جستجوی مقالات مرتبط با کلیدواژه « کارشناسی معماری » در نشریات گروه « هنر و معماری »

In fact, what is more important than the design itself is the design process. Nature is full of semiotic effects that can be used in education, and each of these signs, in addition to their visual effects, has a meaning that can play a decisive role in creating a mental schema in people. This research, with a quasi-experimental design, seeks to investigate the effectiveness of Torrance's creativity components after training based on semiotics. Causal-comparative research method with quantitative approach and analogical strategy. The statistical population is the students of the fourth year of Semnan Azad University, who are placed in two groups of control (24 people) and test (22 people). The analytical results will be based on inferential and descriptive statistics. JMPSAS17 software is used to facilitate this research and provide numerical and graphical outputs. results show that Based on the results obtained from the regression model, it is clear that the average factor share in the control group is (0.677) and in the test group (0.763), which has increased creativity by 6%. In the control group, the highest determination coefficient is related to originality. with a value of (0.746) and the lowest is related to the fluidity variable with a value of (0.548). In the test group, the lowest fluidity variable is with a value of (0.589) and the highest is related to the flexibility variable with a value of (1.000).

Statement of the problem: 

Academic architecture education follows high-level documents describing already-approved curricula. In view of the fact that the communicated structure allows for no mistakes, this issue requires repeated reviews and adaptation to educational and professional architecture conditions, which reveals the long-term developmental nature of learning architecture. However, the conduct of reviews is impossible due to the waste of time, unfolding new needs, and incessant introduction of technology and development.

Goal: 

This study aims to reconstruct the existing model without dependence on time and content and identify the main variables affecting the challenge of ineffective architecture undergraduate curricula approved over the past four decades to provide a novel and dynamically generative model to respond to external changes and inherent reactions.

The present study makes use of a qualitative post-positivist approach and involves inductive and deductive reasoning to provide an idea. Here, because the test is time-consuming, the creativity of the proposed model is only evaluated in a futuristic construct mediated by causal reasoning.

Iran’s top universities enjoy a convergent system that aims to place students of all nationwide universities in a similar rationale consistent with the capacities and interests described by the undergraduate architecture course and provide similar outputs. However, top global universities use a divergent rationale to encourage students to incorporate their diverse differences and interests into their specific academic settings and develop their academic capacities.
The current architecture curricula model, which is dependent on the Higher Educational Planning Council and other central entities, is rigid and inflexible and lacks anticipated final results, given diverse learning settings and time changes. This issue can be resolved by changing institutionalized educational units from a transverse weekday context into a longitudinal context of educational semesters through changing already-defined curricula. The outcome provides more dynamic curricular management and restores and changes the curricula in various dimensions. The curricula are thus updated and adapted with the external factors and incorporate the greater interaction between education and industry, which has been a major long-term concern of the nation’s development in its weekly course definitions. In this way, not only is learning more in line with the profession but also the diversity of graduates in each city and university increases in proportion to the needs and talents of individuals. 

Buildings have a wide range of impacts on the environment in their life cycle. The negative effects of buildings, such as waste generation and using about 40% of energy resources, have led to take new approaches which One of them is the concept of green building in architecture. Currently, the construction industry in Iran accounts for one third of the country's energy consumption. Therefore, considering the principles of green building design and construction can play an important role in solving energy and reducing environmental problems. Although university education is one of the opportunities to guide and motivate architecture students to apply the principles of green architectural design, currently this issue has received less attention in undergraduate architecture education in Iran. Research question: The main question of this article is seeking to find out the importance of green building criteria in evaluation of design courses in architecture undergraduate course from the perspective of professors.

Therefore, this article aims to investigate the contribution of green building criteria in evaluation of design courses in architecture undergraduate course in Iran from the perspective of professors. Furthermore, this article seeks to determine the best design courses, which are most suitable for teaching green building criteria. Another goal of this article is finding the most effective obstecles in teaching green building criteria in universities of Iran. The mothod of the present study was conducted using descriptive research and statistical analysis. In the first step, the criteria and indicators in LEED and BREEAM systems are extracted as a criterion for measuring green buildings. In the second step, the importance of each criteria in the evaluation of student projects have been conducted using a questionnaire, from professors’ points of view in architecture design courses in different Iranian universities. The proposed method for teaching green architecture standards in design courses in the undergraduate course of architecture and limitations of teaching green architecture in Iranian university were collected. In the third step, the data were analysed using Shannon entropy method.

The findings of the analysis show that the priority of the criteria based on the average weight of the category is as follows one) water efficiency, two) site, three) transportation, four) energy and materials and resources with equal points in the fourth rank, and five) indoor air quality The results of this study show that assigning one of the architectural projects, especially the final design to teaching the principles of green building can be a good way to increase students' awareness of this issue. However, insufficient attention to green architecture in the curriculum and courses of undergraduate design is the most important obstacle to green architecture education and it is necessary to reconsider it revising the course curriculum. In this article, the hierarchy of criteria and indicators is extracted based on the current situation of architecture education in Iran which is not necessarily in line with the real needs of the country. Therefore, it is suggested that in future research, contribution of criteria and indicators of green buildings should be considered based on the real needs of the country to move towards achieving sustainable development goals.

University education is an import into architecture education in the higher education system, with implicit impacts on architecture learning. Architecture education in Iran is a problematic and complex issue, as evidenced by the ongoing discussions between scholars and researchers, with a large number of studies conducted to investigate its anomalies. This research, which is of applied-developmental type, is intended to review the research carried out in the field of architecture education inside and outside the country to explore solutions, by identifying the components of architecture education in undergraduate courses of the world’s top universities, and comparing them with the undergraduate curriculum of the Iranian higher education system through logical reasoning, and thereby unearthing the roots of anomalies, eventually providing practical solutions to improve the quality of architectural learning in the form of university education system. The comparison has shown that whilst there are significant similarities, there are also differences in duration, quantities and contents of programmes, resulted from a number of factors. These can be classified into five categories: interaction between courses, choice, and professional-, research-, or identity-oriented nature of the course. In conclusion, remedial recommendations are made including strengthening connections between theoretical and studio courses through stronger interactions between tutors and lecturers, expanding optional courses, paying more attention to minors, encouraging practitioners to teach as lecturers, and creating research and exchange student opportunities.

Architectural profession and education are procedures deeply based on cultural circumstances in a country. In Iran, one of the major goals of architectural education must be educating architects who know their country and culture well, and are able to do architecture based on cultural and local acquaintances. Architectural Basic Design Education consisting of some courses, lasts just for three semesters, but has a very fundamental role in training architecture students based on cultural and local acquaintances. Accordingly, educating students in relation to their culture, must be conducted in a way that the graduated young architects can solve the regional-vernacular problems of their country and can design generously in the cultural context. Thus, the significant question of this research is that the current basic design curriculum in schools of architecture of Iran to what extent have the capacity of considering the elements of culture and how it is possible to design programs considering the cultural subjects in the context of the current curriculum. This investigation is conducted in two main steps; the first step consists of investigating the curriculum of Basic Design Education in the undergraduate studies of architecture in Iran. Although all architectural schools in Iran follow the undergraduate program of architecture, approbated by High Council of Programing in Ministry of Science and Higher Educations, The main schools have the opportunity to do some changes in their programs. Therefore, the curricula of Basic Design education in three main schools of architecture of Iran are selected to be studied; University of Tehran (consisting of two separate curricula in two Ateliers, 5 and 6), Shahid Beheshti University, and Iran University of Science and Technology. This investigation shows up four different syllabi for basic design studies which are mostly so similar. Comparing these syllabi determines twelve main subjects for basic design education which has been concerned as the main subjects for current research. The second step is dedicated to studying the definition of ‘culture’, and the components of culture based on ideas and notions of cultural theoreticians in Iran. According to this study, Iranian culture has three major components which are ‘world-view and believes’, ‘history’ and ‘geography’. Each of these three components of Iranian culture consists of different subjects which can impact architecture. So, to do architecture in correspondence with cultural context, it is necessary to be familiar with these factors in the field of each cultural element. In final part, the syllabi of Basic Design Education is revised based on the practical detailed syllabi of culture which is determined according to the cultural subjects relevant to architecture. This revision is deducted through the Delphi method, questioning eight professors of Basic Design studios. The result shows that almost in all twelve syllabi of Basic Design Education, potential for considering the cultural components and the relevant subjects exist. Amongst Basic Design syllabi, some have higher capacity for considering cultural subjects. Thus by a precise editing of projects in Basic Design courses, architectural education can be formed more closely to the cultural fundamentals.

Learning is the result of personal beliefs and attitudes, environmental, and behavioral factors that many researchers state that each of them can affect other two factors. On the other hand, Self-regulated learning is aligned most closely with educational aims refers to learning that is guided by metacognition (thinking about one's thinking), strategic action (planning, monitoring, and evaluating personal progress against a standard), and motivation to learn. Researchers found that any development of self-regulated learning is governed by a variety of interacting cognitive, metacognitive, and motivational components. Self-regulated learning refers to the ability to understand and control learning conditions through setting goals, selecting strategies to achieve them, implementing those strategies, and monitor the progress towards them. These factors are the main and most important factors in developing an architectural design too. So you can imagine one with these abilities can become a successful designer and if it is true, the educational system must try to enhance these abilities as a predictor of success as mentioned above. Metacognitive training means increasing individual abilities in the discipline of cognitive processes and their control on their cognitive processes, which plays an important role in improving it, including reasoning, rational thinking, problem-solving and critical thinking. Problem solving is the main trend in architectural design education, so finding the relationship between student’s successes in architectural design, their metacognitive abilities can be a primary indicator of attention to metacognition based teaching method as a valuable method in architectural design education instead of our today’s cognitive method.
Therefore, the present study aims at determining the problem of whether there is a meaningful relationship between their meta-cognitive beliefs and the undergraduate architectural design course scores grades and sketch, as the first step towards the formulation of meta-cognitive teaching methods in architectural design. Therefore, a survey was conducted in the form of a questionnaire among 208 of senior students of architecture design lessons among universities in Tehran city. They were asked to complete a meta-cognitive belief questionnaire and a questionnaire related to their cognitive knowledge in architecture and architectural experience as well as their grades in architectural design courses and draw an architectural sketch that graded by three professors in the field of architectural design.
The results show that the demographic variables such as age, gender, and economy, as well as the level of their knowledge and experiences in the field of architecture, have no significant relationship with their architectural design scores. However, the results of correlation and regression analysis of data showed that subscales of positive beliefs about worry, cognitive self-consciousness, and beliefs about the need to control thoughts have positive effects on their architectural design scores and there is a significant relationship between the metacognitive ability of the individual and his ability to design the architecture. Instead of its importance in the architectural design process, it has less connection with Architectural sketch scores as a creative process. So the results may use as a hypothesis of using Metacognitive teaching methods in Architectural design courses of undergraduate Architecture students.