تبیین عوامل موثر بر حضور خودانگیخته دانشجویان معماری در کارگاه طراحی بر اساس تئوری داده بنیاد

از جمله عوامل مهم در پیشبرد روند آموزش معماری، نقش «خود» و انگیزه‌های درونی دانشجو است؛ این‌‌درحالی است که کمتر تحقیقاتی پیرامون آموزش معماری خودانگیخته و عوامل موثر بر آن انجام شده و بیشتر مطالعات متمرکز بر رشته‌های تئوری‌محور بوده است. دراین‌‌راستا شناسایی عوامل موثر بر افزایش حضور خودانگیخته دانشجویان معماری ضرورت می‌یابد. مطابق با این هدف، با توجه به تفاوت سیستم دریافت و ادراک اطلاعات در انگیزه‌ی دانشجویان، 26 نفر از دانشجویان دانشگاه‌های مختلف در دو گروه 13 نفره با تیپ شخصیتی حسی و شهودی مورد کنکاش قرار گرفته‌ است. پژوهشگران با اتکاء بر روش تئوری داده‌بنیاد، مصاحبه‌های عمیقی انجام داده‌اند و بعد از آنالیز داده‌ها، عوامل موثر بر خود‌انگیختگی دانشجویان معماری در پنج حوزه‌ی«آموزش دانش نظری»، «آموزش مهارت طراحی»، «ارزشیابی»، «ملاحظات رفتاری» و «ملاحظات کالبدی» را شناسایی کرده‌اند. نتایج بدست‌آمده، نشان دهنده ترجیحات نسبتا متفاوت دو تیپ شهودی با روند ایده‌محور و تیپ حسی با روند برنامه‌محور است. این تفاوت‌ها، ضرورت توجه به آموزش‌های چندگانه در مراحل مختلف کارگاه معماری را جهت ایجاد خودانگیختگی دانشجویان بیان می‌کنند. در‌این‌روند، ویژگی‌های شخصیتی دانشجویان می‌تواند به عنوان معیار تدریس آموزش معماری، هدایتگر اساتید در انتخاب شیوه‌های کارآمدتر و همراه با افزایش خودانگیختگی در دانشجویان باشد.

Explaining effective factors on Spontaneous attendance of architecture students in a design workshop: Based on Grounded theory

In the field of architectural education and designoriented training, the role of self and the inner motives of students is one of the important factors in solving problems and advancing the process of architectural education Spontaneity is a kind of autonomy in the activity of individuals who are affected by their internal motivation. Spontaneous people do something without external forces to improve it and try to increase their knowledge and skills in that field. This is a factor that is also important in the process of architectural education. Because of the long intervals of design training classes in architectural universities (between four and five hours), the training process is more dependent on the self of architecture students and his activities. So, it is important to recognize the effective factors increasing the spontaneous behavior of architectural students; however, extensive studies have focused on motivational factors in education, but most of these studies focused on case studies other than architecture, and fewer studies in designoriented disciplines. Therefore, the main objective of this article is to achieve the factors influencing the voluntary presence of architectural students in design classes. In this process, because of the performance of personality and the factor of Understanding and Receiving Information in the instinctive act of students and their motivations, so the factors of spontaneous must be assessed on architectural students based on two different personalities named Intuition and sensing personality. These two items which are in the IMBT test are related to perception style and receiving information. The present study is a qualitative approach based on theory rather than deductive method has been made on background. Accordingly, the method of this research is the Grounded theory, and the data were collected using single participant semistructured interviews, which were guided by the individual participant’s responses. Grounded theory is a general methodology, a way of thinking about and conceptualizing data. In this process, fourteen students with two different personalities were selected from different universities who provide access to effective information. In this process, after analyzing the data, the factors affecting the spontaneity of architecture students were categorized into five areas: “technical knowledge, skill training, evaluation, behavioral considerations and physical considerations. The results and findings show different preferences of two types of intuition with the ideabased process and sensible type with the programbased process. These differences emphasize the need to pay attention to multiple pieces of training at different stages of the architecture workshop. Therefore, the personality traits of students can serve as a benchmark for teaching architecture education, guiding teachers in choosing more efficient ways and with increasing spontaneity in students. According to comparison studies, it has also been found that identified categories have been directly and indirectly effective in increasing the motivation of other disciplines and have been confirmed by theoretical foundations and previous research. As well as, since research’s outcomes and results obtained in a qualitative process, can be assessed as a new hypothesis in a new study.