This article discusses the process of a study designed to develop university students' sketching skills in schools of architecture. Acknowledging the relationship between cognition and writing, it aims to investigate the role of writing in learning sketching among architecture students and to examine how students regulate their thoughts by writing as they work on their freehand sketches. It includes writing texts before and after sketching tasks to improve sketching. The study was implemented in a school of architecture at a Turkish university as part of an elective course on sketching. The students' works were evaluated in terms of their sketches, texts and self-reports of their thinking and the views and comments of the tutor who carried out the programme. This article discusses how the study was conceived and developed. The results of this study may provide insights for educators in developing strategies in teaching and learning of sketching and design, using multi modes of thinking. JADE 29.3 (2010)
Abstract
Despite state support for mass education in Turkey, there are many primary school children who do not attend school or who drop out before finishing school. This study is part of a project investigating the problem of school dropout in a district of Istanbul. Factors related to school, such as failure, non-acceptance by teachers and peers, poor attendance, and low levels of involvement, have been associated with increased likelihood of dropout. Modifying the instructional environment, strengthening school membership, and creating alternative schools have been suggested as means to prevent dropout. A questionnaire assessing attitudes toward school was administered to 480 students from 13 elementary schools for the purpose of identifying the characteristics of schools that lead to dropout. Factor analysis results indicated five factors of school-related attitudes, including attitudes toward learning; toward teachers; toward school and school facilities; and students' perceptions of parent-school relationships.
The Topic Study Group 28 was aimed at addressing all areas of affect, including attitude, anxiety, beliefs, meaning, self-concept, emotion, interest, motivation, needs, goals, identity, norms, values. The different approaches to study affect included psychological, social, and philosophical research perspectives. Moreover, the call for papers explicitly questioned the issue of the mutual relationship between affective constructs and their connection to cognition and other constructs studied in mathematics education, as well as the description of programs for promoting aspects of affect.The activity of the working group was aimed at:• Presenting an overview of the state of the art in the research field of affect in mathematics education, both at the students' and the teachers' (pre-service or in-service) level.• To identify new trends and developments in research and practice in these areas.• To engage participants in a critical reflection of this research field and generate discussion of an agenda for future research on affect in mathematics education.The participation to the Topic Study Group highlights a growing interest for affective issues: 86 researchers attended as presenting authors. Due to the high number of proposals, it was necessary to carry out a selection of the contributions Co-chairs: Markku Hannula, Francesca Morselli. Team members: Emine Erktin, Maike Vollstedt, Qiao-Ping Zhang.
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