Research Article
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Mimarlık Öğrencilerinin Kişilik Özellikleri ve Öğrenme Stilleri

Year 2023, Volume: 7 Issue: 16, 500 - 517, 31.12.2023

Gökçe Ketizmen

https://doi.org/10.57135/jier.1380726

Abstract

Bu çalışma, mimarlık öğrencilerinin öğrenme stillerini ve bu stillerin kişilik, cinsiyet, yaş ve akademik performansla ilişkisini üç akademik yıl boyunca araştırmaktadır. Kolb'un öğrenme stili envanteri ve Beş Büyük Envanteri kullanılarak, yaygın öğrenme tipleri ve kişilikler belirlenmiştir. Sonuçlar, ayrıştırıcı ve değiştirenlerin birincil stiller olduğunu, dördüncü yılda değiştirenlerin, çok az farkla da ikinci ve üçüncü yılda ise ayrıştırıcıların öne çıktığını göstermektedir. Öğrenme stilleri ve kişilik arasındaki korelasyonlar, değiştiren öğrencilerin dışadönüklük, açıklık ve vicdanlılık sergilediklerini ortaya koymaktadır. Bulgular, mimarlık eğitmenlerinin etkili ders materyali sunumu için öğrencilerin öğrenme tercihlerini dikkate almaları gerektiğini göstermektedir.

Keywords

Kolb’un Deneyimsel Öğrenme Teorisi Beş Büyük Envanteri mimarlık öğrencileri kişilik cinsiyet yaş GPA

References

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  • Ayalp, G. S., ve Erman, O. (2015). Exploring the Learning Style Characteristics of Turkish Freshman Architecture Students with the Evidence of Learning Style Inventory. BAÜ Fen Bil. Enst. Dergisi, 17(2), 68-82.
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  • Chamorro-Premuzic, T., Furnham, A., ve Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods . Learning and Individual Differences, 17, 241–250.
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  • Delialioglu, F. (2003). The Roles of Cinsiyet and Learning Styles on Tenth Grade Students’ Kinematics Graphing Skills. Yayınlanmamış Yüksek Lisans Tezi . Ortadoğu Teknik Üniversitesi . Ankara
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  • Demirbas, O. O., ve Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and Cinsiyet in design education. Learning and Instruction, 17 , 345-359.
  • Demirbas, O., ve Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24, 437–456.
  • Demirkan, H., ve Demirbaş, Ö. O. (2010). The effects of learning styles and Cinsiyet on the academic performance of interior architecture students,. Procedia - Social and Behavioral Sciences, 2(2), 1390-1394,.
  • Durling, D., Cross, N. ve Johnson, J. (1996). Personality and learning preferences of students in design and design-related disciplines. IDATER 96 (pp. 1-7). Loughborough University: IDATER 96.
  • Faizi, M., ve dezhpasand, S. (2022). Analysis of Learning Styles to Improve Architectural Education (Case Study: Architecture Students of Urmia University). Journal of Iranian Architecture Studies, 7(14), 149-169. doi: 10.22052/1.14.149.
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  • Khatibi, M., ve Khormaei, F. (2016). Learning and Personality: A Review. Journal of Educational and Management Studies, 6(4), 82-90.
  • Kim, J., Lee, A., ve Ryu, H. (2013). Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model. International Journal of Industrial Ergonomics , 1-12. http://dx.doi.org/10.1016/j.ergon.2013.03.001.
  • Kolb, A. Y., ve Kolb, D. A. (2005). The Kolb Learning Style Inventory—Version 3.1 Technical Specifications. Hay Group .
  • Kolb, D. (1976). Learning Style Inventory. Boston, MA: McBer ve Company.
  • Kolb, D. (2015). Experiential Learning: Experience as the Source of Learning and Development.Second Ed. New Jersey: Pearson FT Press.
  • Kolb, D. A., Boyatzis, R. E., ve Mainemelis, C. (2001). Experiential Learning Theory: Previous Research and New Directions . In R. J. Sternberg, ve L.-f. Z. (eds.), Perspectives on Thinking, Learning, and Cognitive Styles.1st Edition (pp. 228-247). New York,London: Routledge.
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  • Kvan, T., ve Yunyan, J. (2005). Students’ learning styles and their correlation with performance in architectural design studio. Design Studies, 26, 19-34.
  • Li, M., ve Armstrong, S. J. (2015). The relationship between Kolb's experiential learning styles and Big Five personality traits in international managers. Personality and Individual Differences, 86, 422-426.
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  • Mirmoradi, S. S. (2018). The study of architecture students' learning styles and their relationships with gender, academic performance, and duration of study in this discipline. Int. J. Architect. Eng. Urban Plan, 28(2), 135-147. DOI: 10.22068/ijaup.28.2.135.
  • Olsson, C., Lachmann, H., Kalén, S., Ponzer, S., ve Mellstrand Navarro, C. (2020). Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses. BMC Med Educ, 20, 398.
  • Salehi, E., Hedjazi, Y., Hossein, S. M., ve Ebrahimi, M. S. (2018). The Effect of Personality Types on the Learning Styles of Agricultural Students (A case study in Iran). The Online Journal of New Horizons in Education, 4(2), 126-135.
  • Siddiquei, N. L., ve Khalid, R. (2018). The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners. Açıklık Praxis, 10(3), 249–263.
  • Smith, D. M., ve Kolb, D. A. (1996). User’s Guide for the Learning- Style Inventory: A Manual for Teachers and Trainers. Boston : McBer ve Company.
  • Tezel, E., ve Casakin, H. (2010). Learning Styles and Students performance in Design Problem Solving. International Journal of Architectural Research: Archnet-IJAR, 4(2/3), 262-277.
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Year 2023, Volume: 7 Issue: 16, 500 - 517, 31.12.2023

Gökçe Ketizmen

https://doi.org/10.57135/jier.1380726

Abstract

References

  • Akbar, H., Khanam, A., ve Manzoor, S. (2020). Relationship among Personality Traits,Dışadönüklülükraversion ve Agreeableness with Students Preferred Learning Styles at Higher Education. Sir Syed Journal of Education ve Social Research, 3(1), 1-8. DOI:https://doi.org/10.36902/sjesr-vol3-iss1-2020.
  • Ayalp, G. G. (2016). Learning Styles of Undergraduate Civil Engineering Students and the Relationship with Construction Management Success. J. Prof. Issues Eng. Educ. Pract.,, 142(1), 05015002.
  • Ayalp, G. S., ve Erman, O. (2015). Exploring the Learning Style Characteristics of Turkish Freshman Architecture Students with the Evidence of Learning Style Inventory. BAÜ Fen Bil. Enst. Dergisi, 17(2), 68-82.
  • Busato, V. V., Prins, F. J., Elshout, J. J., ve Hamaker, C. (1999). The relation between learning styles, the Big Five personality traits and achievement motivation in higher education. Personality and Individual Differences, 26, 129-14.
  • Cano, J. (1999). The relationship between learning style, academic major, and academic performance of college students . Journal of Agricultural Education, 40(1), 30-37.
  • Çelenk, K., ve Lehimler, E. (2019). A Study on Learning Styles of Individuals Receiving Vocational Music Education. Journal of Education and Training Studies, 7(10), 108-122.
  • Chamorro-Premuzic, T., Furnham, A., ve Lewis, M. (2007). Personality and approaches to learning predict preference for different teaching methods . Learning and Individual Differences, 17, 241–250.
  • Costa, P., ve Mccrae, R. (1992). Neo PI-R professional manual. Psychol Assess Resour., 396.
  • Delialioglu, F. (2003). The Roles of Cinsiyet and Learning Styles on Tenth Grade Students’ Kinematics Graphing Skills. Yayınlanmamış Yüksek Lisans Tezi . Ortadoğu Teknik Üniversitesi . Ankara
  • Demirbas, O. O. (2001). The relation of learning styles and performance scores of the students in interior architecture education. Yayınlanmamış Doktora Tezi. Bilkent University. Ankara
  • Demirbas, O. O., ve Demirkan, H. (2007). Learning styles of design students and the relationship of academic performance and Cinsiyet in design education. Learning and Instruction, 17 , 345-359.
  • Demirbas, O., ve Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24, 437–456.
  • Demirkan, H., ve Demirbaş, Ö. O. (2010). The effects of learning styles and Cinsiyet on the academic performance of interior architecture students,. Procedia - Social and Behavioral Sciences, 2(2), 1390-1394,.
  • Durling, D., Cross, N. ve Johnson, J. (1996). Personality and learning preferences of students in design and design-related disciplines. IDATER 96 (pp. 1-7). Loughborough University: IDATER 96.
  • Faizi, M., ve dezhpasand, S. (2022). Analysis of Learning Styles to Improve Architectural Education (Case Study: Architecture Students of Urmia University). Journal of Iranian Architecture Studies, 7(14), 149-169. doi: 10.22052/1.14.149.
  • Fatahi, S., Moradi, H., ve Kashani-Vahid, L. (2016). A survey of personality and learning styles models applied in virtual environments with emphasis on e-learning environments. Artif Intell Rev., 46, 413–429.DOI 10.1007/s10462-016-9469-7.
  • Fry, R. E. (1978). Diagnosing Professional Learning Environments: An Observational Framework for Assessing Situational Complexity. Unpublished Ph.D. thesis. Massachusetts ,USA: Massachusetts Institute of Technology.
  • Fulani, O., Alagbe, O., Aderonmu, P., Jegede, F., ve Adewale, B. (2016). Cinsiyet, Learning Styles and Performance of 1st Year Architecture Students: First Stage of A Longitudinal Study. 8th International Conference on Education and New Learning Technologies (pp. 5730-5736.). Barcelona, Spain: EDULEARN16 Proceedings.
  • Furnham, A. (1992). Personality and learning style: a study of three instruments. Personality and Individual Differences, 13(4), 429-438.
  • Furnham, A. (1996). The big five versus the big four: The relationship between the Myers- Briggs Type Indicator (MBTI) and NEO-PI five factor model of personality. Personality and Individual Differences, 21, 303–307.
  • Geisler-Brenstein, R., Schmeck, R., ve Hetherington, J. (1996). An Individual Difference Perspective on Student Diversity. Higher Education, 31(1), 73-96.
  • Goldberg, L. R. (1992). The development of markers for the Big-Five factor structure. Psychological Assessment, 4(1), 26–42.
  • Güngör, F., Yaylı, D., Sofracı, G., ve Çelik, D. (2016). Ingilizce Hazırlık Okulu Öğrencilerinin Öğrenme Stilleri ve Başarı Puanlarının Öğrenme Stilleri ve Cinsiyetleri. Kastamonu Eğitim Dergisi, 24(3), 1055-1070.https://dergipark.org.tr/en/pub/kefdergi/issue/22607/241653.
  • Gürsoy, T. (2008) Öğretmen adaylarının öğrenme stillerinin çeşitli değişkenler açısından incelenmesi Yayınlanmamış Yüksek Lisans Tezi .Adnan Menderes Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı, Aydın
  • Healey , M. ve Jenkins, A. (2000) Kolb's Experiential Learning Theory and Its Application in Geography in Higher Education, Journal of Geography, 99:5, 185-195, DOI: 10.1080/00221340008978967
  • İbrahimoğlu, N., Ünaldı, I., Samancıoğlu, M., ve Bağlıbel, M. (2013). The Relationship Between Personality Traits And Learning Styles: A Cluster Analysis. Asian Journal of Management Sciences and Education, 2(3), 93-108.
  • John, O. P., Donahue, E. M., ve Kentle, R. (1991). The Big Five Inventory version 4a and 54. Berkeley, CA: Institute of Personality and Social Research, University of California.
  • Jonassen, H. D., ve Grobowski, B. L. (1999). Handbook of individual differences, learning and instruction. New York.: Taylor ve Francis.
  • Jung, C. G. (1971). Psychological Types. . Princeton: Princeton University Press.
  • Kalaycı, Ş. (2008). Multivariable statistic techniques at SPSS. Ankara, Turkey : Asil Publishing (in Turkish).
  • Kamarulzaman, W. (2012). Critical Review On Affect Of Personality On Learning Styles Proceeding of the 2nd International Conference on Arts, Social Science ve Technology (pp. 1-7). Penang, Malaysia,: International Conference on Arts, Social Science ve Technology .
  • Karimi Moshaver, M. (2012). Relation Between Learning Styles and Student Performance in Architecture Design Studios. The Monthly Scientific Journal of Bagh-e Nazar, 9(20), 3-12.
  • Khan, A., Shin, L. P., Hishan, S. S., Mustaffa, M. S., Madihie, A., ve Sabil, S. (2018). Effect of personality traits and learning styles towards students’ academic achievement in Johor Bahru. nternational Journal of Engineering ve Technology, 7 (2.10), 4-9.
  • Khatibi, M., ve Khormaei, F. (2016). Learning and Personality: A Review. Journal of Educational and Management Studies, 6(4), 82-90.
  • Kim, J., Lee, A., ve Ryu, H. (2013). Personality and its effects on learning performance: Design guidelines for an adaptive e-learning system based on a user model. International Journal of Industrial Ergonomics , 1-12. http://dx.doi.org/10.1016/j.ergon.2013.03.001.
  • Kolb, A. Y., ve Kolb, D. A. (2005). The Kolb Learning Style Inventory—Version 3.1 Technical Specifications. Hay Group .
  • Kolb, D. (1976). Learning Style Inventory. Boston, MA: McBer ve Company.
  • Kolb, D. (2015). Experiential Learning: Experience as the Source of Learning and Development.Second Ed. New Jersey: Pearson FT Press.
  • Kolb, D. A., Boyatzis, R. E., ve Mainemelis, C. (2001). Experiential Learning Theory: Previous Research and New Directions . In R. J. Sternberg, ve L.-f. Z. (eds.), Perspectives on Thinking, Learning, and Cognitive Styles.1st Edition (pp. 228-247). New York,London: Routledge.
  • Komarraju, M., Karau, S. J., Schmeck, R. R., ve Avdic, A. (2011). The Big Five personality traits, learning styles, and academic achievement. Personality and Individual Differences , 51(4), 472–477. doi:10.1016/j.paid.2011.04.019.
  • Kvan, T., ve Yunyan, J. (2005). Students’ learning styles and their correlation with performance in architectural design studio. Design Studies, 26, 19-34.
  • Li, M., ve Armstrong, S. J. (2015). The relationship between Kolb's experiential learning styles and Big Five personality traits in international managers. Personality and Individual Differences, 86, 422-426.
  • Lucas, R., ve Diener, E. (2001). Dışadönüklülükraversion. In N. J. Smelser, ve P. B. Baltes, International Encyclopedia of the Social ve Behavioral Sciences (pp. 5202-5205). Pergamon.
  • Maturakarn, C., ve Moorapun, C. (2017). Design thinking: Interior architecture and interior design in Thailand. Environment- Behaviour Proceedings Journal, 2(6), 71-79.
  • McCrae, R. R. (1987). Creativity, divergent thinking, and Açıklıkness to experience. Journal of Personality and Social Psychology, 52, 1258- 1265.https://doi.org/10.1037/0022-3514.52.6.1258.
  • McCrae, R. R., ve Costa, P. T. (2007). Brief versions of the NEO-PI-3. Journal of Individual Differences, 28, 116–128.
  • McCrae, R. R., ve Costa, P. T. (2008). The Five-Factor Theory of Personality . In O. P. John, R. W. Robins, ve L. A. Pervin, Handbook of Personality, Theory and Research (pp. 159-181). New York: The Guilford Press .
  • McCrae, R., ve Costa, P. (1987). Validation of the Five-Factor Model of Personality Across Instruments and Observers. Journal of Personality and Social Psychology, 52(1), 81-90.
  • McCrae, R., ve Costa, P. (2003). Personality in Adulthood. New York: W.W.Norton ve Company.
  • Mirmoradi, S. S. (2018). The study of architecture students' learning styles and their relationships with gender, academic performance, and duration of study in this discipline. Int. J. Architect. Eng. Urban Plan, 28(2), 135-147. DOI: 10.22068/ijaup.28.2.135.
  • Olsson, C., Lachmann, H., Kalén, S., Ponzer, S., ve Mellstrand Navarro, C. (2020). Personality and learning styles in relation to attitudes towards interprofessional education: a cross-sectional study on undergraduate medical students during their clinical courses. BMC Med Educ, 20, 398.
  • Salehi, E., Hedjazi, Y., Hossein, S. M., ve Ebrahimi, M. S. (2018). The Effect of Personality Types on the Learning Styles of Agricultural Students (A case study in Iran). The Online Journal of New Horizons in Education, 4(2), 126-135.
  • Siddiquei, N. L., ve Khalid, R. (2018). The relationship between Personality Traits, Learning Styles and Academic Performance of E-Learners. Açıklık Praxis, 10(3), 249–263.
  • Smith, D. M., ve Kolb, D. A. (1996). User’s Guide for the Learning- Style Inventory: A Manual for Teachers and Trainers. Boston : McBer ve Company.
  • Tezel, E., ve Casakin, H. (2010). Learning Styles and Students performance in Design Problem Solving. International Journal of Architectural Research: Archnet-IJAR, 4(2/3), 262-277.
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Details

Primary Language Turkish
Subjects Applied and Developmental Psychology (Other)
Journal Section Eğitim Bilimleri
Authors

Gökçe Ketizmen 0000-0002-7603-7243

Publication Date December 31, 2023
Submission Date October 24, 2023
Acceptance Date December 18, 2023
Published in Issue Year 2023 Volume: 7 Issue: 16

Cite

APA Ketizmen, G. (2023). Mimarlık Öğrencilerinin Kişilik Özellikleri ve Öğrenme Stilleri. Disiplinlerarası Eğitim Araştırmaları Dergisi, 7(16), 500-517. https://doi.org/10.57135/jier.1380726
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The Aim of The Journal

The Journal of Interdisciplinary Educational Researches (JIER) published by the Interdisciplinary Educational and Research Association (JIER)A) is an internationally eminent journal.

JIER, a nonprofit, nonprofit NGO, is concerned with improving the education system within the context of its corporate objectives and social responsibility policies. JIER, has the potential to solve educational problems and has a strong gratification for the contributions of qualified scientific researchers.

JIER has the purpose of serving the construction of an education system that can win the knowledge and skills that each individual should have firstly in our country and then in the world. In addition, JIER serves to disseminate the academic work that contributes to the professional development of teachers and academicians, offering concrete solutions to the problems of all levels of education, from preschool education to higher education.

JIER has the priority to contribute to more qualified school practices. Creating and managing content within this context will help to advance towards the goal of being a "focus magazine" and "magazine school", and will also form the basis for a holistic view of educational issues. It also acts as an intermediary in the production of common mind for sustainable development and education