تاثیر آموزش طراحی معماری مبتنی بر مشارکت محوری در افزایش خلاقیت دانشجویان کارشناسی معماری
محورهای موضوعی : دو فصل‌نامه فضای زیست
مهدی احد زاده
1
,
احمدرضا کشتکار قلاتی
2
,
غلامحسین ناصری
3
,
ودیعه ملاصالحی
4
1 - دانشجوی دکتری معماری دانشگاه آزاد
2 - گروه معماری، دانشکده هنر و معماری، دانشگاه خوارزمی، تهران، ایران
3 - استادیارگروه معماری، واحد دامغان،دانشگاه آزاد اسلامی ،سمنان،ایران
4 - گروه معماری، واحد سمنان، دانشگاه آزاد اسلامی، سمنان، ایران
کلید واژه: آموزش معماری, مشارکت محوری, دانشجویان کارشناسی, افزایش خلاقیت,
چکیده مقاله :
خلاقیت واژه‌ای محوری در آموزش طراحی و انجام آن است که در بستر محیط‌های آموزشی و پرورشی رشد و تکامل می‌یابد. مؤسسات آموزش عالی و دانشگاهی در هر کشور سازمان‌هایی هستند که به‌عنوان مراکز پرورش‌دهنده خلاقیت می‌باشند. معماری به علت گستردگی و نیاز به شناخت حوزه‌های مختلف جهت تأمین فضای حامی فعالیت‌های گوناگون نیاز است که اشرافیتی به دیگر حوزه‌ها داشته باشد. همین امر تأکیدی بر مشارکت محوری این رشته را دارد که به نظر می‌رسد راهکاری پاسخ‌ده برای تقویت و ارتقای خلاقیت در نزد دانشجویان معماری است. این پژوهش با هدف بررسی مشارکت محوری در طرح‌های آموزش و میزان سهم آن در افزایش خلاقیت صورت پذیرفته است. فرضیه تحقیق این است که می‌توان با بهره‌گیری از تکنیک یادگیری مشارکتی می‌توان به‌طور یکسان میزان خلاقیت را در دانشجویان رشته معماری دانشگاه سمنان افزایش داد. روش تحقیق، پژوهش عمل‌گرا و اقدام پژوهی است. برای افزایش دقت از طرح B-A استفاده شد. نتایج به‌وسیله آماره‌های استنباطی معناداری در نرم‌افزار JMP مورد تحلیل قرار گرفت. جامعه آماری شامل کلیه دانشجویان تحصیلی سال آخر رشته معماری دانشگاه سمنان است که بالغ‌بر ۳۰۰ نفرند که در سال تحصیلی ۱40۰-۱40۱، مشغول تحصیل بودند که از میان آنان 50 نفر انتخاب شدند. نتایج نشان می‌دهد که میانگین سهم عاملی در گروه شاهد (677/0) و در گروه آزمون (763/0) است که به میزان 6% افزایش خلاقیت صورت یافته است در گروه شاهد بیشترین ضریب تعیین مربوط به اصالت با مقدار (741/0) و کمترین مربوط به متغیر سیالی با مقدار (548/0) است در گروه آزمون کمترین متغیر سیالی با مقدار (589/0) و بیشترین مربوط به متغیر انعطاف‌پذیری با مقدار (000/1) است. بر اساس این مطالعه، می‌توان با آموزش اساتید و فراهم کردن شرایط اجرا و به‌کارگیری روش یادگیری مشارکتی که خصوصیت بارز آن پرورش ذهن افراد است، انعطاف‌پذیری و اصالت ذهنی را در افکار و اعمال دانشجویان پرورش داد.
From the beginning, architecture was taught to younger architects in ateliers and studios as a result of apprenticeship. Architecture education is a way in which students should have the ability to provide solutions for all kinds of designs. These designs should include various dimensions, including economic, environmental, ethical and aesthetic. Today, with the changes in industry and technology, social innovations and changes in textbooks, the attention of education specialists to creativity and its cultivation in learners is increasing. Education grows and evolves. Institutions of higher education and universities in every country are organizations that serve as centers for cultivating creativity. Architecture, due to its breadth and the need to know different fields, in order to provide an environment that supports various activities, it is necessary that it has an aristocracy to other fields. It is with architecture students. This research was conducted with the aim of investigating the central participation in education plans and its contribution in increasing creativity. The research method, practical research and action research, was used to increase the accuracy of the B-A plan. This research is quasi-experimental with a pre-test and post-test design with a control group. The statistical population of this research includes all architecture students of Semnan University who are in the final year of architecture, which are more than 300 people who were studying in the academic year of 1401-1400, from which 50 people were selected and divided into two experimental and control groups (26 People in the experimental group (4 groups) and 24 people in the control group (4 groups) were randomly replaced. In terms of sampling, cluster random sampling method was used; In this way, among the existing universities in Semnan city, which are public, free and non-profit according to the population size, the number of people have been selected as a cluster to participate in this research. The duration of the experiment or teaching using the cooperative learning method was six sessions and each session was 90 minutes, which was performed in two 45-minute periods, and the control group was trained according to the usual routine and in the traditional way. In the current research, in order to measure the dependent variable, which is the development of creative thinking, Torrance's visual creativity test was used due to its high validity and reliability. Torrance's creative thinking test is based on his theory and definition of creative thinking, which include fluency, elaboration, flexibility and originality. A group of psychologists and experts in this field confirmed the validity of this test after it was translated again. Also, the reliability coefficient for video tests has been reported from 88% to 99%. The results are analyzed by meaningful inferential statistics in JMP software. The results show that the average factor contribution in the control group is (0.677) and in the test group (0.763), which increases creativity by 6%. It was found that in the control group, the highest coefficient of determination is related to originality with a value of (0.741) and the lowest is related to the fluency variable with a value of (0.548). In the test group, the lowest fluency variable is with a value of (0.589) and the highest is related to The flexibility variable has a value of (1.000). Teaching design in a collaborative way has been significantly effective in increasing the creativity of students in this course. They began to present the material. Therefore, teaching in a collaborative way increases the ability to expand students' answers in the form of innovative designs. In other words, using this method can enable students to pay attention to the details while dealing with a new topic, whether scientific, literary, or social, while paying attention to the main concept and content, and be able to explain, explain, and interpret properly. Provide details. Based on this study, it is possible to develop mental flexibility and originality in students' thoughts and actions by training professors and providing the conditions for implementation and application of the cooperative learning method, whose distinctive feature is cultivating people's minds. Do not limit yourself to one method in solving curricular and non-curricular issues. Free your mind from the shackles of dry and cumbersome traditions and replace it with free and creative thinking
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