The effect of teaching model of procedural knowledge (based on Oser and Baeriswyl criteria) on improving the design ability of architectural freshman students

The aim of this study was to implement the teaching model of procedural knowledge in teaching basic design studio courses and to investigate the effect of this teaching model on improving the design ability of freshman students by evaluating their activities as a test of this method. Architectural basic design (I) lesson has been considered as a case study in this research. This teaching model is based on the theoretical foundations of procedural knowledge and the criteria that determine a teaching model in terms of "Oser and Baeriswyl". The method of the present study was quasi-experimental with a pre-test, post-test, follow-up test design with a control group. The statistical population included first year undergraduate students of architectural engineering in universities of Hamadan province. Among them, ۳۰ students of architectural basic design (I) lesson of Islamic Azad University, Hamadan Branch were selected as a sample by available sampling method, but were assigned randomly. The data collection tool was a researcher-made test to measure students' performance, which was approved by experts. Data analysis method using descriptive statistics (mean, variance, standard deviation, etc.), inferential tests (covariance and its assumptions) and t-test using SPSS software (۲۰۲۱) version. Findings showed that teaching based on teaching model of procedural knowledge can through increasing learning motivation, recall past learning and create meaningful learning, facilitate learning flow, increase cognitive involvement and learning stability, develop design schematas and improve problem solving skills, Improves the design ability of architectural freshman students in the design studio of architectural basic design (I).

کلیدواژه ها:

Design ability ، Procedural Knowledge ، Declarative knowledge ، Teaching Model ، Architectural basic design (I)