بررسی تأثیر آموزش کارت‌های شناخت معماری مبتنی بر نظریه گشتالت بر فراشناخت و انگاره‌های ذهنی دانشجویان
محورهای موضوعی : یادگیری
فرهاد کاروان
1
(گروه معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.)
کلید واژه: آموزش معماری, فراشناخت, آموزش گشتالت, انگاره ذهنی, کارت‌های شناخت معماری,
چکیده مقاله :
تغییر و تحول، بازسازی و بهبود سیستم های آموزشی در آموزش معماری، برای درک فرایند یادگیری همواره مورد توجه متخصصان آموزش معماری بوده است. هدف از این پژوهش، بررسی میزان تأثیر آموزش کارت‌های شناخت معماری مبتنی بر نظریه گشتالت برفراشناخت و انگاره های ذهنی در فرایند طراحی دانشجویان بود. این پژوهش از نوع نیمه آزمایشی با طرح پیش آزمون_ پس آزمون با گروه کنترل بود. جامعه آماری شامل کلیه دانشجویان دانشگاه های همدان بود. نمونه ای به حجم 40 نفر به شیوه ی در دسترس انتخاب شد. دانشجویان به‌طور تصادفی به دو گروه آزمایشی و کنترل (هر گروه 20 نفر) تقسیم شدند. گروه آزمایشی به‌مدت 8 جلسه مورد آموزش کارت‌های شناخت معماری مبتنی بر نظریه گشتالت قرار گرفت. ابزارهای اصلی جهت جمع‌آوری اطلاعات در این پژوهش شامل پرسشنامه ی فراشناخت حالتی و مقیاس سنجش انگاره های ذهنی بود.جهت تحلیل داده‌ها از آزمون کلموگراف اسمیرونف و آزمون لون برای رعایت پیش‌فرض‌ها و آزمون کوواریانس چند متغیره و دو متغیره مانکوا به منظور بررسی فرضیه‌ها محاسبه شد. نتایج نشان داد که آموزش کارت‌های شناخت معماری مبتنی بر نظریه گشتالت بر فراشناخت دانشجویان مؤثر بوده و نیز بر پردازش انگاره ذهنی در فرایند طراحی دانشجویان تأثیر گذاشته است. بر اساس نتایج به دست آمده، استفاده از کارت‌های شناخت معماری می تواند به ارتقای سطح کیفی دانشجویان معماری در طراحی کمک کند.
Changes in architectural education, reconstruction of education and improvement of educational systems to understand the learning process have always been of interest to architectural education professionals. The purpose of this study was to investigate the effect of architectural cognition cards education based on Gestalt theory on metacognition and mental ideas in the design process of students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population included all students of Hamadan Universities. A sample of 40 people was selected by convenience sampling method. Students were randomly divided into experimental and control groups (20 people in each group). The experimental group underwent architectural knowledge cards education based on Gestalt theory for 8 sessions. The main tools for data collection in this study included the State Metacognition Questionnaire and the Mental Ideas Scale. To analyze the data, Smirnov calligraphy test and Leven test were used to calculate the assumptions and multivariate and bivariate MANCOVA analysis of covariance were used. The results showed that architectural cognition cards education based on Gestalt theory has been effective on students 'metacognition and has also been effective on theme design processing in students' design process. The results of this study showed that architectural cognition cards education based on Gestalt theory has an effect on increasing the metacognition of architecture students and thus helps to improve the quality level of architecture students in design.
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Nadimi, H., & Shariat Rad, F. (2013). Sources of architectural ideation, a research in the ideation process of several architects from the professional society of the country. Honarhaye Ziba- Memari va Sharsazi. 17(2): 5-14. [In Persian]
O'Neil, Jr. H. F., & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The Journal of Educational Research. 89(4): 234-245.
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Salarifar, M. H., Pouretemad, H. R., Haidari, M., & Asgarnejad Farid, A. (2011). Beliefs and Metacognitive State, Inhibitor or Facilitor of Worry. Counseling Culture and Psychotherapy, 2(5): 77-93. [In Persian]
Seif, A. A. (2018). Modern educational psychology; Psychology of learning and education. Tehran: Duran. [In Persian]
Shapourian, R. (2008). General principles of Gestalt psychology. Tehran: Roshd Publisher. [In Persian]
Soleas, E. (2015). Integrating design thinking and metacognition: An accessible way to cultivate thinkers. Ubiquitous Learn. 8, 1–13.
Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne & J.C. Moore (Eds.), Elements of Quality Online Education: Engaging communities, Needham, MA: Sloam-C.
Tenbrink, T., C. Hِlscher, D. Tsigaridi, & R. C. Dalton. (2014). “Cognition and Communication in Architectural Design.” In Space in Mind: Concepts for Spatial Learning and Education, edited by D. R. Montello and K. E. Gross ner, 263–280. Cambridge: MIT Press.
Wong, Y. L., & Siu, K. W. M. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4): p. 437-45
_||_Alipour, L. (2019). Improving Precedent-Based Architectural Design Ideation with Action Research Methodology. Memari-va-Sharsazi (Honar-haye-Ziba), 24(3): 47-59. [In Persian]
Amini, S., Falamaki, M. M., & Keramati. Gh. (2019). Typology of imagination in the process of architectural design. Baghe-e Nazar. 16(72): 53-64.
Anthonysamy, L. (2021). The use of metacognitive strategies for undisrupted online learning: Preparing university students in the age of pandemic Education and Information Technologies. 26, 6881–6899.
Avsec, S., & Jagiello-Kowalczyk, M. (2021). Investigating Possibilities of Developing Self-Directed Learning in Architecture Student. Using Design Thinking. Sustainability, 13, 4369.
Ball, L. J., Ormerod, T. C., & Morley, N. J. (2004). Spontaneous analogizing in engineering design: A comparative analysis of experts and novices. Design Studies. 25(5): 495–508.
Butler, A. G.., & Roberto, M. A. (2018). When cognition interferes with innovation: Overcoming cognitive obstacles to design thinking. Research Technology Management. 61, 45–51.
Casakin, H., & Levy, Sh. (2020). Ideation and Design Ability as Antecedents for Design Expertise. Creativity Research Journal. 32, 333-343.
Cross, N. (2006). Designedly Ways of Knowing. Springer: London, UK.
Daly, S. R., & Christian, J. L., & Yilmaz, S., & Seifert, C. M., & Gonzalez, R. (2011). Teaching Design Ideation Paper presented at 2011 ASEE Annual Conference & Exposition, Vancouver, BC.
Encyclopedia Britanica. (2003). Gestalt Principles. Online.
Flavell, J. H. (1979). Metacognition and Cognitive Monitoring: A New Area of Cognitive-Developmental Inquiry. American Psychologist, 34, 906-911.
Gruter, J. K. (2020). Aesthetics in architecture. Translator: Jahanshah Pakzad and Abdul Reza Homayun. Tehran: Shahid Beheshti University.
Hosseini, E., Flamaki, M. M., & Hojjat, I. (2021). Explaining pattern of individual-centered design process and Architectural design training model based on learners’ cognitive differences. Hoviatshar. 15(3): 43-58. [In Persian]
Jamal, T., Kircher, J., & Donaldson, J. P. (2021). Re-Visiting Design Thinking for Learning and Practice: Critical Pedagogy, Conative Empathy.Sustainability, 13, 964.
Jia, Xiaoyu; Li, W., & Cao, L. (2019). The Role of Metacognitive Components in Creative Thinking. Journal Frontiers in Psychology.
Kavousi, S., Miller, P., A., & Alexander, P. A. (2020). Modeling metacognition in design thinking and design making. Int. J. Technol. Des. Educ. 30, 709–735.
Koffa, K. (1935). Principles of Gestalt Psychology, New York and London: harcourt brace.
Mahmoudi, S. S. (2005). The role of the scientific poles of architecture in improving the quality of architecture education. Honar-haye-Ziba. 21(21): 105-108. [In Persian]
Martins, F., Almeida, M., Calili, R., & Oliveira, A. (2020). Design Thinking Applied to Smart Home Projects: A User-Centric and Sustainable. Perspective. Sustainability,12, 10031.
Mavros, P., Conroy Dalton, R., Kuliga, S., Gath Morad, M. S., & Holster, Ch. (2021). Architectural cognition cards: a card-based method for introducing spatial cognition research and user-centered thinking into the design process. Informa UK Limited, trading as Taylor & Francis.
Mitsea, E., Drigas, A., & Skianis, Ch. (2022). ICTs and Speed Learning in Special Education: High-Consciousness Training Strategies for High-Capacity Learners through Metacognition Lens. Technion Social Sciences Journal. 27, 230-252.
Moseley, A., & Whitton, N. (2014). New Traditional Games for Learning: A Case Book. London: Routledge.
Nadimi, H., & Shariat Rad, F. (2013). Sources of architectural ideation, a research in the ideation process of several architects from the professional society of the country. Honarhaye Ziba- Memari va Sharsazi. 17(2): 5-14. [In Persian]
O'Neil, Jr. H. F., & Abedi, J. (1996). Reliability and validity of a state metacognitive inventory: Potential for alternative assessment. The Journal of Educational Research. 89(4): 234-245.
Rezaei-Ashtiani, S., & MahdiNejad, J. (2020). Evaluation of the Effect of Applied Research Design on the Process of Architectural Design Studios (Case Study: Design 1 of Architecture’s Students, Master Degree). Hoviatshar. 14(44): 73-88. [In Persian]
Salarifar, M. H., Pouretemad, H. R., Haidari, M., & Asgarnejad Farid, A. (2011). Beliefs and Metacognitive State, Inhibitor or Facilitor of Worry. Counseling Culture and Psychotherapy, 2(5): 77-93. [In Persian]
Seif, A. A. (2018). Modern educational psychology; Psychology of learning and education. Tehran: Duran. [In Persian]
Shapourian, R. (2008). General principles of Gestalt psychology. Tehran: Roshd Publisher. [In Persian]
Soleas, E. (2015). Integrating design thinking and metacognition: An accessible way to cultivate thinkers. Ubiquitous Learn. 8, 1–13.
Swan, K. (2005). A constructivist model for thinking about learning online. In J. Bourne & J.C. Moore (Eds.), Elements of Quality Online Education: Engaging communities, Needham, MA: Sloam-C.
Tenbrink, T., C. Hِlscher, D. Tsigaridi, & R. C. Dalton. (2014). “Cognition and Communication in Architectural Design.” In Space in Mind: Concepts for Spatial Learning and Education, edited by D. R. Montello and K. E. Gross ner, 263–280. Cambridge: MIT Press.
Wong, Y. L., & Siu, K. W. M. (2012). A model of creative design process for fostering creativity of students in design education. International Journal of Technology and Design Education, 22(4): p. 437-45