Diary of an Architect, a Pheno-pragmatical Tool in Education
محل انتشار: فصلنامه بین المللی هستی فضا، دوره: 10، شماره: 3
سال انتشار: 1400
نوع سند: مقاله ژورنالی
زبان: انگلیسی
مشاهده: 112
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شناسه ملی سند علمی:
JR_SOIJ-10-3_002
تاریخ نمایه سازی: 8 آبان 1400
چکیده مقاله:
This research is a primary part of a trilogy study with the purpose to establish a pheno-pragmatic mythology for architectural education. In this research the goal was to attract the subconscious interest of students’ learning curve in a limited educational timeline. To do so we have composed a pheno-pragmatic method to evaluate the conscious experience of students during a semester. Therefore, to achieve the quality of education needed in this method self-efficient education tools were required. Writing was considered as a subsequent tool to gain the proper outcome of this method. Firstly, a total of ۳۱۸ students from two major universities in Isfahan were selected by random; two theory classes and one studio class, to participate in this study. The questions surrounding this study are; how does a written diary transpire as a pheno-pragmatic tool in architecture education? And can a diary establish a basic understanding of theory and practice for students? To reach the necessary outcome of this study quantitate data were gathered by processed questionnaires to establish a fundamental conclusion to this method. According to the data gathered around ۲۵ percent of the students agreed with the theory and more than ۵۷ percent accepted this method as both a theoretical and practical learning tool.
کلیدواژه ها:
نویسندگان
Homan Khajeh pour
Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Shahab Kariminia
Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran
Mahmoud Reza Saghafi
Faculty of Architecture & Urbanism, Art University of Isfahan, Isfahan, Iran
Marziyeh Piravi Vanak
Faculty Member, Art University, Isfahan,Iran
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