نوع مقاله : مقاله پژوهشی

نویسنده

استادیار گروه معماری، دانشکده هنر و معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران

چکیده

روند طراحی در معماری، یکی از برنامه‌های درسی رشتۀ معماری است که در سطوح متفاوت آموزشی تدریس می‌شود. برای برنامه‌ریزی مطلوب آموزشی، شناسایی متغیرهای مرتبط با آن ضروری است. از جمله متغیرهای مرتبط با روند و شیوۀ طراحی، باورهای معرفت‌شناسی و بار شناختی فراگیران است. هدف پژوهش حاضر، بررسی رابطۀ باورهای معرفت‌شناختی علمی و بار شناختی با دست‌نگاره در روند طراحی دانشجویان معماری است. این پژوهش با رویکرد ترکیبی کمی (روش توصیفی-همبستگی) و کیفی (تحلیل نمونۀ دست‌نگاره‌های دانشجویان) انجام گرفت. جامعۀ آماری شامل کلیۀ دانشجویان دختر رشتۀ معماری در دانشگاه‌های همدان است. نمونۀ مورد نظر به تعداد 120 نفر به شیوۀ دردسترس انتخاب شدند. از پرسشنامه‌های باور معرفت‌شناسی علمی، بار شناختی و مقیاس ارزیابی ایده در دست‌نگارۀ طراحی استفاده شد. داده‌های پژوهش با روش آمارتوصیفی (میانگین، انحراف معیار و آماره‌های کجی و کشیدگی توزیع متغیرها) و آمار استنباطی (همبستگی پیرسون و تحلیل مسیر با محاسبۀ پیش فرض‌های آن) تحلیل شدند. نتایج پژوهش نشان می‌دهد بین باورهای معرفت‌شناسی علمی و بار شناختی با ایده در روند طراحی دانشجویان معماری رابطه وجود دارد و چارچوبی را برای تشخیص و تشریح روابط نظری بین مؤلفه‌های باورهای معرفت‌شناختی علمی، بار شناختی و شاخصه‌های دست‌نگاره‌ها فراهم کرده است. درنتیجه باور معرفت‌شناختی علمی و تعادل شناختی یا بار شناختی مطلوب، تبیین و پیش‌بینی‌کنندۀ خوبی برای سنجش ایده در دست‌نگارۀ دانشجو است.

کلیدواژه‌ها

موضوعات

عنوان مقاله [English]

Explanation women's Artistic Sketches based on Scientific Epistemological Beliefs with the role of Cognitive Load mediator in Architectural Design Education

نویسنده [English]

  • Farhad Karvan

Department of Architecture, College of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran

چکیده [English]

The design process in architecture is one of the curricula of the field of architecture that is taught at different educational levels. For optimal educational planning, it is necessary to identify the variables related to it. Among the variables related to the design process and method are the epistemological beliefs and cognitive load of the learners. The purpose of the current research was to investigate the relationship between scientific epistemological and cognitive load with ideation in the design process of architecture students. The research method is a combination of quantitative (descriptive-correlation) and qualitative (analyzing samples of students' Sketches). Its statistical population included all architecture girl students in Hamadan universities. The desired sample of 120 people was selected in an accessible way. Scientific epistemology, cognitive load and idea evaluation scale questionnaires were used in the design. The research data were analyzed by descriptive statistics (mean, standard deviation, skewness and skewness statistics) and inferential statistics (Pearson's correlation and path analysis with the calculation of its defaults). The results of the research showed that there is a relationship between the beliefs of scientific epistemology and cognitive load with ideation in the design process of architecture students and it has provided a framework for recognizing and explaining the theoretical relationships between the components of scientific epistemological beliefs, cognitive load and the idea of sketches. The learning process in architectural design and cartography courses includes the stages of analytical comprehension, critical thinking, and creative processing, so scientific epistemological belief and cognitive balance or cognitive load are good explanations and predictors for ideas in students. Based on the results of the research, it is suggested to pay attention to the reduction of Intrinsic and Extraneous cognitive load in planning the education of architecture students, as well as Germane cognitive processing so that they can make better progress in the field of design. The development of scientific epistemological beliefs is also recommended for generating and analyzing ideas.

کلیدواژه‌ها [English]

  • Idea
  • Cognitive Load
  • Scientific Epistemological Beliefs
  • Women
  • Artistic Sketches
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