Evaluation of Architectural Engineering Curriculum to Promote Vocational Education Based on Klein Model
الموضوعات : Creative City Design
Majid Yazdani
1
(Ph. D Candidate, Department of Architecture, Mashhad Branch, Islamic Azad University, Mashhad, Iran)
Alireza Rezvani
2
(Assistant Professor, Department of Architecture, Mashhad Branch, Islamic Azad University, Mashhad, Iran)
Mohsen vafamehr
3
(Professor, Department of Architecture, Mashhad Branch, Islamic Azad University, Mashhad, Iran. Professor, Department of Architecture, Faculty of Architecture and Urban Planning, Iran University of Science and Technology (IUST), Tehran, Iran)
mohamad hassan khademzade
4
(Assistant Professor, Department of Architecture, Mashhad Branch, Islamic Azad University,Mashhad, Iran
Assistant Professor, Department of Architecture, Fine Arts Campus, University of Tehran, Tehran, Iran)
الکلمات المفتاحية: Architectural Engineering Curriculum, Klein Model, Vocational Education, Architecture education,
ملخص المقالة :
The elimination of the needs of society by the higher education system requires constant change and modification of curriculum in line with developments. Whereas the predominant approach of third and fourth-generation universities is professionalism. And although the Bachelor of Architecture course is defined in the curriculum as a professional course; However, scientific and professional expectations in the undergraduate course have not been met; Therefore, the purpose of this study is to evaluate the architectural engineering curriculum; And it seeks to answer two questions: What challenges does the curriculum of architectural engineering face from the perspective of the Architecture teachers? And what steps are needed to review and modernize the architectural engineering curriculum in order to vocational education? The approach of the present study is quantitative. This research is applied research and in terms of data collection and control of variables is a descriptive survey. Library studies were used to formulate theoretical foundations and a questionnaire was used to collect data, which is based on Klein curriculum model and consists of 9 components and 71 items. Analysis of data based on a one-sample t-test in SPSS software showed that the curriculum in all nine components is challenged based on Klein's model; So that in 49 out of 71 items, that is 69% in the curriculum, there is a challenge. In the presented paradigm, all the elements of the curriculum are interconnected around the objectives. The low quality of each element casts doubt on the whole and the existence of the curriculum. Therefore, it is necessary to review the curriculum in a completely balanced, proportionate and coherent manner.
