Mimari Anlatım Teknikleri Dersinde Öğrencilerin Öğrenme Stilleri ve Kişilik Tipleri Üzerine Bir Analiz

Year 2023, Volume: 8 Issue: 2, 793 - 810, 16.12.2023

Saliha Türkmenoğlu Berkan , Saniye Karaman Öztaş

https://doi.org/10.30785/mbud.1331736

Cited By: 1

Abstract

Öğrencilerin öğrenme stillerinin ders müfredatının oluşturma sürecinde belirlenmesi mimarlık eğitiminin gelişimi açısından önemlidir. Bu çalışma birinci sınıf mimarlık öğrencilerinin öğrenme stili ile “Mimari Anlatım Teknikleri” dersindeki başarı performansı ilişkisinin değerlendirilmesini; öğrenme stilleri-cinsiyet ile öğrenme stilleri-dersin müfredatı arasındaki ilişkinin tartışılmasını amaçlamıştır. Çalışmada Kolb ve Briggs Myers öğrenme stili envanterleri kullanılmıştır. Değiştiren stiline sahip olan öğrencilerin büyük paya sahip oldukları, ve cinsiyet, ders başarısı ve Kolb öğrenme stili arasında anlamlı bir ilişki kurulamadığı tespit edilmiştir. Briggs Myers envanteri öğrencilerin cinsiyet faktörü bağlamında değerlendirildiğinde “Sezgisel”, “Hisseden” ve “Algılayan” profillerindeki puan ortalamaları arasında anlamlı farklılıklar saptanmıştır. Üç boyutun dahil edildiği çalışmalarda başarı oranının artması ders izlencesinin üç boyutlu uygulamalar ile geliştirilmesinin önemini belirtmektedir.

Keywords

Mimarlık eğitimi, öğrenme stilleri, kişilik tipleri, Kolb, Briggs Myers

An Analysis on Learning Styles and Personality Types of Students in the Techniques of Architectural Presentation Course

Abstract

Determining the learning styles of the students in the process of constructing curricula is significant for the development of architectural education. This study aimed to evaluate the relationship between the learning style of first-year architecture students and their successful performance in "The Techniques of Architectural Presentation" course and to discuss the relationship between learning styles-gender and learning styles-course curriculum. Kolb and Briggs Myers learning style inventories were used in the study. It was determined that the students with a diverging style had a large share of participants, and no significant relationship was established between gender, course success, and Kolb’s learning style. According to the MBTI inventory, it was determined that the differences in the mean scores of the students' genders in the "Intuition", "Feeling," and "Perception" profiles were significant. An increase in success rate in 3D studies indicates the importance of the development of syllabi with 3D applications.

Keywords

Architecture education, Learning styles, Personality types, Kolb, Briggs Myers

Thanks

The article complies with national and international research and publication ethics. Ethics Committee approval in the study, Ethics Committee of the University of Gebze Technical University dated 13.04.2023 and E-100822 numbered.

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