كليدواژه :
آموزش معماري , هندسه ترسيمي , هندسه كاربردي , توانايي فضايي
چكيده فارسي :
با توجه به تأثيرگذاري افزايش توانايي فضايي دانشجويان بر درك فضاها و احجام، هدف اين پژوهش بررسي ميزان اثربخشي يكي از دروس پايه كارشناسي بر افزايش توانايي فضايي است. لذا پرسش اساسي اين است كه آيا تدريس هندسه كاربردي، با شيوۀ مرسوم مي‌تواند به هدف اصلي تبيين شده در برنامه مصوب شوراي عالي برنامه‌ريزي كه همانا افزايش توانايي فضايي دانشجويان است، پاسخ گويد؟ براي پاسخ دادن به اين پرسش، با مرور سابقه مطالعات مربوط به توانايي فضايي و تأثير هندسه ترسيمي (به‌عنوان بخش اصلي درس هندسه كاربردي) بر آن، مفاهيم و نظريه‌هاي مرتبط گردآوري شد. براي تدقيق نتايج تحقيق، بر طبق دو زيرمجموعه توانايي فضايي دو آزمون انتخاب شد و اين آزمون‌ها با استفاده از روش تحقيق شبه‌تجربي پيش‌آزمون و پس‌آزمون با گروه گواه در دو دانشگاه با دو برنامه مختلف آموزشي برگزار و نتايج تحليل گرديد. نتايج آزمون‌ها نشان داد كه نه تنها گذراندن درس هندسه كاربردي باعث افزايش توانايي فضايي دانشجويان نشده است، بلكه موجب كاهشي معنادار در هر دو گروه آزمون شده است. اين در صورتي است كه داده‌هاي گروه گواه افزايشي غيرمعنادار را نشان مي‌دهد. يكي از علل احتمالي اين نتايج را مي‌توان تغيير استراتژي دانشجويان در حل مسائل فضايي دانست.
چكيده لاتين :
Nowadays, a large number of problems can be seen in Iranian architecture; however, the studies in this area are not deep enough and just investigate the current constructions and spaces, while there is a lack of fundamental research regarding teaching and learning techniques in architecture schools. It should be considered that teaching is the most crucial issue and the underlying factor for all problems and developments. Thus, this paper and the similar ones are hoped to indicate the ending of common architecture research methods and to draw the attention of teachers and scholars to teaching. The capacity of understanding space and volume is one of the most important capabilities in architecture, which has to be developed in architecture teaching. Over the past few decades, a large number of studies have been carried out about different aspects of spatial capacity, developing it is research. Considering the beneficial impacts of students’ spatial capacity enhancement on understanding spaces and volumes, this paper aims to evaluate the effectiveness of one of the core coursed in bachelor’s level on improving spatial capacity. Therefore, the key question is whether practical geometry teaching based on the conventional method can meet the requirements of the High Council of Cultural Revolution’s directive, which is rising students’ spatial capacity, or not. In an attempt to answer such a question, the appropriate concepts and theories were collected via reviewing the former studies on spatial capacity and the impact of descriptive geometry (as the inextricable part of practical geometry). In order to achieve the most accurate results, according to two subcategories of spatial capacity, two tests were chosen and were conducted using a quasi-experimental and pretest-posttest design with control group at two universities in two different educational programs. The test outcomes showed that practical geometry course not only could not increase the students’ spatial capacity, but also significantly decreased it in both groups. This happened while the data from the control group indicated a baseless increase in the students’ spatial capacity. One of the plausible reasons for such results can be a change of strategy taken by the students for solving the spatial problems. This paper is, in turn, a warning for beginning of reviewing the contemporary traditions of architecture teaching. Many experiences of teachers and instructors show the necessity of leaving the architecture concepts on paper and beginning to touch the space by the students. However, lack of scientific and critical investigation using international methods have to be covered by researchers. This study is a quantitative one in which the amount of unanswered questions of spatial capacity tests has significantly increased. Arguments for finding qualitative reasons of this significant decrease in spatial capacity test performance were considered in ideas and strategies adopted by the students in solving spatial problems.
