تبیین عوامل مؤثر بر حضور خودانگیخته دانشجویان معماری در کارگاه طراحی بر اساس تئوری داده بنیاد (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
از جمله عوامل مهم در پیشبرد روند آموزش معماری، نقش «خود» و انگیزه های درونی دانشجو است؛ این درحالی است که کمتر تحقیقاتی پیرامون آموزش معماری خودانگیخته و عوامل موثر بر آن انجام شده و بیشتر مطالعات متمرکز بر رشته های تئوری محور بوده است. دراین راستا شناسایی عوامل موثر بر افزایش حضور خودانگیخته دانشجویان معماری ضرورت می یابد. مطابق با این هدف، با توجه به تفاوت سیستم دریافت و ادراک اطلاعات در انگیزه ی دانشجویان، 26 نفر از دانشجویان دانشگاه های مختلف در دو گروه 13 نفره با تیپ شخصیتی حسی و شهودی مورد کنکاش قرار گرفته است. پژوهشگران با اتکاء بر روش تئوری داده بنیاد، مصاحبه های عمیقی انجام داده اند و بعد از آنالیز داده ها، عوامل موثر بر خود انگیختگی دانشجویان معماری در پنج حوزه ی«آموزش دانش نظری»، «آموزش مهارت طراحی»، «ارزشیابی»، «ملاحظات رفتاری» و «ملاحظات کالبدی» را شناسایی کرده اند. نتایج بدست آمده، نشان دهنده ترجیحات نسبتا متفاوت دو تیپ شهودی با روند ایده محور و تیپ حسی با روند برنامه محور است. این تفاوت ها، ضرورت توجه به آموزش های چندگانه در مراحل مختلف کارگاه معماری را جهت ایجاد خودانگیختگی دانشجویان بیان می کنند. در این روند، ویژگی های شخصیتی دانشجویان می تواند به عنوان معیار تدریس آموزش معماری، هدایتگر اساتید در انتخاب شیوه های کارآمدتر و همراه با افزایش خودانگیختگی در دانشجویان باشد.Explaining effective factors on Spontaneous attendance of architecture students in a design workshop: Based on Grounded theory
In the field of architectural education and design-oriented training, the role of "self" and the inner motives of students is one of the important factors in solving problems and advancing the process of architectural education Spontaneity is a kind of autonomy in the activity of individuals who are affected by their internal motivation. Spontaneous people do something without external forces to improve it and try to increase their knowledge and skills in that field. This is a factor that is also important in the process of architectural education. Because of the long intervals of design training classes in architectural universities (between four and five hours), the training process is more dependent on the self of architecture students and his activities. So, it is important to recognize the effective factors increasing the spontaneous behavior of architectural students; however, extensive studies have focused on motivational factors in education, but most of these studies focused on case studies other than architecture, and fewer studies in design-oriented disciplines. Therefore, the main objective of this article is to achieve the factors influencing the voluntary presence of architectural students in design classes. In this process, because of the performance of personality and the factor of Understanding and Receiving Information in the instinctive act of students and their motivations, so the factors of spontaneous must be assessed on architectural students based on two different personalities named Intuition and sensing personality. These two items which are in the IMBT test are related to perception style and receiving information. The present study is a qualitative approach based on theory rather than deductive method has been made on background. Accordingly, the method of this research is the Grounded theory, and the data were collected using single participant semi-structured interviews, which were guided by the individual participant's responses. Grounded theory is a general methodology, a way of thinking about and conceptualizing data. In this process, fourteen students with two different personalities were selected from different universities who provide access to effective information. In this process, after analyzing the data, the factors affecting the spontaneity of architecture students were categorized into five areas: “technical knowledge," "skill training," "evaluation," "behavioral considerations" and "physical considerations." The results and findings show different preferences of two types of intuition with the idea-based process and sensible type with the program-based process. These differences emphasize the need to pay attention to multiple pieces of training at different stages of the architecture workshop. Therefore, the personality traits of students can serve as a benchmark for teaching architecture education, guiding teachers in choosing more efficient ways and with increasing spontaneity in students. According to comparison studies, it has also been found that identified categories have been directly and indirectly effective in increasing the motivation of other disciplines and have been confirmed by theoretical foundations and previous research. As well as, since research’s outcomes and results obtained in a qualitative process, can be assessed as a new hypothesis in a new study.
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