Kastamonu Eğitim Dergisi
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İlk Yıl Mimarlık Öğrencilerinin Bilişsel Stilleri İle Görsel Uzamsal Zekaları Arasındaki İlişki

Yıl 2017, Cilt 25, Sayı 2, 805 - 820, 15.03.2017

Yasemin ERKAN YAZICI

Öz

Bu çalışmada, ilk yıl mimarlık öğrencilerinin bilişsel stilleri ile görsel uzamsal zekâları arasındaki ilişki incelenmektedir. Öğrencilerin bilişsel stilleri, Düşünme Stilleri Envanteri’nin “seviyeler” boyutu kullanılarak tespit edilmiştir. Öğrencilerin 2 ve 3 boyutlu algı becerileri, 3 boyutlu objelerin izdüşüm ve perspektif çizimleri ile ilgili bir dizi soruyu yanıtlamada gösterdikleri performanslarına bağlı olarak belirlenmiştir. Öğrencilerin soruları yanıtlamadaki performansları ile bilişsel stilleri arasında önemli ölçüde bağlantı olduğu görülmüştür. Ayrıntıcı bilişsel stile sahip öğrencilerin uzamsal algı becerilerinin bütüncü bilişsel stile sahip olanlara göre daha gelişmiş olduğu tespit edilmiştir. 

Anahtar Kelimeler

Mimari Tasarım Eğitimi, Bilişsel Stil, İlk Yıl Mimarlık Eğitimi, Düşünme Stilleri Envanteri, Görsel Uzamsal Zeka

Kaynakça

  • Adanez, G.P., & Velasco, A.D. (2004). Training visualization ability by technical drawing. Journal for Geometry and Graphics, 8(1), 107-115.
  • Alias, M., Black, T.R., & Gray, D.E. (2002). Effect of instructions on spatial visualisation ability in civil engineering students. International Education Journal, 3(1), 1-12.
  • Buluş, M. (2005). The investigation of the thinking styles profile of students in the department of elementary education (In Turkish). Ege Journal of Education, 1, 1-24.
  • Burnet, S. A., & Lane, D. M. (1980). Effects of academic instruction on spatial visualization. Intelligence, 4, 233-242.
  • Cho, J.Y. (2012). Three areas of research on spatial ability in the architectural design domain. Journal of Architectural Engineering Technology, 1(2).
  • Clark, A.C., & Scales, A. (2000). A study of current trends and issues related to technical/engineering design graphics. Engineering Design Graphics Journal, 64(1), 24-34.
  • Clements, D. H. (1999). Geometric and spatial thinking in young children. In J. V. Copley (Ed.), Mathematics in the early years (pp. 66-79). Reston, VA: National Council of Teachers of Mathematics.
  • Curry, L. (1983). An organization of learning style theory and constructs. L. Curry (Eds.), Learning Style in Continuing Education, Canada: Dalhousie University.
  • Dai, D.Y., and Feldhusen, J.F. (1999). A validation study of the thinking styles inventory: Implications for gifted education. Roeper Review, 21(4), 302-307.
  • Erkan Yazıcı, Y. (2013). Effects of spatial experiences & cognitive styles in the solution process of spacebased design problems in the first year of architectural design education. International Journal of Technology and Design Education, 23(4), 1005-1015.
  • Erkan Yazıcı, Y. (2010). Bilişsel farklılıkların ve mekansal deneyimlerin ilk yıl mimarlık öğrencilerinin tasarım süreçlerine etkilerinin araştırılması. (Investigation of the Effects of Cognitive Styles and Spatial Experiences on The Design Processes of First Year Architecture Students) PhD Thesis, Yıldız Teknik Universitesi, Mimarlık Anabilim Dalı, Bilgisayar Ortamında Tasarım Programı. İstanbul. Turkey.
  • Fer, S. (2005). Validity and Reliability of the Thinking Styles Inventory. Educational Sciences: Theory&Practice, 5, 433-461.
  • Gardner, H. (2011). Frames of mind: the theory of multiple intelligences. (3rd Ed.), Basic Books.
  • Lazear, D. (2000). The intelligent curriculum: Using MI to develop your student’s full potential. New York: Zephyr Press.
  • Ramful, A., and Lowrie, T. (2015). Spatial visualisation and cognitive style: how do gender differences play out?, Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 508–515.
  • Riding, R. J., & Rayner, S. (1998). Cognitive styles and learning strategies: understanding style differences in learning and behaviour. London: David Fulton Publishers.
  • Riding, R., & Cheema, I. (1991). Cognitive styles – an overview and integration. Educational Psychology, 11, 193-215.
  • Saban, A. (2010). Öğrenme ve öğretme süreci yeni teori ve yaklaşımlar. (5. Baskı) (Learning and teaching process: New theories and approaches (5th Edition), Ankara: Nobel Yayınları.
  • Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
  • Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. Yale University.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197- 224.
  • Strong, S., & Smith, R. (2002). Spatial visualization: fundamentals and trends in engineering graphics. Journal of Industrial Technology, 18(1).
  • Wai, J., Lubinski, D., and Benbow, C.P. (2009). Spatial ability for stem domains: aligning over 50 years of cumulative psychological knowledge solidifies ıts ımportance, Journal of Educational Psychology, 101(4), 817–835.
  • Zhang, L.F. (1999). Further cross-cultural validation of the theory of mental self-government, The Journal of Psychology: Interdisciplinary and Applied,133(2), 165-181.
  • Zhang, L.F. (2002). Thinking styles and cognitive development, Journal of Genetic Psychology, 163(2),179-195.
  • Zhang, L.F. (2005). Personality and individual differences, Personality and Individual Differences, 38, 1915-1925.

The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students

Yıl 2017, Cilt 25, Sayı 2, 805 - 820, 15.03.2017

Yasemin ERKAN YAZICI

Öz

This paper investigates the relationship between the cognitive styles and visual spatial intelligence of freshman students of architecture. Cognitive styles of the students were determined using the “levels” dimension of the Thinking Styles Inventory. The assessment of the 2D and 3D perception skills of the students was based on their performance in answering a series of questions on 3D projections and perspective drawings. The performance of students at answering the questions was found to be significantly related to their cognitive styles. The students with local cognitive style were found to have more advanced spatial perception skills in comparison to the students with global cognitive style. 

Anahtar Kelimeler

Architectural Design Education, Cognitive Style, First Year Architecture Education, Thinking Styles Inventory, Visual Spatial Intelligence.

Kaynakça

  • Adanez, G.P., & Velasco, A.D. (2004). Training visualization ability by technical drawing. Journal for Geometry and Graphics, 8(1), 107-115.
  • Alias, M., Black, T.R., & Gray, D.E. (2002). Effect of instructions on spatial visualisation ability in civil engineering students. International Education Journal, 3(1), 1-12.
  • Buluş, M. (2005). The investigation of the thinking styles profile of students in the department of elementary education (In Turkish). Ege Journal of Education, 1, 1-24.
  • Burnet, S. A., & Lane, D. M. (1980). Effects of academic instruction on spatial visualization. Intelligence, 4, 233-242.
  • Cho, J.Y. (2012). Three areas of research on spatial ability in the architectural design domain. Journal of Architectural Engineering Technology, 1(2).
  • Clark, A.C., & Scales, A. (2000). A study of current trends and issues related to technical/engineering design graphics. Engineering Design Graphics Journal, 64(1), 24-34.
  • Clements, D. H. (1999). Geometric and spatial thinking in young children. In J. V. Copley (Ed.), Mathematics in the early years (pp. 66-79). Reston, VA: National Council of Teachers of Mathematics.
  • Curry, L. (1983). An organization of learning style theory and constructs. L. Curry (Eds.), Learning Style in Continuing Education, Canada: Dalhousie University.
  • Dai, D.Y., and Feldhusen, J.F. (1999). A validation study of the thinking styles inventory: Implications for gifted education. Roeper Review, 21(4), 302-307.
  • Erkan Yazıcı, Y. (2013). Effects of spatial experiences & cognitive styles in the solution process of spacebased design problems in the first year of architectural design education. International Journal of Technology and Design Education, 23(4), 1005-1015.
  • Erkan Yazıcı, Y. (2010). Bilişsel farklılıkların ve mekansal deneyimlerin ilk yıl mimarlık öğrencilerinin tasarım süreçlerine etkilerinin araştırılması. (Investigation of the Effects of Cognitive Styles and Spatial Experiences on The Design Processes of First Year Architecture Students) PhD Thesis, Yıldız Teknik Universitesi, Mimarlık Anabilim Dalı, Bilgisayar Ortamında Tasarım Programı. İstanbul. Turkey.
  • Fer, S. (2005). Validity and Reliability of the Thinking Styles Inventory. Educational Sciences: Theory&Practice, 5, 433-461.
  • Gardner, H. (2011). Frames of mind: the theory of multiple intelligences. (3rd Ed.), Basic Books.
  • Lazear, D. (2000). The intelligent curriculum: Using MI to develop your student’s full potential. New York: Zephyr Press.
  • Ramful, A., and Lowrie, T. (2015). Spatial visualisation and cognitive style: how do gender differences play out?, Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, pp. 508–515.
  • Riding, R. J., & Rayner, S. (1998). Cognitive styles and learning strategies: understanding style differences in learning and behaviour. London: David Fulton Publishers.
  • Riding, R., & Cheema, I. (1991). Cognitive styles – an overview and integration. Educational Psychology, 11, 193-215.
  • Saban, A. (2010). Öğrenme ve öğretme süreci yeni teori ve yaklaşımlar. (5. Baskı) (Learning and teaching process: New theories and approaches (5th Edition), Ankara: Nobel Yayınları.
  • Sternberg, R. J. (1997). Thinking styles. New York: Cambridge University Press.
  • Sternberg, R. J., & Wagner, R. K. (1992). Thinking styles inventory. Yale University.
  • Sternberg, R. J. (1988). Mental self-government: A theory of intellectual styles and their development. Human Development, 31, 197- 224.
  • Strong, S., & Smith, R. (2002). Spatial visualization: fundamentals and trends in engineering graphics. Journal of Industrial Technology, 18(1).
  • Wai, J., Lubinski, D., and Benbow, C.P. (2009). Spatial ability for stem domains: aligning over 50 years of cumulative psychological knowledge solidifies ıts ımportance, Journal of Educational Psychology, 101(4), 817–835.
  • Zhang, L.F. (1999). Further cross-cultural validation of the theory of mental self-government, The Journal of Psychology: Interdisciplinary and Applied,133(2), 165-181.
  • Zhang, L.F. (2002). Thinking styles and cognitive development, Journal of Genetic Psychology, 163(2),179-195.
  • Zhang, L.F. (2005). Personality and individual differences, Personality and Individual Differences, 38, 1915-1925.

Ayrıntılar

Konular Eğitim, Bilimsel Disiplinler
Bölüm Derleme Makale
Yazarlar

Yasemin ERKAN YAZICI

Yayımlanma Tarihi 15 Mart 2017
Yayınlandığı Sayı Yıl 2017, Cilt 25, Sayı 2

Kaynak Göster

Bibtex @araştırma makalesi { kefdergi314724, journal = {Kastamonu Eğitim Dergisi}, issn = {}, eissn = {2147-9844}, address = {Aktekke Mah. Kastamonu eğitim Fakültesi Kastamonu}, publisher = {Kastamonu Üniversitesi}, year = {2017}, volume = {25}, pages = {805 - 820}, doi = {}, title = {The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students}, key = {cite}, author = {Erkan Yazıcı, Yasemin} }
APA Erkan Yazıcı, Y. (2017). The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students . Kastamonu Eğitim Dergisi , 25 (2) , 805-820 . Retrieved from https://dergipark.org.tr/tr/pub/kefdergi/issue/29416/314724
MLA Erkan Yazıcı, Y. "The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students" . Kastamonu Eğitim Dergisi 25 (2017 ): 805-820 <https://dergipark.org.tr/tr/pub/kefdergi/issue/29416/314724>
Chicago Erkan Yazıcı, Y. "The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students". Kastamonu Eğitim Dergisi 25 (2017 ): 805-820
RIS TY - JOUR T1 - The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students AU - Yasemin Erkan Yazıcı Y1 - 2017 PY - 2017 N1 - DO - T2 - Kastamonu Eğitim Dergisi JF - Journal JO - JOR SP - 805 EP - 820 VL - 25 IS - 2 SN - -2147-9844 M3 - UR - Y2 - 2016 ER -
EndNote %0 Kastamonu Eğitim Dergisi The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students %A Yasemin Erkan Yazıcı %T The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students %D 2017 %J Kastamonu Eğitim Dergisi %P -2147-9844 %V 25 %N 2 %R %U
ISNAD Erkan Yazıcı, Yasemin . "The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students". Kastamonu Eğitim Dergisi 25 / 2 (Mart 2017): 805-820 .
AMA Erkan Yazıcı Y. The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students. Kastamonu Eğitim Dergisi. 2017; 25(2): 805-820.
Vancouver Erkan Yazıcı Y. The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students. Kastamonu Eğitim Dergisi. 2017; 25(2): 805-820.
IEEE Y. Erkan Yazıcı , "The Relationship Between Cognitive Style and Visual Spatial Intelligence Of First Year Architectural Students", Kastamonu Eğitim Dergisi, c. 25, sayı. 2, ss. 805-820, Mar. 2017

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