تاثیر مدل آموزش واقعی بر تجسم دیداری- فضایی با توجه به نقش خودکارآمدی فنی دانشجویان فنی و مهندسی پسر در درس رسم فنی

پیشینه و اهداف: هدف پژوهش، بررسی تاثیر مدل‌ آموزشی ‌واقعی بر تجسم دیداری فضایی با توجه به نقش خودکارآمدی‌ فنی دانشجویان فنی مهندسی پسر در درس رسم‌‌ فنی است. روش‌ها‌: روش پژوهش نیمه‌آزمایشی از نوع پیش‌آزمون پس‌آزمون است. جامعه آماری پژوهش شامل ‌دانشجویان‌ فنی پسر دوره کاردانی به تعداد 400 دانشجو که با استفاده از روش‌نمونه‌گیری تصادفی‌خوشه‌ای تعداد 40 دانشجو به عنوان نمونه‌پژوهش انتخاب شد. ابزار پژوهش آزمون محقق ساخته، خودکارآمدی‌فنی، تجسم دیداری فضایی و ارزیابی مدل آموزش‌واقعی است که روایی و پایایی پرسش‌نامه‌های ‌مذکور به‌وسیله روایی‌ محتوا با در نظر گرفتن نظرات و پیشنهادات استادان‌ صاحب‌نظر، کارشناسان برنامه‌ریزی‌درسی و خبرگان‌ روانشناسی و ضریب آلفای‌کرنباخ برای خرده مقیاس‌های اعتماد به نفس، انگیزه و پشتکار، ابتکار و پرسش‌نامه‌ها‌ی خودکارآمدی فنی، تجسم دیداری فضایی و ارزیابی مدل آموزش‌ واقعی به ترتیب 88/.، 75/.، 81/.، 90/.، 80/. و 77/. به‌دست آمد. یافته‌ها:نتایج نشان‌ داد که روش مدل آموزش ‌واقعی بر خودکارآمدی فنی، ابعادش و تجسم دیداری فضایی و خودکارآمدی فنی با نقش‌میانجی بر دانشجویان ‌فنی مهندسی پسر تاثیر دارد و میزان رضایت ‌دانشجویان از روش ‌تدریس براساس مدل ‌واقعی در مولفه‌های درک ‌نقشه به کمک مدل، طراحی ‌هندسی، مدل‌های ‌ملموس ‌سه‌بعدی و سودمندی مدل‌های‌ واقعی‌ درحد مطلوبی است؛ ولی در مولفه‌های به‌کارگیری و آموزش عملی مدل‌های واقعی درحد مطلوبی نمی‌باشد. نتیجه‌گیری: مدل‌های واقعی دید دانشجویان را برای تهیه نقشه از روی نمونه واقعی صنعتی و همچنین ساخت مجدد  تقویت می‌کنند. ترسیم نقشه از روی تصاویر سه‌بعدی، آسان‌سازی طراحی نقشه‌ها و تسهیل فرایند کار با مجموعه‌ها و مکانیزم‌های صنعتی واقعی در شناسایی و درک حل مسائل فنی منجر به کسب تجربه‌های جدید و نو توسط دانشجویان می‌گردند.

Effect of real education model on visual-spatial visualization considering the role of technical self-efficacy of male technical and engineering students in technical drawing

Background and Objectives: The mosque schools were the social, political, and religious centers considered as a refuge for the turbulent urban life in the Islamic countries. To teach religious affairs in a religious environment, the theocratic regimes in Iran began to construct a new building called the mosqueschool while benefitting from the background provided by the mosqueshrines and the mosque monastaries. Despite the available studies conducted on the formation of these buildings and their physical features; it seems that the appearance of these mosqueschools still has many lessons for the contemporary architecture of Iran. It is not clearly known how the two educational (school) and worshipping areas (mosque) have been linked with each other in the two eras of Timurid and Safavid and what features distinguish mosqueschools from other combined forms of buildings. This research identifies the relationship between the educational and worshipping centers, which are in fact the socalled mosqueschools. The purpose of this article is to find out the relationship between the two educational and worshipping areas in the Timurid and Safavid Eras and the distinctive features of mosqueschools, as compared to the other combined forms. Methods: The present study used interpretivehistorical and case study research methodology; and the analyses of the buildings are done by the method of logical reasoning. In this case, first, the two educational and worshipping areas in each era were considered separetly. Then the influence of these areas on the general form of the aforementioned mosqueschools and also the way their different parts are related to each other were analyzed. Findings: To make a comparative study on the relationship between the mosqueschools of the Safavid and Timurid Eras, seven cases of mosqueschools from these two eras were selected, using a purposeful sampling method. Regarding the relationship between the educational and worshipping areas, two general categories were introduced for typology. In these typologies, the mosqueschools were divided in terms of hierarchy, location, and the combination of the educational and worshipping areas. Moreover, the criteria for the simultaneous development of education and training, focusing on education, promoting the social interactions of the students in the mosqus and so on were introduced and, finally, these criteria were compiled and explained in terms of design principles of educationalreligious centers. Principles, such as comprehensive development in various aspects, the importance of discussion, the improvement of social interactions, mentioning spiritual issues and other policies show the importance of these matters in the mosqueschools. Conclusion: The major changes in the Safavid schools provided more suitable residential, educational and worshipping areas for students. Sometimes schools had two separate entrances to access educational and worshipping areas. During the Timurid Era, these two sections were completely close to each other. Ghiasieh and Dodar schools from the Timurid Era and Chaharbagh and Hakim schools from the Safavid Era are the proofs of this fact. With respect to the principles ruling over the in mosqueschools, for instance, respecting the privacy of the students which, in turn, leads to creating spatial hierarchies and observing order in the mosqueschools can be pointed out. Moreover, the importance of discussion and paying attention to the central courtyard could also lead considering open and semiopen spaces like porticos and also paying attention to natural elements in order to focus the mind on thinking and educational development. These principles lead to the organization and helped to focus on education along with worshipping in the school mosques.