Exploring the Learning Style Characteristics of Turkish Freshman Architecture Students with the Evidence of Learning Style Inventory

Yıl 2015, Cilt: 17 Sayı: 2, 68 - 82, 01.12.2015

Gülden Gümüşburun Ayalp Özlem Şenyiğit Onur Erman

Öz

Individuals learn in different ways, therefore every student has different learning styles. The more instructors understand the students’ differences in learning, the better the opportunity to increase success in architectural education. Consequently, determining the learning styles of architecture students is an important factor for their academic success. This study aims to explore the learning styles of freshman architecture students in Turkey, and correlates their learning styles with, gender, age, and type of university. In this study, data were collected from architecture students who are still studying in undergraduate programs at seven different universities throughout Turkey by using the Kolb Learning Style Inventory. The questionnaire was administered to students directly and 442 data were collected and analyzed with percentage and frequency distributions, correlation analysis and ANOVA. This study furthered the understanding of learning styles of freshman architecture students and the results of the study revealed the correlation between learning styles, age, and type of university

Anahtar Kelimeler

Architectural education, learning style, freshman architecture students, experiential learning theory

Türkiye’de Mimarlik Bölümü Birinci Sınıf Öğrencilerinin Öğrenme Stillerinin Belirlenmesi

Öz

Bireyler farklı şekillerde öğrenir ve doğal olarak her öğrencinin öğrenme stili bir diğerine göre farklılık gösterir. Her öğrenci kendi öğrenme stili bağlamında verilen bilgiyi farklı ortamda ve farklı şekilde alarak kullanır. Tüm mesleki eğitim alanlarında olduğu gibi Mimarlık Eğitiminde de arzu edilen başarıya ulaşmada eğitmenlerin, öğrencilerin öğrenme farklılıkları konusunda bilgi sahibi olmalarının önemli ve gerekli olduğu düşünülmektedir. Bilginin öğrenciye doğru bir biçimde aktarılabilmesi ve bunun sonucunda akademik başarının artırılabilmesi düşüncesi ışığında çalışmanın ana eksenini Mimarlık Eğitimi alan birinci sınıf öğrencilerinin öğrenme stillerinin belirlenmesi oluşturmaktadır. Bu amaçla çalışma kapsamında Türkiye’de Mimarlık Lisans Eğitimi veren yedi adet üniversitede Mimarlık Bölümü öğrencilerinin öğrenme stili araştırılmıştır. Kolb’un Öğrenme Stili Envanteri (LSI2) kullanılarak, 442 adet anket toplanmıştır. Anketler yüz yüze görüşme tekniği ile uygulanmıştır. Toplanan verilerin yüzde ve frekans dağılımları incelenip, korelasyon ve tek yönlü ANOVA analizleri yapılmıştır. Birinci sınıf öğrencisileriyle gerçekleştirilen çalışmada ayrıca öğrenme stili ile cinsiyet, yaş ve eğitim görülen üniversite arasında bir ilişki olup olmadığı sorgulanmıştır. Çalışmanın sonuçları Türkiye’de Mimarlık Bölümü öğrencilerinin öğrenme stili ağırlık olarak özümleyeci olduğu şeklinde belirlenirken, mimarlık öğrencilerinin öğrenme stili ile yaş ve üniversite çeşidi arasında anlamı bir ilişkinin olduğu ortaya konulmuştur

Anahtar Kelimeler

Mimarlık eğitimi, öğrenme stili, birinci sınıf mimarlık öğrencileri, deneyimsel öğrenme teorisi

Kaynakça

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