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Are There Lasting Effects of a Schema Based Learning System in Interior Design Studio?

机译:在室内设计工作室中,基于模式的学习系统是否会产生持久影响?

摘要

Gallini (1989) argues that, “the ability to combine a collection of problems into a meaningful representation, or schema facilitates learning” (p. 244). In a previous study, it was found that introducing a schema-based learning system in the design studio assisted novice designers in a structured, purposeful process, where they began to see patterns of information and use these patterns to develop and refine their design solutions. Their design solutions proved to be significantly better than the other students who did not utilize the instructional interventions. But, does this instructional intervention have any lasting effects with this same group of students? Do these skills transfer to new or novel tasks after a period of time ? The aim of this study is to measure the lasting effects of this learning tool by following this group of students through a new set of transfer tasks approximately one year after the original instructional intervention. Like the previous year study, the effectiveness characteristics were examined from four main areas of a design project: 1) organization of information, 2) categorization of information, 3) application of theory, and 4) overall design. The following research questions were addressed: 1. What are the lasting effects of the schema-based learning tools after one year from the initial implementation of the instructional intervention? Or, what are the problem solving transfer effects of the instructional intervention? 2. Do students, who use these schema-based learning tools, develop projects that are more organized, categorized, more theoretically-based, and have better overall designs, than students who do not use such learning tools?
机译:Gallini(1989)认为,“将问题集合组合成有意义的表示或方案的能力有助于学习”(第244页)。在先前的研究中,发现在设计工作室中引入基于模式的学习系统可以帮助新手设计师进行结构化,有目的的过程,在此过程中,他们开始看到信息模式,并使用这些模式来开发和完善设计解决方案。事实证明,他们的设计解决方案比未使用指导性干预措施的其他学生明显更好。但是,这种教学干预是否会对同一批学生产生持久影响?这些技能会在一段时间后转移到新的或新颖的任务上吗?这项研究的目的是通过在最初的教学干预后大约一年,通过跟随这组学生完成一系列新的迁移任务来衡量这种学习工具的持久效果。与前一年的研究一样,从设计项目的四个主要方面检查了有效性特征:1)信息的组织,2)信息的分类,3)理论的应用和4)总体设计。解决了以下研究问题:1.从最初实施教学干预一年后,基于图式的学习工具的持久影响是什么?或者,解决教学干预的转移效果有哪些问题? 2.与不使用此类学习工具的学生相比,使用这些基于模式的学习工具的学生开发的项目组织性,分类性,理论性和总体设计更好吗?

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  • 作者单位
  • 年度 2006
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  • 正文语种 en
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  • 入库时间 2022-08-20 20:23:36

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