کاربست روش لینکوگرافی به منظورتحلیل تعاملات استاد-دانشجوی مبتدی درکارگاه طراحی معماری پایه

اصلی‌ترین فعالیت درکارگاه طراحی معماری که منجر به رشد توانایی طراحی در دانشجویان مبتدی می‌شود، تعامل و نقد استاد-دانشجو پیرامون پروژه درحال پیشرفت دانشجو است. در کارگاه‌های طراحی معماری پایه به دلیل قرارگیری دانشجو در سطح مهارتی مبتدی، ناآشنایی او‌ با ماهیت دانش‌طراحی و نیز چگونگی تعامل با استاد، همواره چالش‌هایی درزمینه‌ی آموزش و یادگیری وجود دارد. بدیهی است که تحلیل و بررسی کیفیت تعاملات استاد-دانشجو می‌تواند به تسهیل آموزش در کارگاه طراحی مبتدی کمک نماید. جدیدترین و دقیق‌ترین شیوه در تحلیل نحوه تفکرطراحان حین مواجه با مسئله طراحی، آنالیز جلسات طراحی به کمک روش لینکوگرافی است. در این شیوه آنچه در طول جلسه نقد طراحی بین استاد ‌و‌ دانشجو به‌صورت شنیداری رخ می‌دهد، مکتوب شده و متن به دست آمده به شیوه (fbs) کد گذاری می‌شود. در کد گذاری به شیوه fbs کدها مسائل طراحانه هستند و ارتباط آن‌ها باهم فرآیندهایی از طراحی را تعریف می‌کند. لینکوگرافی روشی است که ارتباط مفهومی بین کدها را به ارائه مصور تبدیل کرده و ازاین‌رو امکان تحلیل و شناسایی نحوه تفکر طراحان را فراهم می‌کند. در این پژوهش کاربرد روش لینکوگرافی به‌منظور تحلیل تعاملات تعدادی از دانشجویان مبتدی با استاد در کارگاه طراحی پایه مورد بررسی قرار گرفته ‌است. نتایج این پژوهش نشان می‌دهند که برقراری تعاملات مثبت و سازنده میان استاد-دانشجوی ‌مبتدی باعث رشد توانایی طراحی دانشجویان و سهولت ایده‌پردازی توسط آن‌ها می‌شود. آنچه شرایط را برای بروز این نوع تعاملات فراهم می‌کند، به‌وجود آمدن زمینه‌ای است که به‌موجب آن «گفتگو و دیالوگ» میان استاد-دانشجوی‌ مبتدی محقق شود. فراهم آمدن این زمینه به ظهور مولفه‌هایی فردی و رفتاری از استاد و دانشجو وابسته است که نتایج پژوهش حاضر این مولفه‌ها را شناسایی و معرفی نموده است. باتوجه به این مطالب، کاربرد نتایج حاصل از پژوهش حاضرتسهیل آموزش در کارگاه‌های مبتدی خواهد ‌بود.

application of linkography method to analyze the teacher-student interactions in the basic architectural design studio

background and objectives: there are multiple challenges in teaching and learning the basic architectural design studio, since students are at their novice skill level, and they are unfamiliar with the nature of the design knowledge and the interaction with their teachers. the most important activity in these studios, which leads to developing the students’ novice design skills, is the “teacherstudent interactions” during the student’s progress. “donald schon”, a philosopher and researcher in the field of design education, has described one of the main theories in teaching the design studios. the results of schon’s research show that “action with reflection” is the main knowledgemaking factor in the studio. according to schon’s theory, different levels of reflection take place in the context of teacherstudent interaction. for this reason, it is necessary to analyze these interactions to improve and facilitate education in basic design studios. understanding the different aspects of these interactions as well as their effective components can be operative in improving the training of novice designers.methods: linkography method is the latest and most accurate method to analyze the designer’s way of thinking when faced with a design problem by analyzing design sessions. linkography is a structuralapplied method for examining and analyzing the production of design ideas as a communication network. this method was first studied and introduced by goldschmidt (1990) to study the design protocols and then accepted by other researchers. a linkograph illustrates the design movements and the relationship between the designs. in this method, what has happened audibly between the teacher and the student during the design critique session is written and the resulting text is coded (fbs). in 1990, jane jero introduced the fbs encoding method, which is compatible with the linkography method. in fbs coding, codes are design issues, and their relationship defines design processes. linkography is a method that transforms the conceptual connection between codes into illustrated representations and thus allows the analysis and identification of the designers’ thinking. in this research, linkography method is applied to scrutinize and analyze the interactions between novice students and their teachers in the basic architectural design studio.findings: the results show that establishing positive and constructive interactions between the teacher and students improves the students’ design skills and facilitates their brainstorming. the context in which the “dialogue” between the teacher and the novice students takes place can provide the conditions for this type of interaction. in general, the teacher takes the lead in the studio in three roles: friend, coach, and commander. as a friend, the teacher always encourages the student’s performance positively, and this leads to a permanent agreement between the two. however, this type of communication rarely improves the design ability of the novice student and is more effective in expanding the social and emotional connections. as a commander, the teacher treats the students based on competence and power. in this case, the students try to fulfill the teacher’s wishes without hesitation to attract attention or avoid reprimand. as a result, their design skills do not improve, and if a positive result is achieved in the design process, this result belongs to the teacher and not the student. as a coach, the main teacher’s task is to guide, advise and facilitate. by having sufficient experience and knowledge, the teacher anticipates the problem situation and guides the student to face these situations. at the same time, there is a space for conversation, and the students can explain their ideas and opinions. placing the teacher and the student in such a situation creates positive interactions, and the process of reflection in practice is realized in a context of positive interactions.conclusion: