مطالعه تطبيقي سرفصل جديد و قديم دروس كارشناسي مهندسي معماري از منظر توجه به مفاهيم پايداري

Comparative Study of the New and Old Syllabuses of Iranian Undergraduate Architectural Engineering Courses from the Perspective of Sustainability Concepts

ﻧﮕﺎرش ﺳﺮﻓﺼﻞ دروس ﺑﺮاي آﻣﻮزش ﻣﻬﻨﺪﺳﯽ ﻣﻌﻤﺎري، ﺑﻪ دﻟﯿﻞ ﻧﯿﺎز ﺑﻪ ارﺗﺒﺎط ﻣﺘﻌﺎدل، ﺗﺄﺛﯿﺮﮔﺬاري و ﺗﺄﺛﯿﺮﭘﺬﯾﺮي اﯾﻦ رﺷﺘﻪ از رﺷﺘﻪﻫﺎي ﻣﺨﺘﻠﻒ ﻣﻬﻨﺪﺳﯽ، ﻋﻠﻮم اﺟﺘﻤﺎﻋﯽ، اﻗﺘﺼﺎدي و ... ﺑﺎ ﭘﯿﭽﯿﺪﮔﯽ و دﺷﻮاري ﺗﻮأم اﺳﺖ. اﯾﻦ ﻣﻘﺎﻟﻪ ﺳﻌﯽ دارد ﺑﺎ اﺳﺘﻔﺎده از روش ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮا ﺑﻪ ﺑﺮرﺳﯽ آﺷﮑﺎر و ﻣﻀﻤﻮﻧﯽ ﻣﻔﺎﻫﯿﻢ ﭘﺎﯾﺪاري در ﺳﺮﻓﺼﻞ ﻗﺪﯾﻢ و ﺟﺪﯾﺪ دوره ﮐﺎرﺷﻨﺎﺳﯽ ﻣﻬﻨﺪﺳﯽ ﻣﻌﻤﺎري ﺑﭙﺮدازد و ﻧﮑﺎت ﺿﻌﻒ و ﻗﻮت ﻫﺮ ﯾﮏ از ﺣﯿﺚ ﺗﻮﺟﻪ ﺑﻪ ﻣﻔﺎﻫﯿﻢ ﭘﺎﯾﺪاري را ﺑﯿﺎن ﮐﻨﺪ. در اﯾﻦ ﺗﺤﻘﯿﻖ، ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي آﺷﮑﺎر ﺑﺮ اﺳﺎس ﮐﺪﻫﺎي ﻣﺮﺗﺒﻂ ﺑﺎ ﻣﻔﺎﻫﯿﻢ اﺻﻠﯽ ﭘﺎﯾﺪاري و ﺑﺎ اﺳﺘﻔﺎده از ﻧﺮماﻓﺰار 2016 Maxqda و ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﻣﻀﻤﻮﻧﯽ ﭘﺲ از ﺗﺸﮑﯿﻞ ﭘﺎﻧﻞ ﻣﺘﺨﺼﺼﯿﻦ، اﻧﺠﺎم ﺷﺪ. ﻧﺘﺎﯾﺞ ﻧﺸﺎن داد ﮐﻪ ﻓﺮاواﻧﯽ ﺗﻌﺪاد ﻣﻔﺎﻫﯿﻢ ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﻌﺪ ﮐﺎﻟﺒﺪي ﭘﺎﯾﺪاري در ﺳﺮﻓﺼﻞ ﺟﺪﯾﺪ ﻧﺴﺒﺖ ﺑﻪ ﺳﺮﻓﺼﻞ ﻗﺪﯾﻢ ﮐﺎﻫﺶ و ﮐﻠﯿﺪواژهﻫﺎي ﻣﺆﮐﺪ ﺑﺮ دو ﺑﻌﺪ ﻓﺮﻫﻨﮕﯽ- اﺟﺘﻤﺎﻋﯽ و اﻗﺘﺼﺎدي ﭘﺎﯾﺪاري در ﺳﺮﻓﺼﻞ ﺟﺪﯾﺪ ﺑﯿﺸﺘﺮ ﺷﺪهاﻧﺪ. اﯾﻦ در ﺣﺎﻟﯽ اﺳﺖ ﮐﻪ ﺗﺤﻠﯿﻞ ﻣﺤﺘﻮاي ﺿﻤﻨﯽ ﺣﺎﮐﯽ از ﮐﻤﺮﻧﮓﺗﺮ ﺷﺪن ﻣﻀﺎﻣﯿﻦ ﻣﺮﺗﺒﻂ ﺑﺎ ﺑﻌﺪ اﺟﺘﻤﺎﻋﯽ- ﻓﺮﻫﻨﮕﯽ و ﺗﻮﺟﻪ ﺑﯿﺸﺘﺮ ﺑﻪ ﻣﻀﺎﻣﯿﻦ ﮐﺎﻟﺒﺪي و اﻗﺘﺼﺎدي ﺳﺮﻓﺼﻞ ﺟﺪﯾﺪ در ﻣﻘﺎﯾﺴﻪ ﺑﺎ ﺳﺮﻓﺼﻞ ﻗﺪﯾﻢ دارد.

Architectural engineering is an interdisciplinary course. It has a strict relation with civil, electrical, and mechanical engineering. This study focuses on the status of sustainability in two different syllabuses of the architecture bachelor’s courses in Iran. Content analysis approach was applied along with conceptual and rational methods for the analysis of mentioned syllabuses by using Maxqda software. In the first stage, conceptual analysis was performed by using some codes related to social, economic, and environmental sustainability. In the second stage, the architecture expert panel compared sustainability criteria and their education in two syllabuses as a rational content analysis. The results of the research indicated a significant difference between the former and the present architectural engineering syllabuses: Conceptual content analysis proved that environmental implications in the new syllabus were decreased in comparison to the former syllabus. Conceptual content analysis also indicated that cultural-social and economic codes in the new syllabus increased considerably. The rational content analysis demonstrated that cultural-social implication decreased in the new syllabus, while environmental and economic values were emphasized in the new syllabus compared to the former one. Finally, it was concluded that the application of tangible design methods for sustainable architecture education, integration of quantitative and qualitative design criteria, and sustainable integrated design approaches should be added to the syllabuses of architectural engineering education.