تأثیر داوری همراه با تأمل در ارتقاء کیفیت یادگیری دانشجویان معماری (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
در ادبیات جهانی و بومی آموزش معماری، یادگیری تأملی، مفهومی آشناست؛ اما تاکنون، ارزیابی معماری به عنوان مکمل یادگیری تأملی، مورد مداقه و آزمون قرارنگرفته است. هدف از این پژوهش، بررسی نقش ارزیابی تأملی در ارتقاء یادگیری مفاهیم پایه در دانشجویان معماری است. در این پژوهش، نویسنده به همراه گروه مدرسان، در قالب یک آزمایش و با روش تحقیق تجربی-کیفی، میان 32 دانشجوی معماری سال سوم (گروه شاهد و آزمون) با ارائه روش آموزش تأملی و با ایجاد یک فضای تعاملی و دخیل نمودن مداوم دانشجویان در امر ارزیابی همتایان خود، تأثیر روش یادگیری تأملی را بر ارتقاء کیفیت یادگیری آنها، مورد بررسی قراردادند. پنج شاخص شامل داوری منطقی، رفت و برگشتی، با حضور دانشجویان، فرآیند محور و مبتنی بر به ثمر رسیدن ایده طراحی، مورد بررسی قرار گرفت. ابتدا در یک آزمون دلفی دو مرحله ای شاخص های مذکور توسط پانزده خبره اعتباربخشی شدند. نتایج نشان داد که 62.5 درصد از اساتید با شیوه ارزیابی تأملی تدریس می کنند. پس از تدریس آزمایشی به شیوه ارزیابی تأملی، به دو گروه شاهد و آزمون، دو پرسشنامه داده شد. نتایج نشان داد که یادگیری دانشجویان در فهم مفاهیم پایه همچون زیبایی، استحکام و سلسله مراتب، و فرآیند پیچیده فهم طراحی و داوری اثر، ارتقاء یافته است.The effect of assessment along with reflection on improving the quality of learning for architecture students
Reflective learning is a familiar concept in architectural education, but so far, architectural evaluation as a complement to reflective learning has not been studied and examined. Architectural assessment has been always one of the critical subjects among masters and professionals. The main question of this research is about the quality of architectural assessment. It has a process-based approach to architectural education as same as design product to upgrade the quality of education. During studies, the “Reflective Assessment Method” (RAM) indexes defined in different experts' vision. “Eisa Hojat” says Judging is the discourse of modern architecture, in the age of pluralism, judging architectural values and their qualities will not be easy. “Hamid Nadimi” says there are two objective and interpretive approaches to architectural assessment. The interpretive approach emphasizes the qualitative and value aspects of the plan that depend on the arbitrator's mind. “Schön” formulated his view on design in terms of “reflective activity” and related notions, especially “reflective practice”, “reflection-in-action”, and “knowing-in-action” which refers to the fact that competent practitioners usually know more than they can say. In this term, architectural students can reflect in order to design better. According to studies, five indicators including logical judgment, reciprocal, with the presence of students, process-oriented and based on the achievement of the design idea, in this study were first validated in a two-stage Delphi test by fifteen experts. The results showed that 62.5% of professors believe in reflective assessment and are committed to it in practice. To measure the effect of RAM method of judging on learners' learning, action research method (a kind of pragmatic research method that is used to solve problems in educational environments) was used. This method was designed and implemented by creating a researcher-made test and examining the test and control groups. It held among a group of 32Beginner student and Two masters were examiners with the author. In this test, group A students were trained in a method of evaluation with reflection, and finally they were asked to rate the project of »Barzak Cultural Center« based on its visual documents, in the form of 23 sub-indicators. A similar test was taken from the professors.After experimental teaching using reflective assessment, the results of questionnaire analysis of control and experimental group students showed that in understanding basic concepts such as beauty, strength and hierarchy, students 'learning is enhanced and closer to their professors' views and complex design understanding process and the judgment of the work has become more understandable to them. The aim of the test is evolving the students perception about architectural concepts by interfering with the assessment of their peers during one term. Students during the term involved in design verdict and were master’s peers .Results show that RAM)Reflective Assessment Method) can help students to improve their architectural perception and masters can use this method to transmit the qualitative concepts. Therefore, results show that by involving students in verdict design, they have better perception of conceptual architectural design.
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