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مولفه‌ها و متغیرهای تأثیرگذار در یادگیری مشارکتی معماری - مرور و تحلیلی بر یافته‌ها و تعیین خلأها | ||
| نشریه علمی اندیشه معماری | ||
| مقاله 3، دوره 7، شماره 14، مهر 1402، صفحه 35-58 اصل مقاله (1.85 M) | ||
| نوع مقاله: مقاله علمی پژوهشی | ||
| شناسه دیجیتال (DOI): 10.30479/at.2024.18367.1954 | ||
| نویسندگان | ||
| حسین رهنما1؛ نریمان فرحزا* 2 | ||
| 1دانشجوی دکتری معماری، دانشکده هنر و معماری، دانشگاه یزد، یزد | ||
| 2استادیار گروه معماری، دانشکده هنر و معماری، دانشگاه یزد، یزد | ||
| تاریخ دریافت: 17 بهمن 1401، تاریخ بازنگری: 02 بهمن 1402، تاریخ پذیرش: 03 بهمن 1402 | ||
| چکیده | ||
| بیان مسئله: بررسی پژوهش‌های یادگیری مشارکتی نشان می‌دهد که با وجود مزایای بسیار، نتایجِ کاربست آن همیشه مثبت نیست و گاهی نارضایتی دانشجویان و عملکرد ضعیف‌تر ایشان را به دنیال دارد. به نظر می‌رسد یادگیری مشارکتی متأثر از شرایط و عوامل مختلف ممکن است به نتایج مثبت یا منفی ختم شود. لذا شناخت مؤلفه‌ها و متغیرهای موثر بر فرایند یادگیری مشارکتی طراحی می‌تواند به بهبود راهکارها و کاهش تعارضات کمک کند. سوال تحقیق: 1. چه مؤلفه‌ها و متغیرهایی بر کاربست یادگیری مشارکتی در معماری تأثیرگذارند؟ 2. از چه روش‌هایی برای مطالعه و سنجش این مؤلفه‌ها و متغیرها در یادگیری مشارکتی معماری استفاده می‌شود؟ 3. چه خلأهایی در پژوهش‌های یادگیری مشارکتی معماری وجود دارد؟ اهداف تحقیق: ۱. شناسایی مؤلفه‌ها و متغیرهای تأثیرگذار بر یادگیری مشارکتی معماری ۲. شناسایی و پیشنهاد روش‌های مناسب برای مطالعه و سنجش مؤلفه‌ها و متغیرها ۳. شناسایی خلأهای پژوهشی و ارائه‌ی پیشنهاد برای پژوهش‌های آتی روش تحقیق: پژوهش حاضر از نوع مروری است. مراحل پژوهش عبارتند از: ۱. مطالعه‌ی اولیه برای شناسایی واژه‌های کلیدی ۲. جستجوی کلیدواژه‌ها در پایگاه‌های داده‌ی علمی و تهیه‌ی فهرست اولیه‌ی منابع ۳. بررسی منابع و مآخذِ فهرست اولیه و تکمیل زنجیره‌ی جستجو و تهیه‌ی فهرست نهایی منابع ۴. مطالعه‌ی منابع و دسته‌بندی آن‌ها بر اساس اشتراکات. ۵. ارائه‌ی نظام‌مندِ خلاصه‌ی موضوعات و روش‌شناسی آن‌ها. ۶. شناسایی خلأها و ارائه‌ی پیشنهادها. مهم ترین یافته ها و نتیجه گیری تحقیق: بررسی پیشینه‌ی پژوهش نشان می‌دهد که از یادگیری مشارکتی برای افزایش عمق یادگیری و ارتقاء توانایی‌های حل مسئله و خلاقیت، استفاده می‌شود. مؤلفه‌ها و متغیرهایی مثل گروه‌بندی، محیط یادگیری ، محتوای آموزشی و شیوه‌های ارزیابی عملکرد نقش تعیین‌کننده‌ای در بهبود کیفیت یادگیری دارند. در پیشینه‌ی پژوهش به نقش ارتباط بین افراد و همچنین تفکر همگرا و واگرا در یادگیری مشارکتی طراحی اشاره شده‌است. دانشجویان سال‌های ابتدا و انتها نیز فرایند طراحی متفاوتی را طی می‌کنند و لازم است از راهکارهای متفاوتی برای آموزش آن‌ها استفاده کرد. از نظر روش‌شناسی، روش‌های کمّی برای ارزیابی و مقایسه چند متغیر و روش‌های کیفی برای شناخت عمیق‌تر مقولات کلیدی در یک فرایند و کشف ارتباط بین آن‌ها کاربرد دارند. | ||
| کلیدواژه‌ها | ||
| یادگیری مشارکتی؛ آموزش معماری؛ کار گروهی در معماری؛ یادگیری مشارکتی طراحی؛ ارتقاء آموزش معماری | ||
| عنوان مقاله [English] | ||
| Influential components and variables in architectural cooperative learning - a review and analysis of findings and identification of gaps | ||
| نویسندگان [English] | ||
| Hossein Rahnema1؛ Nariman Farahza2 | ||
| 1Ph.D. Student of Architecture, School of Arts and Architecture, Yazd University, Iran | ||
| 2Assistant Professor, School of Arts and Architecture, Yazd University, Yazd, Iran | ||
| چکیده [English] | ||
| Research Problem: Research on cooperative learning shows that despite many benefits, the results of its application are only sometimes positive, and sometimes it leads to student dissatisfaction and lower performance. It seems that cooperative learning affected by different conditions and factors may have positive or negative results. Therefore, knowing the components and variables affecting the cooperative learning process of design is of particular importance; without considering them, considering them is necessary for the implementation of this method to succeed. Research Question: 1. What components and variables affect the application of cooperative learning in architecture? 2. What methods are used to study and measure these components and variables in cooperative learning of architecture? 3. What are the gaps in cooperative learning architecture research? Research objectives: 1. Identifying the components and variables influencing cooperative learning of architecture; 2. Identifying and proposing appropriate methods for studying and measuring components and variables; and 3. Identifying research gaps and offering suggestions for future research. Research Method: The current research is a review. The research steps are: 1. A preliminary study to identify keywords; 2. Searching for keywords in scientific databases and preparing an initial list of sources; 3. Check the sources of the initial list, complete the search chain, and prepare the final list of sources; 4. Studying sources and categorizing them based on commonalities; and 5. Systematic presentation of the summary of topics and their methodology. 6. Identifying gaps and offering suggestions. The Most Important Results and Conclusion: The review of the research background shows that collaborative learning is used to increase the depth of learning and enhance problem-solving skills and creativity. Components and variables such as grouping, learning environment, instructional content, and performance evaluation methods play a determining role in improving the quality of learning. The role of interpersonal communication and convergent and divergent thinking in collaborative learning is also mentioned in the research background. First and final year students also go through different design processes, and it is necessary to use different strategies to educate them. Methodologically, quantitative methods are used to evaluate and compare multiple variables. In contrast, qualitative methods are used to gain a deeper understanding of key concepts in a process and discover the relationships between them. | ||
| کلیدواژه‌ها [English] | ||
| Cooperative learning, Architecture education, Teamwork in architecture, Cooperative design learning, Architectural education Improvement | ||
| مراجع | ||
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