تبیین رابطه میان مسئله‌گشایی طراحی معماری با یادگیری مشارکتی

نوع مقاله : مقاله پژوهشی

نویسندگان

1 دانشجوی دکترای معماری، دانشکده هنر و معماری، دانشگاه یزد، یزد، ایران

2 استادیار گروه معماری، دانشکده هنر و معماری، دانشگاه یزد، یزد

چکیده

در دهه‌ی اخیر یادگیری مشارکتی به یکی از شیوه‌های پرکاربرد در آموزش طراحی معماری تبدیل شده‌است. علی‌رغم مزایای بسیار این شیوه، برخی گزارش‌ها حاکی از پدید آمدن نزاع‌هایی درون گروه‌هاست که منجر به اختلال در آموزش یا انحلال گروه‌ها می‌گردد. در پژوهش حاضر با بهره‌گیری مطالعات کتابخانه‌ای، مبانی نظری دو حوزه‌ی «مسئله‌گشایی طراحی معماری» و «یادگیری مشارکتی» و مدل‌های ارائه شده برای مسئله‌گشایی و یادگیری مشارکتی مورد مطالعه قرار گرفته‌است. سپس با استفاده از روشی تطبیقی-تفسیری ویژگی‌های کلیدیِ دو حوزه‌ی مذکور با هم مقایسه شده و با تطبیق وجوه اشتراک و افتراق آن‌ها ریشه‌های ظرفیت‌ها و چالش‌های کاربست یادگیری مشارکتی در آموزش طراحی معماری شناسایی شده‌است. نتایج پژوهش نشان می‌دهد مسئله‌گشایی از دو نوع فعالیت ذهنی «همگرا» (شامل قاب‌بندی، گزینش داده‌ها، تولید راه‌حل و تأیید و پیاده‌سازی) و «واگرا» (شامل بیان مسئله، مطالعات، تجزیه و تحلیل و ارزیابی) تشکیل شده‌است. مراحل همگرا به تحدید و کنترل‌پذیر کردن فضای مسئله/راه‌حل، و مراحل واگرا به بسط و ایجاد تنوع در فضای مسئله/راه‌حل کمک می‌کنند. ظرفیت اصلی کاربست یادگیری مشارکتی در آموزش طراحی معماری به مراحل واگرا باز می‌گردد که به‌سبب بهره‌گیری از توانایی‌های چند نفر، گروه می‌تواند به شکل همه‌جانبه‌تری ابعاد مختلف فضای مسئله/راه‌حل را بررسی کند. چالش اصلی نیز به مراحل همگرا مربوط می‌شود آنجاکه افراد به‌سبب لزوم تصمیم‌گیری یا اجماع در فضای مسئله/راه‌حل، دچار اختلاف می‌گردند. برای ارائه‌ی شیوه‌های مشارکتیِ متناسب با ماهیت طراحی، باید تمهیداتی برای همگرایی اعضای گروه در نظر گرفت تا ضمن بهره‌گیری از ظرفیت‌های واگرایی، چالش‌های احتمالی نیز مدیریت گردد. تعیین فردی برای رهبری و مدیریت گروه برای تصمیم‌گیری در مواقع اختلاف و چنددستگی، داشتن ساز و کاری برای تصمیم‌گیری‌ها و انتخاب‌ها، افزایش مهارت‌های اجتماعی و ارتباطی و استفاده از ترکیب گروه‌های سازگار و متوازن از نظر همگرایی و واگرایی می‌تواند ضمن ایجاد همگرایی در گروه، فرصتی را برای استفاده از ظرفیت‌های واگرایی فراهم آورد.

کلیدواژه‌ها


عنوان مقاله [English]

Explaining the Relationship between Architectural Design Problem Solving and Cooperative learning

نویسندگان [English]

  • Hossein Rahnema 1
  • Nariman Farahza 2
1 Ph.D. Student of Architecture, School of Arts and Architecture, Yazd University, Yazd, Iran
2 Assistant Professor, School of Arts and Architecture, Yazd University, Yazd, Iran
چکیده [English]

In recent decades, cooperative learning has become one of the most common methods in architectural design education. Despite the many benefits of this approach, some reports indicate the emergence of conflicts within groups, leading to disruptions in teaching or the dissolution of groups In the present study, utilizing a literature review, the theoretical foundations of two domains, namely "Architectural Design Problem-Solving" and " cooperative learning," along with the proposed models for problem-solving and cooperative learning have been examined. Subsequently, through a comparative-interpretive method, the key features of these two domains were compared, and by matching the similarities and differences, the roots of the capacities and challenges of employing participatory learning in architectural design education were identified. The results of the research show that problem solving consists of two types of cognitive activities: "convergent" (including framing, data selection, solution generation, and validation and implementation) and "divergent" (including problem statement, studies, analysis, and evaluation). Convergent stages help in defining and controlling the problem/solution space, while divergent stages assist in expanding and creating diversity in the problem/solution space. The main capacity of employing cooperative learning in architectural design education returns to the divergent stages, where, due to the collective abilities, the group can explore various dimensions of the problem/solution space comprehensively. The main challenge is related to the convergent stages, where individuals may disagree due to the necessity of decision-making or consensus in the problem/solution space. In order to achieve a cooperative approach that is aligned with the nature of the design process, precautions should be taken to ensure the convergence of group members. This will enable the utilization of the divergent capacities while also managing potential challenges. Selecting an individual for leadership and group management in decision-making in times of conflict and multiplicity, having a framework for decision-making and choices, increasing social and communication skills, and utilizing a combination of compatible and balanced groups in terms of convergence and divergence can create an opportunity to utilize the capacities of divergence while creating convergence in the group.

کلیدواژه‌ها [English]

  • Cooperative Learning
  • Problem Solving
  • Teaching Architectural Design
  • Convergence
  • Divergence
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