نقش اجتماع‌پذیری محیط‌های آموزش معماری بر یادگیری دانشجویان: تحلیل مدل سازی معادلات ساختاری
نقش اجتماع‌پذیری محیط‌های آموزش معماری بر یادگیری دانشجویان: تحلیل مدل سازی معادلات ساختاری
عنوان فارسی :
نقش اجتماع‌پذیری محیط‌های آموزش معماری بر یادگیری دانشجویان: تحلیل مدل سازی معادلات ساختاری
عنوان انگلیسی :
Exloring The Role of Sociopetality of Educational Environments of Architecture on Students' Learning: a structural Equation Modeling Analysis
چکیده:
در این پژوهش تصور بر آن است که یادگیری دانشجویان معماری در محیط آموزشی آنان، صرفنظر از سایر عوامل با اجتماع‌پذیری قرارگاه‌های موجود در محیط کالبدی آموزش ارتباط دارد. لذا ضمن آزمون اثربخشی اجتماع‌پذیری بر یادگیری دانشجویان، به تعیین عوامل موثر در ایجاد و افزایش اجتماع‌پذیری پرداخته شده است. در این ارتباط، به کمک روش تحقیق توصیفی-تحلیلی پس از شناخت متغیرها و جمع‌آوری نظرات محققان پیشین، عوامل مذکور شناخته شد و سپس از طریق روش دلفی-فازی و به کمک نظرات خبرگان(اساتید معماری) صحت تاثیرگذاری این عوامل مورد سنجش قرار گرفت. نتایج این مرحله عوامل موثر بر اجتماع‌پذیری را به شش عامل (عناصرفیزیکی، فضایی-معماری، معانی زیباشناختی، احساس امنیت، معنایی-ادراکی، عملکردی-فعالیتی) و 22 زیرعامل تقسیم کرد. در مرحله دوم نیز، فرضیه تحقیق مورد آزمون قرار گرفت، رنتایج تحقیق ضمن تایید نتایج مرحله قبلی، رابطه معنادار بین اجتماع‌پذیری محیط آموزش معماری را بر یادگیری دانشجویان معماری نشان داد.
چکیده انگلیسی:
The role of the architectural learning environment as an effective model in the talents of the Architectural students and educating them as future professional architects is important. The nature of architecture education is such that architectural students spend long hours with each other on classroom activities, so social interactions can be considered as one of the effective factors in improving their learning. Sociability is a qualitative feature of the environment that can increase the possibility of social interactions in the activity spaces. Therefore, in this study, by assuming the effective role of sociability in the physical environment of architectural education on students' learning, factors affecting sociability in the educational environment of architecture were examined. Using confirmatory factor analysis, the research hypothesis was tested and its results showed a significant relationship between the socialization of the architectural education environment on student learning. It is thought that the learning of architecture students in their educational environment, irrespective of other factors, is related to the socialization of the existing physical education settings. Therefore, in order to test the effectiveness of socialization on students' learning, we have determined the effective factors in creating and enhancing socialization. In architectural learning environments, enabling students to interact and communicate will share their experiences with one another and increase students' information exchange and awareness. What can be seen as a variable factor in the physical environment is the creation or enhancement of effective socialization and, in turn, the effective learning of architecture students. For this purpose, these factors were obtained by means of a descriptive-analytic research method after identifying the variables and collecting the views of previous researchers. Then, they were evaluated using the Delphi-Fuzzy method and with the help of expert opinion (architectural professors). The results of this phase divided the factors affecting socialization into six factors (physical, architectural, aesthetic meanings, sense of security, semantic-perceptual, functional-activity) and 22 sub-factors. In the second stage, the research hypothesis was tested. The research method used at this stage was a confirmatory factor analysis method that evaluated the views of the architectural students in the colleges of Guilan. The results of the research, while confirming the results of the previous stage, showed a significant relationship between the sociability of the architectural learning environment on the architectural students' learning. Therefore, it can be concluded that sociability as one of the environmental factors affecting learning can be considered as a strategy when designing the educational environment of architecture. The research method is also explanatory in terms of the type of results. The results of the study, while confirming the results of the previous step, showed a significant relationship between the socialization of the architecture education environment and the learning of architecture students. Therefore, it can be concluded that socialization as one of the environmental factors affecting learning can be considered as a solution when designing an architectural education environment. Socialization is one of the environmental factors affecting learning that can be considered as a solution when designing an architectural education environment.
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