پرس و جو درباره سبک یادگیری و اولویت های دانش ساختمانی دانشجویان معماری داخلی
|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|61173||2016||24 صفحه PDF||سفارش دهید||8810 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Design Studies, Volume 44, May 2016, Pages 28–51
This study explores the learning-style and knowledge-building preferences of interior architecture students using Felder–Soloman's Index of Learning Styles. Considering the learning and knowledge-building skills of students in design education, this study concludes that the instructor should not only be a conveyor of knowledge but also a facilitator. The findings indicate that design students' preferred learning styles are as follows, in descending order: Sensing/Intuitive, Visual/Verbal, Active/Reflective and Sequential/Global. In the two-way analysis, where the student's design studio grade was the dependent variable, significant effects were obtained for each scale. Furthermore, double interactions were highly significant between the Active/Reflective and Sensing/Intuitive scales and between the Active/Reflective and Sequential/Global scales.