Emerging educational technologies
A. Afshari; F. Karvan; J. Mahdinejad
Abstract
Background and Objectives: One of the important approaches in education is cognitive theories. Despite many applications in the field of cognitive approach development in design education, there are still challenges. The cognitive approach deals with the scientific study of mental processes such as thinking, ...
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Background and Objectives: One of the important approaches in education is cognitive theories. Despite many applications in the field of cognitive approach development in design education, there are still challenges. The cognitive approach deals with the scientific study of mental processes such as thinking, understanding, problem solving and reasoning. In the field of education, the teaching method in the cognitive approach is related to cognitive strategies. Cognitive strategies are processes with the help of which learning, remembering, and thinking take place. Therefore, cognition and cognitive strategies play a very important role in the teaching and learning process. Different models and cognitive strategies are used in education. In the current research, three models of learning mental map, problem solving and breath of thinking were discussed. The purpose of this research was to design and validate the cognitive education method in architecture based on problem-oriented learning patterns, mind map and expansion of thinking and its effect on architecture students' ideation.Methods: The current research is of a mixed type (qualitative and quantitative) and in terms of time it is a cross-sectional study. The method of collecting information in the present research was library and field method. In this study, cognitive model training is considered as an independent variable and students' ideation as a dependent variable. First, various sources were examined and the components of the cognitive educational model were identified using the content analysis method, and then the components were finally approved using the Delphi method and the judges' opinions. In the external validation phase, a semi-experimental method was used with a pre-test and post-test design with a control group. The statistical population included professors of the department of architecture and educational technology and architecture students of Hamadan branch of Azad University. The sampling method in this research was available. In the group of professors, 12 people were selected for the internal validity of the model with the available method. 50 architecture students of design course 3 were replaced as samples in two experimental and control groups. Based on this, 25 people were randomly assigned to the experimental group and 25 people were assigned to the control group. The model of cognitive training was presented to the experimental group in a period of 10 weeks and every week in a 90-minute training session. The method of implementing the cognitive education model was that students were taught in the form of an educational program during the design course semester using different cognitive models in multiple sessions. Data analysis was done using Spss software version 22.Findings: The results of developing the combined cognitive education model showed that this model included 7 categories and 57 components. The internal validity of the model was checked by Delphi method, 11 components were removed and Kendall's correlation coefficient was 0.82 based on the opinion of 12 judges for the components of the model, which was significant at the 0.01 level. In the field of external validity, the results of covariance analysis showed that education based on the developed model has a significant effect on students' ideation.Conclusion: The cognitive educational model Problem-based learning, mental map and breath’s thinking in the bachelor's degree in architecture consists of 3 axes, 7 categories and 46 components. The three main axes or educational goals included content, teaching method and evaluation. The content axis included three categories (strategies based on previous knowledge, based on Problem-based learning and breath’s thinking). The axis of teaching or learning method included two categories (interactive and individual) and the axis of evaluation included two categories (process-oriented and result-oriented). The internal and external validity of the model was examined and the results confirmed its validity. Based on this, it can be suggested that the current model be used in the teaching of architectural design courses.
TVET
S. Hejazi; M. Shafaei
Abstract
Background and Objectives: Spatial ability is an important notion because of its application in everyday life and its place in science and engineering. In recent decades, there have been many studies on spatial ability in the field of mathematics education. Parts of these studies have been conducted ...
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Background and Objectives: Spatial ability is an important notion because of its application in everyday life and its place in science and engineering. In recent decades, there have been many studies on spatial ability in the field of mathematics education. Parts of these studies have been conducted in the field of school mathematics, emphasizing the importance of the spatial ability in the process of teaching school mathematics. Of course, it should be noted that the number of research studies related to mathematics education in Iran is not very large and most of them have been conducted in the field of psychology. It is also stated in the educational documents such as the principles and standards of school Mathematics (NCTM) that students should use a variety of visual representations to analyze mathematical problems and issues. Numerous definitions of spatial ability have been proposed and various terms, such as visual thinking, intuitive thinking, and visual ability have been used to describe it and various factors and components have also been identified to explain its nature. The purpose of this study was to investigate the spatial ability of students with regard to their gender, grade, and field of study and also according to factors including spatial visualization, mental rotation, and spatial orientation. Methods: The method of this study was the survey method and its participants were 901 students from secondary schools in Shahriyar studying in the 10th and 11th grade in the academic year 2017-2018. The measurement instrument was a researcher-made test whose formal and content validity was confirmed by a number professors and teachers of mathematics and its reliability was also confirmed by the approximate amount of Cronbach's alpha which was 0.83. In addition, descriptive statistics (mean and standard deviation) and inferential statistics (independent t-test) were used to analyze the data. Findings: The findings of the study showed a significant difference between male and female students in the field of spatial ability. In addition, the performance of math students was significantly better than the students in the field of experimental sciences. Also, the performance of the 11th grade students was significantly better than that of the 10th grade students. This difference can be justified by the implicit teaching that takes place in the 10th and 11th grades, as well as the courses which are taken by the 11th grade students in geometry until the exam. These findings show that the growth of spatial ability depends on education, and because of its place in everyday and professional life, needs more attention in school mathematics. The qualitative findings of this study showed that tasks related to spatial ability are a good platform for developing mathematical thinking and mathematical processes, such as problem solving, reasoning, and proof. Moreover, teaching and increasing the level of education seem to have an undeniable effect on the growth of spatial ability and the improvement of students' problem-solving performance. Conclusion: Although the problem-solving approach has clearly established its presence in Iranian mathematics textbooks in recent decades, little research has been done on the place and role of spatial ability in teaching the process of solving mathematical problems. Moreover, the field of school mathematics needs more research on spatial ability in different areas, such as curricula, teacher training, and methods of math teaching and learning. The findings of this study can be useful in modifying and strengthening the strategies, educational processes, curricula and appropriate educational instruments to improve students' spatial visualization.
Architecture
Sh. Valadi; S. Alitajer; H. Khotanlou
Abstract
Background and Objective:The advancement of information technology in the field of portable technologies has made it possible to develop omnipresent learning. Mobile learning (learning everywhere) is a new learning environment in which the learner is placed in a real-world scenario, with access to online ...
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Background and Objective:The advancement of information technology in the field of portable technologies has made it possible to develop omnipresent learning. Mobile learning (learning everywhere) is a new learning environment in which the learner is placed in a real-world scenario, with access to online resources, through portable tools and wireless networks. On the other hand, augmented reality has helped to complement human sensory perceptions of the environment by positioning them in the middle of the real world and the virtual world and creating an environment in which virtual components are combined in a dynamic interaction with the real environment. Portable augmented reality technology is a great tool for adding content to field visits by adding virtual components and information to a specific physical location. Such a tool can change the student-centered and inactive educational process into a student-centered and active process by creating a self-sufficient learning situation for students. The learning environment resulting from the combination of the real world and the virtual world is effective in creating a valid learning environment for students. Numerous studies have examined the application of augmented reality technologies in various educational fields such as engineering, medicine, ecology, science, art, history, etc. This study has used a tool based on augmented reality technology to enhance the efficiency of regular visits in teaching technical courses in the field of architecture. Methods: This study is applied utilizing a quantitative research method. Participants included 73 students in the mechanical engineering course divided into experimental groups (38) and control group (35) after an initial theoretical training and administering pre-tests. The instruments in this study were tests and questionnaires. The experiment took place over a three-week period creating an active learning environment. Findings: The results of the study show that the application of the AR supplementary teaching tool contributes to enhance the students’ learning through the field visits and it is more effective than field visits in order to provide the satisfaction of learning approach and higher scientific validity from the students’ point of view. Conclusion: The use of AR technology and the focus on important points in field visits have made the teaching and learning process more efficient and enjoyable for students. From the students' point of view, the knowledge credibility of the activity designed for the experimental group was higher than the activity designed for the control group. The combination of building information in a simple and understandable software caused valid and superior knowledge.
Modern Educational Approaches
S. Sardashti; M. Shafaie; Farhang Mozaffar
Abstract
Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for ...
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Background and Objective:Creating a learning environment rich in social relationships in which peer interaction and collective learning can be developed is the core of the studio-based education for teaching architectural design. The social dimensions of the studio and the opportunities it provides for collaboration and participation serve as a stimulus for learning, and it is the culture of the studio that means sustainability to students. One of the interactive teaching methods that seems to be in line with the multiplicity of today's world and the different nature of architecture and the workshop education system is the critical pedagogy method invented by the Brazilian thinker Paolo Freire. Freire considers the main purpose of education to be the development of creative and critical human beings who look critically at all the thoughts, ideas and values in society, as well as the actions of individuals and the way they deal with various events and happenings to find their roots. Freire's model in critical education mostly includes critical dialogue in which students (whole class) present their views and review evaluations and critiques. Participate in evaluating the thoughts of others and together with them, by combining views and examining arguments, take a more accurate and comprehensive approach to the issue and discover effective solutions. Therefore, it can be inferred that the critical education methodwith its special characteristics has the potential to improve the quality of architectural design classes. The aim of this study is to illustrate the procedure of applying critical pedagogy in Iran higher education context –architecture discipline- to identify challenges and improve the method in the selected environment. Methods:The qualitative method (interpretation) was selected as research method and content analysis was performed on the collected data. 24 postgraduate architecture students were selected as the sample, and by using a bipartite subject, comparison between two methods (traditional and critical) become possible. To verify and extend the model, the experiment was repeated next year with 22 different students. Findings: The results indicated that the effects of critical pedagogy have been perceived by students in eight categories: (1) improving intrinsic motivation (2) improving social skills, oral skills and self-confidence, (3) improving the speed and quality of development process of architectural ideas, (4) creating diversity and cheerfulness, (5) reducing stress and anxiety, (6) waste of time and vain discussions, (7) educational marginalization, and (8) self-censorship. The first 5 categories are positive feedbacks and the other three are negative feedbacks considered as challenges of applying critical pedagogy. At the end, some strategies are purposed to overcome these challenges and improve the quality of the classes. Conclusion:Some solutions to overcome the challenges are suggested including: students choosing an external reality topic, phasing group corrections, continuing the method to institutionalize it, changing students' view of the teacher as the source of information or the professor as a superior and miraculous person and change the view and reduce students' distrust of themselves. Characteristics for the critical teacher are also mentioned, such as humility, humor, high capacity of the teacher against laughter and jokes, great patience of the teacher in the face of useless discussions, and familiarity of the critical teacher with theories of psychology and psychoanalysis.
Game-based Education
M. Shafaei
Abstract
Background and Objective:Currently, different teaching techniques and methods are used in teaching architectural design. Holding architecture education conferences at the national level shows the attention of experts and researchers to the importance of this issue. In recent years, critical, participatory ...
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Background and Objective:Currently, different teaching techniques and methods are used in teaching architectural design. Holding architecture education conferences at the national level shows the attention of experts and researchers to the importance of this issue. In recent years, critical, participatory teaching methods or techniques such as questions and answers to increase student motivation have been considered by researchers and architecture teachers. But holding architectural design courses in a workshop (practical) for many hours, repetition and uniformity of techniques such as one-day sketches, individual and collective corrections, and architectural design training become a tedious task for teachers and students. This becomes a serious challenge for young teachers who do not have enough teaching experience. It seems that game-based teaching method can increase students' motivation and increase their learning rate. In this regard, the purpose of this article is to investigate the effect of game-based education on game learning, participation and students' feelings about the benefits of one (bachelor) architecture design course. Extensive research on architecture education shows the importance of this subject. The main approach of these research studies is student-centered education. Many researchers have emphasized the collaboration between student and teacher. The main goal of these studies is enhancing architecture students’ motivation and learning. Nowadays, there is a support for digital game-based education. Therefore, the goal of this study is investigating the role of game-based education (not only digital games) in enhancing learning, collaboration and the students’ feeling about the usefulness of the subject matter. Methods: Here, the experimental method has been used. Statistical population includes students of architecture design 1-B.A. The sample size is 51 students organized in 3 groups. The game-based method was used in the experimental group. The second group (control group 1) was trained through “project correction with other students as reviewers”. The third group (control group 2) was trained through “individually project correction”. All students were assessed by MBI-SS questionnaire at the beginning and the end of the semester. Findings: The results obtained through comparing the frequency of answers. It was concluded that game-based education through pantomime, verbal games and figural games could have a positive role on enhancing “learning”, “collaboration” and “students’ positive feelings about the architecture education”. Conclusion: The present study, in line with participatory education and teacher-student interaction, showed the effect of game-based education on promoting student motivation. Although in today's world, teaching architecture through computer games is discussed, this research does not limit learning by games to just computer games. Demonstration, speech, writing and drawing games can be included in architectural design education according to the teacher's creativity and the fit of the game with the subject and stimulate students' interest in architectural design and according to the research literature, cause long-term (long-term) learning.
Mathematics Education
E. Mohammadzadeh Chineh; H. Soltanzadeh
Abstract
Background and Objectives:Architecture training is to enable students to create three-dimensional spaces for human activities or to provide a better environment for human societies. Today, a wide range of different activities in the fields of skills, industry, creativity, knowledge, wisdom, are under ...
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Background and Objectives:Architecture training is to enable students to create three-dimensional spaces for human activities or to provide a better environment for human societies. Today, a wide range of different activities in the fields of skills, industry, creativity, knowledge, wisdom, are under the general title of "architectural education" in the schools of architecture. Typically, the curriculum in contemporary architecture schools is a set of basic courses that develop design knowledge, technology courses that develop the scientific formation of architecture; art courses to express architecture and finally design courses, which is a combination of the previous three and is the defining part of design education. The necessity of mathematics education and application of its concepts in architectural design is among major concerns of educational programs in universities and contemporary educational institutions. In architectural education in Iran, mathematics is delivered through traditional methods and independent from design practical courses. Moreover, mathematics is considered as a secondary course or sometimes an intricate problem in education. Professors of architecture always point to difficulties of students in understanding mathematical concepts and their application in structural design process. Methods and Materials: Therefore, the present study tries to compare the degree of attention to mathematics in architectural curricula in selected universities abroad and in Iran in order to provide a comprehensive knowledge regarding the place of mathematics in the curricula of these countries and prepare the ground for the development of an appropriate educational program incorporating mathematics in architectural education curriculum in our country. Findings: Comparative analysis of mathematics role in curricula of different universities and its targets via applied analytical-descriptive research method suggests that average mathematical courses provided in US architectural schools during the training course is 3%, in Asian countries 2.2% and in Iran 1.7%. The results emphasize the coordination of mathematical teaching methods with modern developments in design process and show that it entails mathematical knowledge delivered in the format of combined independent courses as preliminary, applied, technological and design. Conclusion: Mathematics courses and their teaching in architecture must be in line with new developments in the design process. This issue requires the definition of new courses in the field of mathematical application in architecture, mathematical history in architecture, as well as combined courses to transfer mathematical knowledge to design workshops. The subject of mathematics courses as independent preparation and basic courses for engineering students with the content of calculus, mathematics or their combination should be revised. This will give a new definition to the nature of the relationship between architecture and mathematics, as the role of mathematics in design was a priority in the Middle Ages. Considering the design workshop as the core of the architecture education program in the first and second academic year with an average of 40-36 credits per year, it is necessary to apply and new meaning of mathematics in introductory design workshops in two analytical-logical and structural concepts. Pay attention.
Technology-based learning environments
S. Mirriahi; F. Gharooni
Abstract
Abstract: Environmental literacy is the main field of activities which its knowledge is necessary for consumers, producers as well as observers. The objective of environmental education is improving applied literacy of stakeholders. The concept of environmental literacy consists of science (facts, concepts ...
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Abstract: Environmental literacy is the main field of activities which its knowledge is necessary for consumers, producers as well as observers. The objective of environmental education is improving applied literacy of stakeholders. The concept of environmental literacy consists of science (facts, concepts and skill) and practice (vision and awareness) which makes personal behavior. In this framework, awareness has two sciencebased (knowing) and emotional-based understanding. In general, scientific education and environmental science have two-way relationship in which scientific education is a prerequisite of environmental literacy and environmental literacy functions as a base for scientific education. Furthermore, scientific literacy and environmental literacy are overlapping in many cases and it is difficult to differentiate them because of their internal linkages. Studies have shown that environmental education can improve environmental literacy as high as three folds which will be ended in responsible action with the environment. Academic education of architecture in Iran exceeds six decades; however, there is no any satisfactory paradigm for environmental literacy and education in this discipline. In the present essay, we evaluated the relationship between architecture education and environmental literacy and the necessity of environmental literacy as a neglected element in architecture faculties.
Architecture
Gh. Memarian; S.M. Hashemi Toghroljerdi; M. Hamzeh Nejad
Abstract
In recent decades, the need for interdisciplinary research in architectural education has become more evident. Meanwhile, designers implement objective and subjective interpretations for solving architectural problems. Therefore, the recognition of the conscious and unconscious mind of the architect ...
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In recent decades, the need for interdisciplinary research in architectural education has become more evident. Meanwhile, designers implement objective and subjective interpretations for solving architectural problems. Therefore, the recognition of the conscious and unconscious mind of the architect and users is becoming a prominent criterion in reading architecture. One of the teaching methods in Italy is the method of the Moratoria School of Architecture. This method is based on historical-evolutionary typology, which is formed in order to regenerate the historical chain reconstruction of the object, which is, a part of the unconscious mind of the architect. The advantages of this approach are the research process, education and design in order to achieve basic types in the regional, city, contextual, architectural scale that provides the option of following the method in other schools of architecture. Describing the Moratoria school, the paper employs the descriptive-analytical method to criticize the basis of intellectual thoughts and curriculum. The findings of this study can be used in type recognition in the residential complex studio in schools of architecture.
Architecture
S. Nazi; A. Keshtkar Ghalati; R. Parvizi
Abstract
Narration in education by using all the elements of narrative literature is one of the active teaching methods. This method has already been used in teaching children and adolescents, but research about the application of method in different branches of academic education, such as engineering, medicine ...
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Narration in education by using all the elements of narrative literature is one of the active teaching methods. This method has already been used in teaching children and adolescents, but research about the application of method in different branches of academic education, such as engineering, medicine etc has recently started. Narration is one of the human mind bases for thinking in different areas of science and art. Considering the research topic is new, library studies ful bfiled first and then quasi-experimental study was used to prove the research results, Library studies was used by the researchers to compare the structure of both story and architecture in order to find their interactional relationship and bilateral effects on each. The psychological impact of narration on architecture education has been investigated in different subjects. A quasi-experimental study was carried out as two-groups, post-test only in faculty of architecture of Bushehr Azad University in 2010. Two groups each including 29 architecture students and achieved results were compared using t-test by SPSS software. As a result, considering to narrative nature of architecture, narration can be used in sense of space and architecture design. It is highly recommended to use narration in architecture education. It also helps the students to keep learned architecture concepts and ethic values in their mind for a long period of time. The mean of the total scores achieved by the lecture group was 11.7±1.31 and by storytelling group was 14.1±1.05 out of the total score 20. The difference between the two groups was statistically significant. The finding of this research can be applied in digital stories and, production of pedagogical books, films and computer games, which cause a familiarity with the architect tural by society as well as prepare children to understand the architecture.
