The effect of teaching model of procedural knowledge (based on Oser and Baeriswyl criteria) on improving the design ability of architectural freshman students
الموضوعات : Space Ontology International JournalMaryam Rahimi Meshkin 1 , Omid Dezhdar 2 , Gholamreza Talischi 3 , Hossein Zangeneh 4
1 - Department of Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran
2 - Department of Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran
3 - Department of Architecture, Faculty of Art and Architecture, Bu-Ali Sina University, Hamedan, Iran
4 - Department of Educational technology, Faculty of Humanities, Bu-Ali Sina University, Hamedan, Iran
الکلمات المفتاحية: Declarative knowledge, Procedural Knowledge, Teaching Model, Design ability, Architectural basic design (I),
ملخص المقالة :
The aim of this study was to implement the teaching model of procedural knowledge in teaching basic design studio courses and to investigate the effect of this teaching model on improving the design ability of freshman students by evaluating their activities as a test of this method. Architectural basic design (I) lesson has been considered as a case study in this research. This teaching model is based on the theoretical foundations of procedural knowledge and the criteria that determine a teaching model in terms of "Oser and Baeriswyl". The method of the present study was quasi-experimental with a pre-test, post-test, follow-up test design with a control group. The statistical population included first year undergraduate students of architectural engineering in universities of Hamadan province. Among them, 30 students of architectural basic design (I) lesson of Islamic Azad University, Hamadan Branch were selected as a sample by available sampling method, but were assigned randomly. The data collection tool was a researcher-made test to measure students' performance, which was approved by experts. Data analysis method using descriptive statistics (mean, variance, standard deviation, etc.), inferential tests (covariance and its assumptions) and t-test using SPSS software (2021) version. Findings showed that teaching based on teaching model of procedural knowledge can through increasing learning motivation, recall past learning and create meaningful learning, facilitate learning flow, increase cognitive involvement and learning stability, develop design schematas and improve problem solving skills, Improves the design ability of architectural freshman students in the design studio of architectural basic design (I).
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American educator, 15(3), 6-11.
Cross, N. (1990). The nature and nurture of design ability. Design studies, 11(3), 127-140.
Cross, N. (2006). Designerly ways of knowing. Translation by Javad Goudini. Jahad Daneshgahi Publications, Qazvin. (In Persian).
Davenport, T. H., De Long, D. W., & Beers, M. C. (1998). Successful knowledge management projects. MIT Sloan Management Review, 39(2), 43.
Demirbaş, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design studies, 24(5), 437-45
Fardanesh, H. (2005). Theoretical foundations of educational technology.Tehran: Samt Publication. Persian.
Fontana, F. E. (2004). The Development of a Decision Making Instrument for Soccer (Doctoral dissertation, University of Pittsburgh).
Gagne, E. D. (1985). Cognitive psychology of school learning.
Glover, J.A., & Browning, R.H. (2002). Educational Psychology. Translation by Ali Naqi Kharrazi. University Publication Center Publications, Tehran. (In Persian)
Goudini, J. (2020). Proposing a Holistic Definition of the Architecture Design Process. Bagh-e Nazar, 17 (91), 29-40
Goudini, J., & Vafamehr,M., & Gorji,Y. (2021). Architecture Design Process in Industrial Complexes. Tehran: Tahan Gostar.
Haghighi, S., & Dejdar, O., & Dehghan, N. (2019). Improving Architectural Design Skills with Design-Based Learning of New Structures. Journal of Architecture Studies, 8(15 ), 193-216.
Hojat, E. (2004). Creative Education: A New Experience. Honar-Ha-Ye-Ziba, - (18), 25-36.
Hilgard, E., & Atkinson, R. (1992). The field of psychology. Translation by Mohammad Naghi Braheni. Roshd Publications, Tehran. (In Persian)
Kahler, S. E. (2003). A comparison of knowledge acquisition methods for the elicitation of procedural mental models. North Carolina State University.
Kalami, M., & Nadimi, H. (2014). Reflection on the role of personal knowledge of the design situation in the formation of the primary design generators. Journal of Soffeh, 24 (64), 19-32.
Kiessel, A. T., & Abbasoglu, M. S. (2008). Structuring the first year design studio. Designing Design Education proceedings, 80-91.
Laria, B.R (2008). The effects of lesson screen background color declarative and
structural knowledge learning and performance, Acadmic Press, www.elsevier.com/locate/concog,www.sciencedirect.com
Lawson, B. (2004). Schemata, gambits and precedent: some factors in design expertise. Design studies, 25(5), 443-457.
Lawson, B. (2006c). how designers think? The design process demystified. Translation by Hamid Namdimi. Shahid Beheshti University Publications, Tehran. (In Persian)
Lawson, B., & Dorst, K. (2013). Design expertise. Routledge.
Leshin, C. B., Pollock, J., & Reigeluth, C. M. (1992). Instructional design strategies and tactics. Translation by Hashem Fardanesh. Samt Publications, Tehran. (In Persian)
Marzano, R. J. (2010). When practice makes perfect... sense. Educational Leadership, 68(3), 81-83.
Mehdizadeh Saradk, F., & Farsi Mohammadi Pour, A. (2012). Adjusting the curriculum for teaching the basics of architectural design on the basis of future requirements of students in architectural design studios. Honar-Ha-Ye-Ziba: Memary Va Shahrsazi, 17(4), 61-70.
Mehrdoust, E., Aminpoor, A., & Nadimi, H. (2019). The Model of Criticism Application for the Use of Precedents in Architecture Design and Training. Hoviatshahr, 13(1), 33-44.
Mohammadzadeh Chianeh, E., Soltanzadeh, H., Dehbashi Sharif, M., & Keramati, G. (2020). The Role of mathematical thought in the improvement of architecture students’ abilities on logical aspects of design. Technology of Education Journal (TEJ), 14(3), 615-628.
Moosavi, S. M., Saghafi, M. R., Mozaffar, F., & Izadi, S. (2019). Achieving an Effective Teaching Model in Architectural Education; Case Study: Architectural Design Basics Two. Armanshahr Architecture & Urban Development, 12(28), 103-114.
Moradi, M. (2010). Survey and analysis of teacher education procedural-curriculum content and teaching methods based on an optimal teaching model. Faculty of Human Science, Trabiat Modares University, Tehran, Iran.
Moradi, M., & Fardanesh, H., & Mehrmohammadi, M., & Mosapour, N. (2011). Foundation and characteristics of a teaching model for teaching procedural knowledge. Journal of Quarterly Educational Psycology, 7(20), 95-129.
Oser, F. K., & Baeriswyl, F. J. (2001). Choreographies of teaching: Bridging instruction to learning. Handbook of research on teaching, 4, 1031-1065.
Pressley, M., & McCormick, C. (1995). Advanced educational psychology for educators, researchers, and policymakers. Harpercollins College Division.
Sadram, V. (2017). Proper Imitation, a Prerequisite for Creativity Imitative Learning in Architectural Education (Design Process). Soffeh, 27(1), 5-16.
Sahdra, B., & Thagard, P. (2003). Procedural knowledge in molecular biology. Philosophical Psychology, 16(4), 477-498.
Schön, D. A. (1988). Designing: Rules, types and worlds. Design studies, 9(3), 181-190.
sedaghati, A., & HOJJAT, E. (2019). Architectural Education Content in Iran and the Success Rate of the Bachelors’ Degree Program in the Transfer of this Content. Journal of Iranian Architectural Studies, 8(15), 91-112.
Seif, Ak. (2005). Educational Psychology: Psychology of Learning and Education. Tehran: Agah Publication.
Talischi, G., Izadi, A., & Einifar, A. (2012). Nurturing Design Ability of Novice Architecture Designers* Designing, Implementation and Testing a Constructivist Learning Environment. Honar-Ha-Ye-Ziba: Memary Va Shahrsazi, 17(4), 1-18
Taylor, I., Bogo, M., Lefevre, M., & Teater, B. (Eds.). (2016). Routledge international handbook of social work education. Routledge.
Ustaomeroglu, A. A., Aydintan, E., Erbay, M., Kucuk, P., & Sadiklar, Z. (2015). The impact of basic design studio courses on interior design: KTU model. Procedia-Social and Behavioral Sciences, 197, 1889-1896.
Van Dooren, E., Boshuizen, E., Van Merriënboer, J., Asselbergs, T., & Van Dorst, M. (2014). Making explicit in design education: Generic elements in the design process. International Journal of Technology and Design Education, 24(1), 53-71.
Zandi Moheb, A., & Dejdar, O., & Talischi, G. (2020). Codification conceptual framework of education for students in architecture Primary design studios: A qualitative content analysis. Haft Hesar Journal of Environmental Studies, 9(33), 5-22.