Educational Technology
M. Khakzand; F. Fakourian
Abstract
Background and Objectives: In the process of architectural education, visual perception is an important tool to reach creative ideas, and its defects are one of the main reasons for learning disability. It has led to extensive research in the field of educational technology regarding the type and method ...
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Background and Objectives: In the process of architectural education, visual perception is an important tool to reach creative ideas, and its defects are one of the main reasons for learning disability. It has led to extensive research in the field of educational technology regarding the type and method of visual perception intervention to improve the quality of education. For this purpose, the main goal of the research is to develop a tool to identify the level of students' visual perception, which plays a very important role in identifying their abilities and perceptual levels. There are various tests available to check visual perception at different ages, including four tests ((TVPS - 4), (DTVP - A/DTVP-2), (OT - APST), (Frostig Test)) that have been used for young and healthy people.Methods: In the current research, the above tests are extended to create a new test demanding to distinguish visual capabilities and defects in architecture students. In the first step, the opinions of architecture and psychology experts are used via a questionnaire and considering final improvements, opinions are presented on subtests reform. The presented visual perception test consists of nine sub-tests derived from three initial branches named spatial, visual, and mental skills. To determine the standard of students and calculate the reliability and validity of the test, 90 people from the second year of Bachelor of Architecture at Islamic Azad University, Bandar Abbas are selected by judgmental sampling method, and the test is conducted on them as a group.Findings: The findings include the norm scores for test separately derived from 9 sub-tests by gender and semester through the calculation of Cronbach's alpha, which is 0.631. Validity determination is applied through the criterion of the grades of the introductory course 3, expression 3, and architecture design 1, and their average is calculated as the correlation coefficients between the scores obtained from the test. Finally, it is found that in this test, the growth of visual perception in women is more than that of men.Conclusion: The findings are in line with the results obtained by other cooperative researchers. This means that the perception test has acceptable validity. Calculating the correlation depends on homogeneous terms the grades of expression 2, introductions 3, and design 1 and their average, which has high homogeneity. Finally, methods have been presented that can have an effective interference on the results of the visual perception test. In addition to the development of the visual perception test, the results can bring suggestions in the future planning of practical architecture lessons and introduce areas for further research. The results of the present research can be useful for measuring the visual perception of undergraduate architecture students and play an effective role in the curriculum planning of architecture as well as interdisciplinary fields. It should be noted that in the field of academic planning, semesters and theoretical and practical courses, more extensive research can be planned and implemented to generalize the results. This article also summarizes the successful experiences and challenges of improving pedagogical methods.
Curriculum Planning
M. Khakzand; S. Babaei
Abstract
The main purpose of this study was to identify the effectiveness factors in the design of open space in educational centers for children and its relationship to learning. Because learning and convey the meaning is an inseparable part in every educational process, accordingly, the authors tried to introduce ...
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The main purpose of this study was to identify the effectiveness factors in the design of open space in educational centers for children and its relationship to learning. Because learning and convey the meaning is an inseparable part in every educational process, accordingly, the authors tried to introduce the theory which named (Seven Cs including: C1: character, C2: context, C3: connectivity, C4: change, C5: chance, C6: clarity, C7: challenge). The authors believe that using this method can provide a favorable environment and adaptable with the educational goals, i.e. increasing the quality of learning and efficiencies for the children. The method used in this research is directed-content-analysis which aims is a trying to develop a theory for greater efficiency. This theory results of the several year efforts by the experimental and survey method in Canada. Initially, the resources evaluated and analyzed, then extracted the significant factors in children's environment. Consequently, these factors are measured within (SevenCs) and finding showed that both of them are in one direction. Then it is providing the framework and principles for designing the educational open spaces, according to the different needs of children which can be a beneficial guide for designers. Finally, it can be said that these principles can prove the satisfaction and greater efficiency of educational concepts for children.
Architecture
M. Khakzand; F. Mozafar; M. Feizi; M. Azimi
Abstract
: This paper describes "Drawing Analogies", a shape based reminding program that uses freehand sketches to index and retrieve visual references for creative architectural designing.Architecture students and professional designers often employ reference images from books, magazines and other visual collections ...
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: This paper describes "Drawing Analogies", a shape based reminding program that uses freehand sketches to index and retrieve visual references for creative architectural designing.Architecture students and professional designers often employ reference images from books, magazines and other visual collections to find new forms and adapt them into their designs. Many designers indicate that, what architects imagine is the represent of what they have seen. So, it is evident that visual elements play a key role in design process. However, many architects believe that imagination is an essential factor in art and design while the investigation on its importance in architecture education is thoroughly neglected. In this paper, we investigate on imagination and analogy as potential aids to creative design and education. Some examples of how the designers use drawing and describe their approach to find similar visual analogies are also presented. We argue that a graphical reminding scheme based on sketching can help the designers to find interesting references from various domains. Finally, we discuss the ways of using diagrams and freehand sketches as visual sources and explain how students can retrieve them in creative architectural design process.