Investigating the Effect of Teaching Architectural Cognition Cards Based on Gestalt Theory on Metacognition and Mental Ideas Students

Changes in architectural education, reconstruction of education and improvement of educational systems to understand the learning process have always been of interest to architectural education professionals. The purpose of this study was to investigate the effect of architectural cognition cards education based on Gestalt theory on metacognition and mental ideas in the design process of students. This research was a quasi-experimental study with pre-test design, post-test with control group. The statistical population included all students of Hamadan Universities. A sample of 40 people was selected by convenience sampling method. Students were randomly divided into experimental and control groups (20 people in each group). The experimental group underwent architectural knowledge cards education based on Gestalt theory for 8 sessions. The main tools for data collection in this study included the State Metacognition Questionnaire and the Mental Ideas Scale. To analyze the data, Smirnov calligraphy test and Leven test were used to calculate the assumptions and multivariate and bivariate MANCOVA analysis of covariance were used. The results showed that architectural cognition cards education based on Gestalt theory has been effective on students 'metacognition and has also been effective on theme design processing in students' design process. The results of this study showed that architectural cognition cards education based on Gestalt theory has an effect on increasing the metacognition of architecture students and thus helps to improve the quality level of architecture students in design.