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عنوان URL للمقالة


رقم المقالة : SOIJ-2009-1371 (R3) زيارة : 214 الصفحة: 19 - 30

10.22094/soij.2021.1909686.1371

20.1001.1.23456450.2021.10.3.2.5

نوع المخطوط: ابحاث

Diary of an Architect, a Pheno-pragmatical Tool in Education

الموضوعات : Space Ontology International Journal

Homan Khajeh pour 1 , Shahab Kariminia 2 , Mahmoud Reza Saghafi 3 , Marziyeh Piravi Vanak 4

1 - Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
2 - Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
3 - Faculty of Architecture & Urbanism, Art University of Isfahan, Isfahan, Iran
4 - Faculty Member, Art Univercity, Isfahan,Iran

تاريخ الإرسال : 28 الأربعاء , محرم, 1442 تاريخ التأكيد : 14 الخميس , ذو القعدة, 1442 تاريخ الإصدار : 24 الأربعاء , محرم, 1443

الکلمات المفتاحية: Architecture education, Pheno-pragmatic, Theory and practice gap, Architectural writing,

ملخص المقالة :

This research is a primary part of a trilogy study with the purpose to establish a pheno-pragmatic mythology for architectural education. In this research the goal was to attract the subconscious interest of students’ learning curve in a limited educational timeline. To do so we have composed a pheno-pragmatic method to evaluate the conscious experience of students during a semester. Therefore, to achieve the quality of education needed in this method self-efficient education tools were required. Writing was considered as a subsequent tool to gain the proper outcome of this method. Firstly, a total of 318 students from two major universities in Isfahan were selected by random; two theory classes and one studio class, to participate in this study. The questions surrounding this study are; how does a written diary transpire as a pheno-pragmatic tool in architecture education? And can a diary establish a basic understanding of theory and practice for students? To reach the necessary outcome of this study quantitate data were gathered by processed questionnaires to establish a fundamental conclusion to this method. According to the data gathered around 25 percent of the students agreed with the theory and more than 57 percent accepted this method as both a theoretical and practical learning tool.

المصادر:


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