طراحی و اعتباریابی روش آموزش شناختی در معماری مبتنی بر الگوهای یادگیری مسأله محور، نقشه ذهنی و وسعت بخشی به تفکر.

Design and validation of cognitive education method in architecture based on Problem-Based Learning, Mental Map and Breath's Thinking models.

Background and Objectives: One of the important approaches in education is cognitive theories. Despite many applications in the field of cognitive approach development in design education, there are still challenges. The cognitive approach deals with the scientific study of mental processes such as thinking, understanding, problem solving and reasoning. In the field of education, the teaching method in the cognitive approach is related to cognitive strategies. Cognitive strategies are processes with the help of which learning, remembering, and thinking take place. Therefore, cognition and cognitive strategies play a very important role in the teaching and learning process. Different models and cognitive strategies are used in education. In the current research, three models of learning mental map, problem solving and breath of thinking were discussed. The purpose of this research was to design and validate the cognitive education method in architecture based on problem-oriented learning patterns, mind map and expansion of thinking and its effect on architecture students' ideation. Methods: The current research is of a mixed type (qualitative and quantitative) and in terms of time it is a cross-sectional study. The method of collecting information in the present research was library and field method. In this study, cognitive model training is considered as an independent variable and students' ideation as a dependent variable. First, various sources were examined and the components of the cognitive educational model were identified using the content analysis method, and then the components were finally approved using the Delphi method and the judges' opinions. In the external validation phase, a semi-experimental method was used with a pre-test and post-test design with a control group. The statistical population included professors of the department of architecture and educational technology and architecture students of Hamadan branch of Azad University. The sampling method in this research was available. In the group of professors, 12 people were selected for the internal validity of the model with the available method. 50 architecture students of design course 3 were replaced as samples in two experimental and control groups. Based on this, 25 people were randomly assigned to the experimental group and 25 people were assigned to the control group. The model of cognitive training was presented to the experimental group in a period of 10 weeks and every week in a 90-minute training session. The method of implementing the cognitive education model was that students were taught in the form of an educational program during the design course semester using different cognitive models in multiple sessions. Data analysis was done using Spss software version 22. Findings: The results of developing the combined cognitive education model showed that this model included 7 categories and 57 components. The internal validity of the model was checked by Delphi method, 11 components were removed and Kendall's correlation coefficient was 0.82 based on the opinion of 12 judges for the components of the model, which was significant at the 0.01 level. In the field of external validity, the results of covariance analysis showed that education based on the developed model has a significant effect on students' ideation. Conclusion: The cognitive educational model Problem-based learning, mental map and breath's thinking in the bachelor's degree in architecture consists of 3 axes, 7 categories and 46 components. The three main axes or educational goals included content, teaching method and evaluation. The content axis included three categories (strategies based on previous knowledge, based on Problem-based learning and breath's thinking). The axis of teaching or learning method included two categories (interactive and individual) and the axis of evaluation included two categories (process-oriented and result-oriented). The internal and external validity of the model was examined and the results confirmed its validity. Based on this, it can be suggested that the current model be used in the teaching of architectural design courses. [ABSTRACT FROM AUTHOR]

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