تبیین ادراک از محیط یادگیری سازنده گرا در کارگاه های طراحی بر اساس توانایی شناختی (مقاله علمی وزارت علوم)
درجه علمی: نشریه علمی (وزارت علوم)
آرشیو
چکیده
در طراحی محیط های یادگیری کلاسی براساس اصول و فرض های سازنده گرایی باید به فرایندهای شناختی مرتبط با دانشجو توجه کرد. هدف پژوهش، تبیین ادراک از محیط یادگیری سازنده گرا بر اساس توانایی شناختی دانشجویان معماری در آموزش کارگاه های طراحی بود. روش این پژوهش توصیفی-همبستگی بود. جامعه ی آماری پژوهش دانشجویان معماری دانشگاه فنی و حرفه ای دختران همدان به تعداد 600 نفر بود. نمونه با حجم 120 نفر با استفاده از نرم افزار محاسبه حجم نمونه بصورت در دسترس انتخاب شدند. جهت جمع آوری اطلاعات از پرسشنامه های ادراک از محیط یادگیری سازنده گرا و توانایی های شناختی استفاده شد. آزمون همبستگی پیرسون و رگرسیون چندگانه جهت تحلیل داده ها محاسبه شد. نتایج رگرسیون به روش همزمان نشان داد که توانایی شناخت اجتماعی و توانایی شناخت غیراجتماعی نقش مثبت و معناداری در پیش بینی ادراک از محیط یادگیری داشتند. از ابعاد توانایی شناخت غیراجتماعی فقط تصمیم گیری، برنامه ریزی، توجه پایدار و انعطاف پذیری شناختی نقش مثبت و معناداری در پیش بینی ادراک از محیط یادگیری داشتند.Perception of constructionist learning environment in design workshops based on cognitive ability
Attention to abilities as cognitive sciences in this study was very important. First, the principle that education is not merely focused on knowledge transfer, but on the actual learning of learners, attention should be paid to cognitive and non-cognitive abilities; Second, cognitive science emphasizes the activity and perception of learners of the learning environment in the educational process.Constructivist educators designed classroom learning environments based on the principles and assumptions of constructivism.In designing classroom learning environments based on the principles and assumptions of constructivism, attention should be paid to student-related cognitive processes. The purpose of this study was to explain the perception of constructive learning environment based on the cognitive ability of architecture students in teaching design workshops. The method of this research was descriptive-correlation. The statistical population of the study was 600 students of architecture students of Hamedan Technical and Vocational University. A sample of 120 people was selected using GPower software. Constructivist learning environment and cognitive abilities questionnaires were used to collect information. Pearson correlation test and multiple regression were calculated to analyze the data. Simultaneous regression results showed that social cognition ability and non-social cognition ability had a positive and significant role in predicting perception of learning environment. From the dimensions of non-social cognition ability, only decision-making, planning, sustained attention and cognitive flexibility had a positive and significant role in predicting perception of the learning environment. Inhibitory memory and control and selective attention did not play a significant role in predicting perception of constructive learning environment. Whereas in a constructive learning environment, emphasis is placed on teaching itself rather than on how it is taught; Therefore, this training is guided in two contexts of learning and focusing on the student's cognitive ability is emphasized. The required level of scotting is also provided by the learner in two stages of scotting with the instructor with challenging activities and scotching. Given that the real world often presents complex issues and situations to learners, educational environments should provide learners with such issues and situations. At the same time, educators should strive to teach learners the ability to deal appropriately with complex environments.Based on the research findings, the importance of social and non-social cognition abilities on perception of constructive learning environment was proved; Therefore, in this regard, it is suggested that these variables be seen and emphasized in educational planning, and if necessary, they should be taught with the help of psychological and educational strategies. It is also necessary that a coherent and comprehensive training protocol and program be developed to improve and improve cognitive and non-cognitive abilities in the context of experimental and experimental research. Also, considering that constructivism-based education emphasizes most of the cognitive efficiencies of student learning, so teachers should use this educational method as one of the effective teaching-learning strategies to design and draw architectural plans. Instructors can use functional assignments based on cognitive ability as a teaching strategy in different stages of education. These programs provide instruction for educators to enhance learners' learning in all cognitive-non-cognitive abilities.
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