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مطیعی, بابک. (1403). مقایسه تأثیر آموزش تلفیقی‌وتفکیکی بر مهارت‌های ترسیمی و ارتقاء انگیزه تحصیلی نوآموزان معماری. فناوری آموزش, 18(2), 373-386. doi: 10.22061/tej.2023.10122.2945
بابک مطیعی. "مقایسه تأثیر آموزش تلفیقی‌وتفکیکی بر مهارت‌های ترسیمی و ارتقاء انگیزه تحصیلی نوآموزان معماری". فناوری آموزش, 18, 2, 1403, 373-386. doi: 10.22061/tej.2023.10122.2945
مطیعی, بابک. (1403). 'مقایسه تأثیر آموزش تلفیقی‌وتفکیکی بر مهارت‌های ترسیمی و ارتقاء انگیزه تحصیلی نوآموزان معماری', فناوری آموزش, 18(2), pp. 373-386. doi: 10.22061/tej.2023.10122.2945
مطیعی, بابک. مقایسه تأثیر آموزش تلفیقی‌وتفکیکی بر مهارت‌های ترسیمی و ارتقاء انگیزه تحصیلی نوآموزان معماری. فناوری آموزش, 1403; 18(2): 373-386. doi: 10.22061/tej.2023.10122.2945

مقایسه تأثیر آموزش تلفیقی‌وتفکیکی بر مهارت‌های ترسیمی و ارتقاء انگیزه تحصیلی نوآموزان معماری

فناوری آموزش
مقاله 6، دوره 18، شماره 2 - شماره پیاپی 70، فروردین 1403، صفحه 373-386    اصل مقاله (927.37 K)
نوع مقاله: مقاله پژوهشی
شناسه دیجیتال (DOI): 10.22061/tej.2023.10122.2945
نویسنده
بابک مطیعی*
گروه معماری، واحد ارومیه، دانشگاه آزاد اسلامی، ارومیه، ایران
تاریخ دریافت: 16 مرداد 1402،  تاریخ بازنگری: 20 مهر 1402،  تاریخ پذیرش: 27 آبان 1402 
چکیده
پیشینه و اهداف: آموزش دروس پایه در رشته معماری از اهمیت ویژه­ای برخوردار است و آموزش صحیح این دروس، نوآموزان معماری را در جهت یادگیری بهتر و طراحی خلاقانه در دروس طراحی معماری، هدایت خواهد نمود. با توجه به شیوه ­های آموزشی متفاوت و تغییرات ایجاده شده در سرفصل مقطع کارشناسی معماری و تفکیک دروس پایه، شاهد ناهماهنگی میان اساتید در آموزش مهارت­های اولیه آموزش معماری هستیم. با توجه به اهمیت مبحث نقشه­ کشی در رشته مهندسی معماری نیاز به بررسی تأثیر آموزش تلفیقی و تفکیکی بر کیفیت آموزش این مبحث است. انگیزش، از جمله مفاهیم رایج در مسائل آموزشی است. وقتی در سیستم آموزشی مشکلاتی همچون افت تحصیلی رخ می­ دهد، از انگیزه یادگیرنده به‌عنوان یکی از علل مهم آن یاد می­شود. هدف اصلی این پژوهش، بررسی تأثیر آموزش تلفیقی و تفکیکی بر آموزش مهارت­های ترسیمی و ارتقاء انگیزه­ تحصیلی دانشجویان معماری است. سؤالات این پژوهش عبارتند از این‌که کدام‌یک از شیوه­ های تلفیقی و تفکیکی تأثیر بیشتری بر ارتقاء مهارت‌های ترسیمی دانشجویان معماری دارند؟ و این‌که کدام‌یک از این دو شیوه، تأثیر بیشتری بر ارتقاء انگیزه تحصیلی دانشجویان معماری دارند؟
روش‌ها‌: این پژوهش، از نظر هدف کاربردی و از نظر روش از نوع توصیفی- تحلیلی و علّی- مقایسه­ ای است. جامعه آماری، شامل دو گروه 30 نفره از دانشجویان مهندسی معماری دانشگاه آزاد اسلامی واحد ارومیه در نظر گرفته شد. یک گروه 30 نفره به‌صورت آموزش تلفیقی در دانشگاه آزاد ارومیه در نیمسال اول 1401 و یک گروه 30 نفره دیگر، به صورت آموزش تفکیکی در دانشگاه آزاد ارومیه در نیمسال اول 1401 انتخاب شدند. در درس مقدمات طراحی معماری (1) برای آموزش تلفیقی در قالب (آتلیه الف) و آموزش تفکیکی در قالب (آتلیه ب)، آموزش ­های مربوط به نقشه­ کشی معماری ارائه شد. در انتهای آموزش برای چهار مبحث اصلی سه ­نما، پلان، مقطع و نما از دانشجویان آزمون­های ترسیمی گرفته شد. در انتهای دوره نیز، پرسش­نامه انگیزش تحصیلی دانشجویان والرند در میان دانشجویان توزیع گردید. در این پژوهش کمّی از آزمون t برای گروه­ های مستقل و آزمون میانگین برای تجزیه ­و تحلیل داده­ ها استفاده شده است.
یافته‌ها: با توجه به داده ­های به ­دست آمده از مطالعه، مشخص می­شود که آموزش تلفیقی در آموزش هر چهار مبحث نقشه­ کشی، موفق ­تر عمل نموده و دانشجویان نمرات بیشتری را کسب کرده­اند. همسو بودن نتایج در دو قسمت مطالعه، شامل آزمون نقشه­ کشی و پرسش­نامه انگیزه ­تحصیلی تأکیدی بر عملکرد بهتر آموزش تلفیقی در مبحث نقشه ­کشی است. کسب بیشترین امتیازات در مبحث سه­ نما و بعد از آن، ترسیم نما، ترسیم پلان و ترسیم مقطع در شیوه آموزش تلفیقی مؤید عملکرد بهتر این شیوه آموزشی می­باشد. بالا بودن انگیزه ­تحصیلی در شیوه آموزش تلفیقی و تعامل بیشتر دانشجویان با یکدیگر بر یادگیری بیشتر دانشجویان تأثیرگذارتر بوده و باعث عملکرد بهتر آن‌ها می­ شود.
کلیدواژه‌ها
آموزش تلفیقی؛ آموزش تفکیکی؛ انگیزه تحصیلی؛ معماری؛ مهارت ترسیمی
موضوعات
فناوری آموزش- آموزش مهندسی
عنوان مقاله [English]
Comparison the effect of blended and differentiated education on drawing skills and improving the academic motivation of architecture novices
نویسندگان [English]
B. Motiei
Department of Architecture, Urmia Branch, Islamic Azad University, Urmia, Iran
چکیده [English]
Background and Objectives: Teaching basic courses is of utmost importance in architecture and the proper teaching of these courses would guide architecture novices toward better learning and creative designing in architectural design courses. An inconsistency is observable among professors teaching the basic skills of architecture due to the different teaching methods and the changes made in the architecture bachelor's degree syllabus as well as the basic course differentiation. Considering the significance of the drawing course in the architectural engineering, it is required to investigate the effect of blended and differentiated instructions on the quality of teaching this topic. Motivation is one of the common concepts in educational issues. When problems, such as academic failure, occur in the educational system, the learner's motivation is mentioned as one of the major causes. The main objective of this research was to investigate the effect of blended education and differentiated instruction on teaching drawing skills and improving architecture students' academic motivation. The questions of the present research included: which of the blended education and differentiated instructions has more effect on improving the drawing skills of architecture students? And which of these two instructions has a greater effect on improving the architecture students' academic motivation?
Methods: This study was an applied descriptive-analytical and causal-comparative research. The statistical population included two 30-student groups of architectural engineering students of the Islamic Azad University of Urmia. A 30-student group was selected for blended instruction and another 30-student group was selected for differentiated instruction at the Islamic Azad University of Urmia in the first half of the academic year 2022. In the introductory course of architectural design (1), the architectural drawing course was presented in the format of Atelier A for the blended instruction group and it was separately presented in the format of Atelier B for the differentiated instruction group. At the end of the training, drawing tests were taken from the students regarding four main topics of three-view drawing, plan, section, and façade. At the end of the course, Wallerand's academic motivation questionnaire was distributed among the students. In this research, the t-test was used for evaluating the independent groups. Further, the mean values were considered for data analysis.
Findings: According to the obtained research data, it was obvious that blended instruction was more effective in teaching all four subjects of the drawing course and students obtained higher scores. The consistency of the results in the two sections of the research, including the drawing test and the academic motivation questionnaire, confirmed the better performance of blended education in the course of drawing. The higher scores of students in the case of three-view drawing and, then, façade, plan, and section in the blended teaching method confirmed the better performance of this instruction. The high academic motivation in the blended instruction and students' further interaction with each other was more effective in students' learning and made them perform better.
Conclusion: The results revealed that the blended instruction was more effective in teaching the three-view drawing, plan, section, and façade, and the scores of students who participated in the blended training atelier were higher in a specific exercise in comparison to those of the differentiated training atelier, and it can be concluded that blended instruction has a significantly greater average than differentiated instruction in all four exercises. Moreover, blended instruction improves the students' internal and external motivation.
کلیدواژه‌ها [English]
Blended Education, Differentiated Education, Academic Motivation, Architecture, Drawing Skill
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