مقالات رزومه دکتر فوزیه زینلی

Concerns about how to teach architecture in schools of architecture were highlighted in 1976 at the University of California-Berkeley. The reasons for dissatisfaction with structural education in the schools of architecture at that time were summarized as follows: Separation of the field of knowledge of "structure" from other fields of knowledge in the field of architecture and inconsistency of structural concepts with the process Architectural design, traditional teaching methods, and concepts branched out from the curriculum in civil engineering schools that have not been developed to meet the needs of architects, superficial and weak concepts that are not satisfactory for the topics and technical needs of architecture. Many researchers have sought to investigate the causes of this problem and answer it. This article provides an overview of the research that has taken place in the field, and also examines the structural education curriculum at several selected universities, including Berkeley University, which initiated the movement. The results of this study show that teaching the basics and generalities of structure to architects is the first step in teaching structure. Understanding the behavior of structures and using structures as a creative force in design are higher educational goals that require educational activities on campus. The results of research show that working with physical models of structures, using structural software and also performing structural design exercises under the architectural design process, are among the effective activities in this regard. The use of physical models affects the initial understanding of the behavior of structures. Computer simulations of structural models visualize more complex analyzes of the behavior of structures, and perform structural design exercises under architectural design to teach the application of structural knowledge in Emphasizes architectural design.
Teaching architects the basics of structure in order to use it in solving architectural design problems. Therefore, it is necessary to teach the application of theoretical knowledge of structure in architectural design. This can be done with design exercises along with structural theoretical training. . This research has been done by collecting data libraries as well as content analysis-research method.
. The purpose of this study was to find effective methods tested for structural education for architects.
 

Education of architecture is a combination of acquiring knowledge and ability. The ability to integrate the architectural knowledge, technology, and designing is also one of the topics that exerts an effect on making students professional. Weaknesses in this area cause inefficiency of graduates of architecture. This ratio exists in the educational syllabus of architecture in most universities in the world, including Iran. Architectural design studios play a major role in developing the curriculum, and theoretical courses are considered as supplementary courses that help apply design studios in the designing process. The research conducted so far and the experience of the authors of this article in teaching technical designing and architectural designing at the undergraduate level, raised the question of whether the amount of courses that emphasize the application of architectural technology in architectural designing is sufficient in other universities, it questioned the relation and ratio that exist between integrative courses, architecture technology courses, and architectural designing. This study examined the number of courses related to the integrity between knowledge of architectural technology and architectural designing in the educational curriculum of undergraduate level of architecture in Iran and selected universities in the world, and compared and contrasted the number of technical courses, integrative courses, and architectural design studios. The results are displayed in the form of graphs with statistical indices and showed that in top universities of the world, a greater weight is given to the number of integrative courses compared to technical courses and architectural designing courses. The results further showed that in most prestigious universities of the world, some courses have been planned to create integration between technical courses and architectural design under the title of "design with integrated discipline. Also, based on articles published by the faculty members of these universities, this study provided a description of integrated designing and explained its necessity. The training of architectural engineering in the undergraduate level in Iran was carried out according to the syllabus approved by the Ministry of Science in 1998. Recently, this syllabus has been reviewed by some universities and changes have been made in it. In the syllabus approved in 1998, the domain of construction technology education received about one third of the total number of credit hours; But a few number of courses create integrity between this field and architectural designing. The result of this process is a reduction in the quality of design, wastage of cost, energy and materials in the accomplishment of construction projects and a lower presence of young architects in the labor market. This ratio has improved in the approved syllabi of Shahid Beheshti University (2005) and Yazd University (2017). The present study is an applied research based on the mixed research method and descriptive- analytical approach. In the section dealing with selecting universities and statistical analysis of the data obtained, the quantitative research method was used with a content analysis qualitative research was also used via library data and descriptive- analytical approach and inductive reasoning.