فهرست مطالب آزاده معارفی

In this study the relationship between learning styles and academic performance of the students in theoretical courses and architectural design workshop is addressed based on one of the existing theories in learning styles that belongs to "Felder-Silverman". Theoretical basis of Felder-Silverman theory is based on the duality structure (lateralization) of brain processing which composed of left and right hemispheres. They used a five dimensional dichotomies including the perception (Sensory-Intuition), processing (Active-Reflective), input (Verbal-Visual) organizing (Inductive-Deductive) and understanding or apperception (Sequential-Wholistic) dimensions. In order to study the relationship between the academic performance and learning styles two types of tests were selected that the first one classified students in learning styles based on "Felder - Solomon" questionnaire and the second one analyzed and integrated academic performance of the students in architectural design workshop and theoretical courses. The results of this study showed that the number of 4th year students compared to 1st year students in intuitive, visual and wholistic styles was significantly higher. The assessment of student performance indicated that the first year students had the best performance in introduction to architectural design I course with reflective and visual styles and the 4th year students had the best performance in architectural design IV with wholistic, visual and reflective styles. Also the first year students had the best performance in construction materials (which is a theoretical course using written material) with verbal and reflective styles and the final year students had the best performance in Introduction to Islamic architecture II (presented descriptively using PowerPoint) with visual and sensory styles.

Building information modeling (BIM) is a process based on three-dimensional model that has provided tools to change the educational and professional approach. The purpose of this study is to test an active and constructive educational structure with a focus on the BIM approach and the application of this method in promoting the performance and creativity of architecture students in building technology courses.

The research test was performed by quasi-experimental method with experimental and control groups using pretest and posttest. Pre-test was performed by Torrance creativity test and two design tasks and Mann-Whitney U test was used for post-test.

The findings of the analysis of pre-test results did not show a significant difference between the two groups. But by conducting a post-test, the experimental group in the indicators of concept technicality, coordination of executive issues, site technical plan, quantity and quality of phase two plans, executive details, presentation of design and overall score had a significant advantage over the control group.

The results show that the use of the proposed educational method was effective in improving the overall performance of students in the experimental group and had a significant advantage over the performance of the control group. Regarding the promotion of students creativity, no significant difference and superiority was observed between the two groups, but the average ranks of students in the experimental group were significantly better than the control group. Therefore, the research results confirm the increase in students learning using this educational approach.