صفه (Jun 2021)
Design Process: from Idea to Presentation, based on Reflective Thought and Learning Styles in Architecture Students
Abstract
Taught in a variety of levels, the teaching in architectural design studios requires an identification of factors and variables affecting student designs. Influential among parameters in design process and thought is learning styles of students. The purpose of this study is to investigate the relationship between reflective thought and learning styles. The research method is descriptive –correlational, with the studied group being male Architectural Drafting students in Hamedan vocational schools in the academic year 2019-20. A 120-strong community was selected in an accessible manner. Kember and Leung’s Reflective Thought assessment questionnaire (2000) was used for habitual action, understanding, reflection, and critical reflection. Kolb Learning Style questionnaire was used for divergent learning style, convergent learning style, assimilator and accommodator, and the author’s drawing test based on the Architectural Drawing course textbook. For analysis, data was used from descriptive methods (mean and standard deviation) and analytical methods for presumption calculation and for hypothesis analysis from Pearson Coefficient and Stepwise Correlation. The results indicated that there is a relationship between reflective thinking and learning styles on design abilities in students. In other words, reflective thought and intellectual capability can predict design quality. Therefore, one can conclude that the ability to design and draw is related especially to the divergent learning style. On that basis, it is suggested that in order to train students’ idea-making and presentation capabilities, we need to take cognitive processes, including learning style seriously. In this sense text books should be complied in ways to pay due attention to mental development, and teaching thinking and learning methods.
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