نوع مقاله : مقاله پژوهشی

نویسنده

گروه معماری، دانشکده هنر و معماری، واحد همدان، دانشگاه آزاد اسلامی، همدان، ایران.

چکیده

پژوهش حاضر با هدف بررسی ویژگی‌های روان‌سنجی پرسشنامه ذهنیت تفکر طراحی در برنامه‌های درسی دانشجویان دارای دروس طراحی انجام شد. این پژوهش از نظر هدف کاربردی و از نظر ماهیت و روش، توصیفی از نوع همبستگی می‌باشد. جامعه آماری این پژوهش کلیه دانشجویان رشته‌های دارای دروس طراحی دانشگاه‌های همدان بودند. با توجه به استفاده از تحلیل عاملی تأییدی در این پژوهش، نمونه‌ای به حجم 475 نفر به روش نمونه‌گیری خوشه‌ای انتخاب شدند. جهت جمع‌آوری داده‌های موردنظر نیز از پرسشنامه‌های ذهنیت تفکر طراحی و خلاقیت عابدی استفاده شد. به منظور تحلیل داده‌ها نیز ابتدا جهت بررسی عامل‌های مقیاس و توزیع گویه‌ها از تحلیل عاملی اکتشافی با استفاده از نرم‌افزار SPSS-28 و سپس جهت اعتباریابی گویه‌ها و عامل‌ها از تحلیل عاملی تأییدی با نرم‌افزار Smart-PLS-3 استفاده شده‌است. بر‌اساس تحلیل‌های صورت گرفته، 22 عامل برای تفکر طراحی شناسایی و استخراج شدند. در پژوهش حاضر دانش گروهی و تعامل اعضای گروه به-عنوان دو عامل جدا از هم مشخص شدند. همچنین عامل‌های آزمایش و یادگیری از اشتباهات به عنوان دو عامل جداگانه شناسایی شدند. مؤلفه‌های سوگیری نسبت به عمل و تجربه‌گرایی نیز به تفکیک مطرح شدند. پایایی پرسشنامه نیز به‌وسیلة محاسبة شاخص‌های پایایی (همسانی درونی و بازآزمایی) مورد سنجش قرار گرفت. در سنجش پایایی پرسش‌نامه با روش همسانی، ضرایب آلفای کرونباخ برای عامل‌ها از 70/0 تا 91/0 به‌دست آمد. همچنین، پایایی پرسشنامه با روش بازآزمایی و در فاصلة زمانی 14 روز، بین 66/0 تا 83/0 برای عامل‌ها به-دست آمد که نشان می‌دهد پرسشنامه تفکر طراحی از پایایی مناسبی برخوردار است.

کلیدواژه‌ها

عنوان مقاله [English]

Investigating the psychometric properties of the design thinking mindset questionnaire: a cognitive approach in architecture education

نویسنده [English]

  • Farhad Karvan

Department of Architecture, College of Art and Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran.

چکیده [English]

The present study was conducted with the aim of standardizing the design thinking mentality scale in the curricula of students with design courses. This research is applied in terms of purpose, and in terms of its nature and method, it is descriptive of the correlation type. The statistical population of this research was all students of Hamedan universities with design courses. According to the use of confirmatory factor analysis in this research, a sample of 475 people was selected by cluster sampling method. In order to collect the desired data, the design thinking mentality questionnaire was used. In order to analyze the data, firstly, exploratory factor analysis using SPSS-28 software was used to check the scale factors and distribution of items, and then confirmatory factor analysis was used with Smart-PLS-3 software to validate the items and factors. Based on the analysis, 22 factors for design thinking were identified and extracted. In the present study, group knowledge and group members' interaction were identified as two separate factors. Also, the factors of testing and learning from mistakes were identified as two separate factors. And the components of bias towards action and empiricism were also presented separately. The reliability of the questionnaire was also measured by calculating the reliability indices (internal consistency and retest). In measuring the reliability of the questionnaire with the homogeneity method, Cronbach's alpha coefficients for the factors were obtained from 0.70 to 0.91. Also, the reliability of the questionnaire was obtained between 0.66 and 0.83 for the factors with the test-retest method and in a time interval of 14 days, which shows that the design thinking questionnaire has good reliability

کلیدواژه‌ها [English]

  • Design education
  • architecture education
  • standardization
  • design thinking mentality
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