پديد آورندگان :
جعفري، الهام دانشگاه آزاد اسلامي - واحد رشت، گيلان , غلامعلي زاده، حمزه دانشگاه گيلان - دانشكده معماري و هنر , مديري، محمود دانشگاه آزاد اسلامي - واحد تهران جنوب، تهران - دانشكده مديريت
كليدواژه :
اجتماع پذيري , تعاملات اجتماعي , محيط آموزش معماري , يادگيري , تحليل مدل سازي معادلات ساختاري
چكيده فارسي :
نقش محيط آموزش معماري در پرورش اســتعدادهاي دانشــجويان معماري به عنوان معماران حرفه اي آينده حائز اهميت است. با توجه به ماهيت آموزش رشــته معماري كه يادگيري دروس عملي از طريق تعاملات بين دانشــجويان و استاد صورت مي گيرد، مي توان اجتماع پذيري را به عنوان قابليت كيفي محيط و يكي از عامل هاي مؤثر در بهبود يادگيري دانشــجويان محســوب نمود. در ايــن تحقيق، ضمن آزمون اين رابطه، به تعيين عوامل مؤثر در اجتماع پذيري پرداخته شــده اســت. لذا ابتدا به كمك تحليل منطقي و استدلال قياسي، عوامل مؤثر بر اجتماع پذيري به دست آمده و از طريق روش دلفي-فازي صحت تأثيرگذاري اين عوامل مورد ســنجش قرار گرفت. ســپس به كمك روش تحليل عاملي تأييدي، فرضيه تحقيق مورد آزمون قرار گرفت و نتايج آن، رابطه معنادار بين اجتماع پذيري محيط آموزش معماري را بر يادگيري دانشجويان نشان داد. نتيجه نشان داد كه اجتماع پذيري مي تواند به عنوان راهكاري در هنگام طراحي معماري محيط آموزش معماري مدنظر قرار گيرد.
چكيده لاتين :
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 descriptiveanalytic 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.
