoretical courses. Participants are chosen among juniors (first-year students) and seniors (fourth or last-year students). This study showed that the number of seniors has significantly exceeded the number of juniors in intuitive, visual, and global styles. According to the appraisal of students' performance, juniors had the best performance in Architectural Design Basics 1 based on the reflective and visual styles, and seniors had the best performance in the Architectural Design 4 course based on global, visual, and reflective styles. Moreover, juniors showed the best performance in the Construction Materials course-that is mainly textual and pamphlet-based- based on the verbal and reflective styles, and seniors showed the best performance in the Introduction to Islamic Architecture 2 course-that is descriptive and PowerPoint presentation-based- with visual and sensing style.

کلیدواژه‌ها English

Architectural Design Teaching
Theoretical Courses Teaching
Felder-Silverman Learning Styles
Students’ Performance
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دوره 17، شماره 46
بهار 1403
صفحه 107-121

  • تاریخ دریافت 31 اردیبهشت 1402
  • تاریخ بازنگری 27 مرداد 1402
  • تاریخ پذیرش 09 اسفند 1402