Stella Maris Vázquez

From representation to construction: A study of graphic skills in students newly admitted to architecture and design courses

ABSTRACT We present the results of an empirical study of a sample made up of 392 students newly admitted to the architecture, design and urban planning courses run by the University of Buenos Aires, Argentina. Our purpose is to explore the recognition and construction skills applied in geometric representation tasks, in order to assess possible differences between: (i) recognition and construction tasks; and (ii) tasks involving matching views to volume on the one hand and three-dimensional to two dimensional representations on the other. Our findings indicate that construction is harder than recognition, and, as far as the former is concerned, the path from orthogonal to axonometric representation is more difficult than the reverse. Gender and type of secondary schooling are significantly related to performance, with higher scores for male subjects and graduates from technologically oriented secondary schools than for female participants and graduates from non-technological schools respectively.

El rol de las creencias en los modelos de aprendizaje auto-regulado y su relación con el aprendizaje del dibujo

An empirical study is reported, whose goal is twofold. In the first place, it seeks to assess the objectivity of the judgements students make about their hand-drawing skills at the start of their university education. It then focuses on the particular relation between beliefs and self-regulated learning. The sample is made up of 300 students enrolled on the basic course taught at the Architecture, Design and Urban Planning School of the University of Buenos Aires. The subjects’ negative beliefs about their own ability have been objectively verified, whereas those who rated themselves as ‘good’ or ‘very good’ have been proved wrong. Their mistake seems to be linked to a superficial learning style, which would suggest that students showing less inclination for reflection as well as low processing and self-regulation strategies levels are less aware of their limitations. The relation between agency and specific self-efficacy is discussed. Instructional guidelines are put forward.

O papel das crenças nos modelos de aprendizagem autorregulados e sua relação com a aprendizagem do desenho

An empirical study is reported, whose goal is twofold. In the first place, it seeks to assess the objectivity of the judgements students make about their hand-drawing skills at the start of their university education. It then focuses on the particular relation between beliefs and self-regulated learning. The sample is made up of 300 students enrolled on the basic course taught at the Architecture, Design and Urban Planning School of the University of Buenos Aires. The subjects’ negative beliefs about their own ability have been objectively verified, whereas those who rated themselves as ‘good’ or ‘very good’ have been proved wrong. Their mistake seems to be linked to a superficial learning style, which would suggest that students showing less inclination for reflection as well as low processing and self-regulation strategies levels are less aware of their limitations. The relation between agency and specific self-efficacy is discussed. Instructional guidelines are put forward.

The role of beliefs in self-regulated learning models and its relation with drawing learning

An empirical study is reported, whose goal is twofold. In the first place, it seeks to assess the objectivity of the judgements students make about their hand-drawing skills at the start of their university education. It then focuses on the particular relation between beliefs and self-regulated learning. The sample is made up of 300 students enrolled on the basic course taught at the Architecture, Design and Urban Planning School of the University of Buenos Aires. The subjects’ negative beliefs about their own ability have been objectively verified, whereas those who rated themselves as ‘good’ or ‘very good’ have been proved wrong. Their mistake seems to be linked to a superficial learning style, which would suggest that students showing less inclination for reflection as well as low processing and self-regulation strategies levels are less aware of their limitations. The relation between agency and specific self-efficacy is discussed. Instructional guidelines are put forward.

Deserción en estudiantes de nuevo ingreso a carreras de diseño. El caso de la Universidad de Buenos Aires, Argentina Dropout behaviour of students newly-enrolled on design courses / The case of the University of Buenos Aires, Argentina

The paper reports a study of the factors behind retention and dropping out phenomena at higher education level. The sample was made up of 2273 fist-year stud...