تبيين راهبردهاي داوري طرح هاي معماري و نقش آن در فرايند يادگيري دانشجويان

The judgment strategies of architectural designs and its role in the students’ learning process

فراينـد يادگيـري مسـتمر و جامـع وابسـته بـه انتخـاب شـيوه آمـوزش مناسـب در هـر نظام آموزشـي پيشـرو اسـت. فراينـد آمـوزش جامـع در امـر تدريـس از دو جنبه يادگيري و ارزيابي بررسـي مي شـود. در ايـن پژوهـش جايـگاه ارزيابـي طرح هـاي معمـاري در فرآينـد يادگيـري و ارتقـاي تـوان علمـي دانشـجويان بررسـي شـد. روش تحقيق از نوع آميخته (كمي-كيفي) باهدف كاربردي اسـت. جامعه ي آمـاري 15مـدرس از اعضـاي هيئت علمـي متخصص رشـته معماري در دانشـگاه هاي شـهيد بهشـتي، تهـران، علـم و صنعـت و شـهيد چمـران اهـواز مي باشـند. نمونه گيـري به صـورت سـامانمند و غيـر تصادفـي انجـام و نظـر بـه اينكـه يكـي از عوامـل مهـم در ارزشـيابي آموزشـي عمـلاً خود دانشـجويان مي باشـند ترجيـح داده شـد كه نظرات دانشـجويان هم درزمينه ي ارزشـيابي طرح هـاي معماري گرفته شـود. بـر ايـن اسـاس دانشـجويان آتليـه طـرح معماري ،)3(كارشناسـي ارشـد دانشـگاه آزاد اسـلامي واحـد اهـواز به عنـوان جامعـه آمـاري انتخـاب شـدند. ابـزار جمـع آوري داده هـا از طريـق پرسشـنامه طيـف ليكـرت اسـت. تجزيه وتحليـل آمـاري نتايـج بـا كمـك نرم افـزار SPSS و به كارگيـري آزمـون همبسـتگي اسـپيرمن بـراي سـنجش مـدل پژوهـش و ارزيابـي اعتبـار آن و از آزمـون فريدمـن بـراي اولويت بنـدي متغيرها اسـتفاده شـد. امتيازدهـي خبرگان در ارزشـيابي نهايي پروژه ها محاسـبه گرديد. نتايـج حاصـل از پرسشـنامه ها در تهيـه راهكارهاي پيشـنهادي و امتيازدهـي معيارهـا و ضوابط داوري پروژه هـاي طراحـي معمـاري مؤثـر هسـتند. نتايـج پژوهش نشـان مي دهد كـه مطالعـات و دانش فني، بـا بالاتريـن ضريـب همبسـتگي معني دار بيشـترين رابطـه را با محصول نهايي داشـته اسـت و بعدازآن مهـارت طراحـي، پيشـبرد رونـد طراحـي و دانـش اوليه قـرار دارنـد. نتايج آزمـون رتبه بنـدي فريدمن نشـان داد كـه زيرمولفـه تحليـل و تفسـير نتايـج محصـول نهايي،تكنيك نحـوه ارائه و ماكـت بالاترين رتبـه و مهم تريـن زيرمولفه هـاي مرتبـط بـا ارزشـيابي طرح هـاي معمـاري هسـتند. شـاخص وزنـي 5 مؤلفـه اصلـي تاثيرگـزار بـر داوري طرح هـاي نهايي بر اسـاس آزمون رتبه بنـدي زيرمولفه هـا به ترتيب محصـول نهايـي، مطالعـه و دانـش فنـي، مهـارت طراحي، پيشـبرد روند طراحـي و دانش اوليه اسـت.

BACKGROUND an‎d OBJECTIVES: A continuous and comprehensive learning process depends on the proper teaching method in every pioneer education system. The evaluation process of architectural designs is meant to judge the designs. It measures the ratio of variable criteria in the design from the desired aspect and then evaluates it. Due to the pivotal role of judgment in the architecture curriculum, if the evaluation process is unclear and no productive criticism ambiance is provided, personal interpretations or unrelated demands to educational goals may distort the judgment process and prevent the flourishment of the students’ development and talents. If the judgment criteria are known, the students’ gradual quantitative and qualitative progression will be achieved, increasing their scope of the understanding of the architectural education system and its representation method. The present research was conducted to recognize the indicators and criteria affecting the evaluation of university architectural designs as a part of the student’s learning process to provide a better evaluation method that is more accurate and objective. The comprehensive education process in teaching is investigated in learning and assessment. In the current study, the role of the architectural design evaluation in learning and improving students’ scientific knowledge is investigated. METHODS: This research uses a mixed-method (qualitative-quantitative), and it is considered applied research. The statistical population comprises 15 faculty members at Shahid Beheshti University, Tehran University, Iran University of Science and Technology, and Shahid Chamran University of Ahwaz. A systematic, non-random sampling method was applied, and the samples were selected according to the educational fields due to the importance of scoring and its direct effect on the research results. Bearing in mind that students are one of the most important factors in the evaluation process, the students’ opinions were considered in the architectural design evaluation. Therefore, the master’s students of Architectural Design (3) of Islamic Azad University, Ahwaz Branch, were selected as the statistical population. Data was collected using a Likert scale questionnaire. In order to assess the research model, the results were analyzed using SPSS software and applying the Spearman Correlation Test, and in order to assess its validity, the Friedman test was used to prioritize the variables. Experts’ grading was considered in the final assessment of the architectural design projects. The results obtained from the questionnaires effectively provide proposed strategies and score the criteria and judgment rules of the architectural design projecects. FINDINGS: The research findings showed a significant difference between 4 components affecting the final product. The impact ratio of each one on the final product is different. The results showed that studies and technical knowledge, with a correlation coefficient of 0.535 and a significance level of 0.04, have the highest impact on the final product. This component has been the most important and effective factor in the final product. The other effective factors are design skills, design process development, and initial knowledge. The initial knowledge component has the least impact on the final product compared to other components. The results of Friedman’s ranking test showed that the sub-component in the analysis and interpretation of final results, presentation technique, and replica has the highest average rank. These sub-components have been the most important sub-component affecting the judgment of university projects. Then there is the design idea, creativity and form of the building, the subject, and the ability to analyze and present. The results show that these sub-components have the highest impact on the final judgment of the designs compared to other sub-components. an‎d the sub-components of the impact ratio of planning and functional design and oral presentation have the least impact on the final judgment of the designs. The weighted index of 5 main components affecting the judgment of final designs based on the ranking of sub-component tests is the final product, study and technical knowledge, design skill, design process development, and primary knowledge, respectively. CONCLUSION: According to the conducted studies, evaluation seems to have an important and valuable place in the learning process. If students are dissatisfied with this process, it will have a devastating effect on their learning. In this regard, holding “learnercentered” sessions was suggested to evaluate the design process during the semester and increase students’ learning. Since the highest scores were given to learning in classroom evaluation, specialization, and roundtable discussion, it is recommended that the professors collaboratively hold their design classes and invite professional architects as experts to make students more familiar with the market in the initial sessions. The students should be able to choose their professor among the studio professors to reduce the student’s confusion after the initial class sessions and the student’s familiarity with the professors’ viewpoints. It is better to hold classroom evaluation sessions in a participatory and roundtable manner, and students of various levels attend the classrooms. This research suggests strategies for professors and decision-makers for architectural design judgment, reducing students’ stress and worries and increasing their self-confidence in the architecture design studio. Suggestions for architectural evaluation and policy making are made to promote the level of architecture education and ultimately train students and competent architects.