Son sınıf mimarlık öğrencilerinde öğrenme süreçleri kişilik ve motivasyon arasındaki ilişki

Yıl 2024, , 2525 - 2538, 20.05.2024

Gökçe Ketizmen

https://doi.org/10.17341/gazimmfd.1349381

Cited By: 1

Öz

Mimarlık eğitiminde öğrenme süreçleri, motivasyon ve kişilik özelliklerine odaklanan deneysel bir keşif olan bu araştırmanın temel odağı, bu üç kavramı tanımlamak ve mimarlık öğrenimi bağlamında bu olguları değerlendirmek için uygun envanterleri belirlemektir. Mimarlık eğitiminde, bilgiyi alma ve işlemedeki tercihler ve özellikler bağlamında öğrenme süreci, bilgi ile görsel ve sözel iş birliği kapasitesi ile ilişkilidir. Mimarlığın çok boyutluluğunun yanı sıra diğer alanlardaki çok sayıda ortak metodoloji ve konudan farklılaşma kabiliyeti de eğitim üzerinde önemli bir etkiye sahiptir. Bu nedenle mimarlık öğrencileri, mimarlık disiplininin tek bir yönüne dayalı öğrenme süreci gruplarına kolayca ayrılamaz. Bu çalışma, Öğrenme Süreçleri Envanteri (ILP), Beş Büyük Envanteri (BFI) ve İş Tercihi Envanteri (WPI) aracılığıyla 150 son sınıf mimarlık öğrencisi arasında öğrenme süreci, kişilik ve motivasyon arasındaki ilişkiyi incelemeyi amaçlamaktadır. Sonuçlar, son sınıf mimarlık öğrencileri arasında birincil öğrenme yaklaşımının, vicdanlılık, keyif alma ve dış ödüllerle güçlü bir şekilde bağlantılı olan detaylı düşünme süreçleri olduğunu ortaya koymuştur. Bulgular, mimarlık öğrencilerinin öğrenme yaklaşımları ile ilişkili motivasyon ve kişilik özelliklerinin belirlenmesinin iyi bir eğitim müfredatı geliştirirken anlaşılmasının önemini vurgulamaktadır.

Anahtar Kelimeler

mimarlık eğitimi, Öğrenme süreci, kişilik özellikleri, motivasyon, mimarlık öğrencisi

Kaynakça

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