Diary of an Architect, a Pheno-pragmatical Tool in Education

Space Ontology International Journal

دوره 10، شماره 3 - شماره پیاپی 38، آذر 2021، صفحه 19-30   

نوع مقاله: Original Article

شناسه دیجیتال (DOI): 10.22094/soij.2021.1909686.1371

نویسندگان

Homan Khajeh pour¹؛ Shahab Kariminia^{* 1}؛ Mahmoud Reza Saghafi²؛ Marziyeh Piravi Vanak³

¹Department of Architecture, Najafabad Branch, Islamic Azad University, Najafabad, Iran

²Faculty of Architecture & Urbanism, Art University of Isfahan, Isfahan, Iran

³Faculty Member, Art Univercity, Isfahan,Iran

چکیده

This research is a primary part of a trilogy study with the purpose to establish a pheno-pragmatic mythology for architectural education. In this research the goal was to attract the subconscious interest of students’ learning curve in a limited educational timeline. To do so we have composed a pheno-pragmatic method to evaluate the conscious experience of students during a semester. Therefore, to achieve the quality of education needed in this method self-efficient education tools were required. Writing was considered as a subsequent tool to gain the proper outcome of this method. Firstly, a total of 318 students from two major universities in Isfahan were selected by random; two theory classes and one studio class, to participate in this study. The questions surrounding this study are; how does a written diary transpire as a pheno-pragmatic tool in architecture education? And can a diary establish a basic understanding of theory and practice for students? To reach the necessary outcome of this study quantitate data were gathered by processed questionnaires to establish a fundamental conclusion to this method. According to the data gathered around 25 percent of the students agreed with the theory and more than 57 percent accepted this method as both a theoretical and practical learning tool.

کلیدواژه‌ها

Architecture education؛ Pheno-pragmatic؛ Theory and practice gap؛ Architectural writing

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