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

University, a source of science production, can play an important role in the development of society in economic, social, cultural, and political dimensions. If universities and training centers do not succeed in this endeavor, a gap between what students learn and the needs of the professional environment will emerge. Also, playing the effective role of architects in society is an essential issue. However, architecture graduates do not have a proper perspective of their professional future, and despite their theoretical knowledge, they face many obstacles in society. We are now in an age where we are witnessing drastic changes in the labor market. This deprives the persons’ job security, assurance, and expands the range of skills that he needs to learn in order to enter the professional environment. To promote Iranian architecture education, efforts have been made by researchers in the form of histories and reviews of curriculum units, but it is not reviewed to know what are the barriers ahead graduates to play an effective, and professional role. Therefore, investigating, in this case, is very important and necessary for entrepreneurship, skills training, and the development of cooperation between universities, industry, and the promotion of architectural education. This article identifies the barriers and related important parameters. It tries to identify the educational problems, difficulties, and development of teachers’ education, more effective educational programs and promoting students' learning to adapt to the professional environment in society. In this research, a combination of qualitative and quantitative research methods has been used. Therefore, using the method of analytical-exploratory research deals with this issue. First, using the Delphi method and qualitative analysis by MAXQDA, a questionnaire was prepared for surveying architecture graduates and specialists, and 384 people were selected as the sample of this study by Cochran test. Then the answers to the questionnaire were quantitatively analyzed using factor analysis by SPSS and parallel analysis. Findings show that after the final rotation of research indices by the Varimax method, correlated indices were placed in all three categories. The first category includes items Q5, Q18, and Q8 with a factor loading of 0.804, -0.736, 0.498, and the second category includes items Q12, Q4, and Q17 with a factor loading of 0.735, 0.732, 456. The third category includes items, Q3, Q11, Q9, and Q16 with a factor loading of 0.606, 0.602, -0.510, -0.444. The names of educational and skill barriers, social and cultural barriers, individual and psychological barriers, were selected for the factors, after interpreting the nature of the related indicators. Finally, it is found that these three barriers are ahead of architecture graduates and their important factors are: lack of practical training and soft skills, lack of proper business model, and credentialism. Research and presentation of various solutions in the field of all indicators of the three barriers, especially the final indicators, is very important and can be the issue of starting future research and can be used by major policymakers of higher education, architecture researchers, university professors, students, and Entrepreneurs.

Attention to human life and the manner of his presence and behavior is one of the main concerns in architectural design. One of the approaches in this regard is narrative-based and scenario-based thinking in architecture and its education. The purpose of this study is to investigate the role of screenwriting and its opportunities in the design training workshop. The research is a ‏‏survey research method and is the result of processing workshop of University of Tehran in architectural design workshops. architecture students of “Designing my villa” reports of teaching process of participated in the research and their design performance quality have been evaluated with scenario planning method. During 6 weeks period (one 4 hours session per week). The research has been done by quasi-experimental method and has been studied in two parts: qualitative and quantitative. Data were analyzed using paired t-test using SPSS software version 22. Results There was a significant difference between the mean scores of the design test in the pre-test and post-test stages P (P <0.05). The type of scenario (spaces, activities, field visualization, etc.) affects the next stages and the percentage of people tending to user-centered (55.77%) and event-oriented (28.85%) approaches after scriptwriting training has increased. Then, scriptwriting training and related exercises have positive feedback in advancing and facilitating the design process. Scenario planning is a basic of strategic design and also utilizing the same principles in problem solving. The findings of this research can be used in instruction, curriculum development, and designing new buildings.

Without a proper definition of the right way of “living”, we can not talk about the good form of “housing” and the desired quality of “living space”. The research hypothesis is that “living container” and “lifestyle” have a reciprocal effect. Man’s life includes his fourfold relationship with “God, self, others and nature”, which, if based on Islamic teachings, can be said to have been achieved by the Muslim way of life. And “architecture” has the attribute of “Islamic” to the extent that it facilitates it. The aim of this research is to achieve principles for such “architecture” on the scale of “residential complex”. The research question is “What principles should we follow in designing a residential complex that lays the groundwork for an Islamic lifestyle?” To find the answer On the one hand, during conceptual modeling, nine key components of a residential complex were explained. Then, during library studies and content analysis methods, different approaches to “Islamic housing” were categorized and analyzed in two ways: “quantitative and qualitative”. From the third path, the characteristics of the Islamic way of life were obtained from the point of view of Allameh Javadi Ameli - as an Islamologist based on research; accordingly, the residential complex includes four main areas: “housing, roads, service space and green and open space”. The result of the research is the achievement of “design rules” of each of these nine elements that make up the residential complex, which is expressed in the form of “negative and positive principles”. In the current situation of the country, where due to the people’s need for housing, the policy of the “National Housing Production Movement” has been proposed by managers, the achievement of this research can be the guiding principles in designing a residential complex for designers. It should also be a basis for teaching architecture and training architects, especially in the course “Residential Complex Design” (Design 5).

Rapid development of artificial intelligence (AI) technologies and the interest in their application in educational fields lead to significant growth in the scientific literature concerning the application of AI in education. Architectural design is a complex design that uses old experiences and creativity to produce new designs. The artificial intelligence use for the design process should not focus on finding a solution in a defined search space because the design requirements at the conceptual stage are not yet well defined. Instead, the artificial intelligence application should be considered to explore the design requirements and provide solutions to meet those requirements. The present applied study aims to provide an architectural design training model based on artificial intelligence in architecture education to provide an overview of artificial intelligence for the development and further implementation of the country's design education system. The type of this research is applied-developmental, and its method is descriptive-analytical and in terms of data collection surveys. A questionnaire was distributed among all faculty members of Azad University and experts in this field to collect the data required for the study. The collected data was analyzed by the method of content analysis. The results contain solutions to provide a model for architectural design training based on artificial intelligence. This study will acquaint professors and researchers to understand the status and development of financial and physical infrastructure and artificial intelligence hardware and software. Also, it will help increase the effectiveness and efficiency of its usage in architectural education. The findings also help activists, officials, educators, and researchers identify ways to improve designer education.

Novice designers in design workshops are constantly finding themselves on the quest for an elegant solution to design problems. Still, a large portion of educators and professors are not able to, or willing to, define a distinct course for this quest, thus leading to problems of disorientation for these novice designers. However, it is noteworthy that the paths and processes for reaching such an ideal are absolutely unique to each designer, as at least some part of this process is intuitive and exploratory. Thus no same pattern can be handed out to all designers. Yet, this does not mean that students and novice designers can obtain their design formula without any external guidance from their instructors and relying only on inner instinct.

This study seeks to provide a clear and systematic model based on the previously discussed design records to prevent plagiarism and assist novice designers in solving the design problem, especially in response to the aesthetic aspects of the design that do not have any explicit assessment criteria. Considering that the causal relationship between the independent variable and the dependent variable is examined in this research, and the independent research variable, i.e., the educational model provided for teaching architectural design, can be manipulated by the researcher, this research is a quasi-experimental study. For this purpose, firstly, 28 students from the 4th semester of architecture were divided into two groups of control and experiment. The control group members then performed the desired exercise (study desk design) without using design records and only based on previous experiences. At the same time, the experimental group members were offered the proposed model and were free to use the design records. In the next stage, students’ schemas were scored using the self-assessment method, and the opinion of experts (professors of architecture) and the data were analyzed.

The path that scientists of different fields take to solve the problem, no matter how difficult and challenging, ultimately has a very clear and well-structured nature. However, the same is not valid for the design problem. This effect is more pronounced in the early works of novice designers. It is given that the various paths and stages of this process cannot be clearly observed and explained. In fact, the designer’s mind shapes new designs within mind what is perceived from nature, geometry, and samples of previous works, among others, by analyzing and combining elements therein. It can be argued that designing would not be simply feasible without having an intellectual archive of design resources in mind. The experience of facing design problems is critically involved in achieving their solutions. As such, novice designers and students who lack sufficient experience may be easily disoriented in solving design problems. Meanwhile, examples of prior works and projects, scientifically known as design records, are the most extensively used resources by designers, especially novice ones. Without a clear pattern and framework for exploiting these design records, risks such as tumbling into the trap of plagiarism and blind adherence to the teacher’s approach threaten the design, leading to their repressed skills development.

Design problems, unlike problems within the realm of experimental science, are mostly struck with poor structures and have ill-defined nature. There are no concrete paths and predefined frameworks for solving design problems. The main purpose of this study was to propose an approach to changing the nature of ill-structured design problems to a relatively well-structured one and thus employing the use of it in training novice designers. This goal was followed by proposing a model for framing the design problem using examples from previous design works. It should be noted that still the ultimate goal of the present study was to discover solutions for better learning and improving the skills of novice designers, rather than achieving an innovative and perfect design. The results of this study revealed that designing based on the proposed model alleviates the confusion of the novice designer especially in the early stages of working on design problems, while encourages facing the challenges of improving design skills, all of which is achieved by employing such a clear and systematic way. Nonetheless, the comparison of the works of the tested students showed better results and yielded higher scores for the group that developed their design using the proposed framework. Moreover, employing the proposed model reduced the probability of plagiarism and led to increased variety in the experimental group's schemas. The results showed that the experimental group's schemata compared with the schemata of the control group, received a higher average score. Using the proposed model reduced the probability of imitation and increased diversity in the experimental group schemas.

One of the activities that designers and design students usually do in their design process is using the precedents and similar projects and buildings. Design precedents are solutions attained in prior design problems which partially or generally can be used in the problem at hand. An overview of prior studies demonstrates that appropriate use of precedents can increase the creativity of students, although there is the risk of surface adaptation and copping. To prevent this risk, it is important to find tools and methods which could help students and designers to use precedents methodologically and concentrate on fundamental feathers on them. One of these tools is architecture criticism. Since the purpose of architecture criticism, mostly is comprehensive cognition and understanding of the architectural works, using criticism can be helpful in understanding of design precedents. This study tries to find an approach among the presented ones in architecture criticism which can aid the student to achieve the concept of the precedents and understand them in the best way. This paper studies the references in the context of criticism and precedents by the descriptive-analytic method. Then, proposes a model to criticize the precedents and understanding them in a better way. The proposed model includes three steps: diagnosis the specific quality of precedents, discovering the causing factor of those qualities and finally achieving the generalizable patterns. To explain and make these steps clearer it can be said that as many studies which were done on criticism just describe the buildings and less focused on analysis of them, also because the designers use the precedents to generalize the result of it to their designs, it can be proposed that in the first step the designers try to diagnose the specific quality of precedents and then try to discover the causing factor of those qualities. It can be suggested that there are two ways to diagnose the specific quality of precedents; first through the question that there is in the new problem, that means the problem which the designer tries to find a solution for it, cause him or her to refer to precedents. Second through the observation and searching on the precedents that can reveal the specific qualities of them. The diagnosis of these qualities has two results; first cause the designers to ask questions to find the causing factor of those qualities (second step) and second with exact study and finding the answer of those questions and also by making those qualities simple, the generalizable patterns can be reached (third step). It can be added that this kind of confronting with precedents does not mean that the systems that present some criterion for architecture criticism or are based on some of the theories are not useful. These systems can help the designers to find the specific properties and qualities of precedents more simple. It can be noted that at the end of this process some relative understanding of precedents can be reached which can be in the form of some drawings or written scripts

Architecture of any country and territory is the sign of its identity. Our country, Iran, with bright and widespread background of Islamic world, has a strong historic, Iranian and Islamic background and a prerequisite of maintaining this identity is transferring it, generation by generation. This knowledge has been transferred by teacher-student system in the past, but nowadays such a practical training is missed in architecture schools. Reviving this tradition, we can vitalize prior Iranian Islamic identity of ourselves with help of training in modern architecture schools. This paper, seeks to find solutions for teaching Iranian Islamic architecture at universities, in order to instruct some architects who develop functional structures with Iranian Islamic architecture identity, by using past experiences and adjusting them with today’s needs and sciences .Since no edited work inherit to this paper was found in this area, and most of current researches have not investigated theoretical principles of traditional architecture professionally while they were shaped based on Islamic architecture works, we are going to find out what the theoretical principles of traditional architecture training methods and reflections have been. In this way, we investigate theoretical principles from scientific and cognitive views, emphasizing on grade one Persian texts1, in the period of first to twelfths Hijri centuries, using trusted evidences followed by inferential methods. The research literature consists of two categories, first category is a research that collects, announces, modifies, and makes reviews on ancient manuscripts related to the architecture which is fall within the scope of this article. (For example: Helabi, 1984; Daneshpazhoh, 1996; KhanMohammadi, 1992; Farabi, 1969; Necipoglu, 2010). The second category includes researches that explore and analyze these resources to find different instructions and guidelines (for example: Mohaghegh, 1991). The present study belongs to the second category. This research consists of three main questions: 1. what are the theoretical principles of traditional architects? 2. How theoretical principles have influenced on the design and construction of architects? 3. What is the aspects of architecture training? For achieving this goal, we will extract related subjects to architecture and pay attention to subjects which can be used in training future architects by investigating ancient manuscripts (-Fotovvatname- books about rectitude, scientific cognitive pamphlet.) In this course, Ihsa-al-olum [classifying sciences], Mojmal-al- hikmat [a brief of histories], elite of Ekhvan-al-safa [brothers of honesty], Resale-ye-Me’mariyeh [pamphlet of architecture], Fotovvatname-ye- Bannayan [a book about rectitude of architects], have been investigated. Based on this research, theoretical principles of Iranian Islamic identity can be categorized into four parts. First, items related to God, second, items related to human, third, items related to architecture science and at least, fourth, items related to architecture teaching. The results of this studies were ranked in these four categories. At the end, we found that, Assimilate Moral education is a requirement for our future architectural identity. It needs integration of executive, research and educational centers. Review of main university courses in architecture and related fields is a strategy to achieve this goal. for this purpose, following executive solutions are recommended:A) Learning geometry based on wisdom of Iranian Islamic geometry in applied geometry courses and architectural design. It should be noted that geometry is not the only form and line but rather a deep connection with the meaning, rules and order of creation.
B) Paying attention to the system of education in traditional architects, including moral texts like “Fotovvatname” [a book about rectitude of architects], as a pattern of architectural ethics in both theoretical and practical functions, to shape the ethics worthy of architects
C) Using practices and solutions, related to valuable Iranian Islamic buildings in the process of designing courses to have institutionalized monotheistic and purposeful thinking in architecture design.
D) Since specialized disciplines separate different sciences, adding courses that explain the relationship of sciences, like: Logic, literature, theology and ethics is necessary.
For future research, Persian ancient manuscripts are rich resources for difference subjects and can be used to access to basic information for various sciences while they require further research in different specializations to reveal their true values.

Architectural education is one of the key issues in the growth and actualization of Iranian architecture as well as determination of future layout of architecture in Iran and all over the world. Higher education as the highest stage of the educational system is an important part of a dynamic community which has a direct impact on social norms and behaviors and explains the political-economic as well as valuable-cultural process of a society. It seems that Higher Education of Iran cannot meet specialized and professional job needs of society while the structure of fields of study is incompatible with our culture which causes low quality of working in most of graduates who are attracted to the professional job market. This could be due to the weakness in teaching, teaching methods and evaluation methods. Training creativity and critical behaviors in architecture students in order to present architectural plans and well evaluation of them, is complicated and lack of attention to these effective and efficient elements face the education system with challenges. Professional abilities which are resulted from educational process make some concerns about the lack of effective cohesion and communication between the various theoretical and practical courses, which cause current big gap between architecture classes and workshops. By analyzing the performance of architecture faculties and students, increasing the quality of higher education and meeting society needs can be possible. Variety of teaching methods in architecture classroom can cause different results, but nowadays most common architecture method is team based learning. In this method, the teacher divides students into some groups which required a different approach during training and evaluation. Team-based learning is a new training approach with the aims of improving learning, increasing problem solving skills, being sure of previous studying by students and creating a high energy class. Optimization of this method for using in educational architecture classes is discussed in the part of this study. The purpose of this approach is to learn based on the creation of an active and participated environment. There are some comparative evaluations which help teachers to compare the results of this method of teaching with others to gain the strength and weakness of this method. The evaluation of teaching methods should promote the scientific and practical ability of students. The evaluation should be based on educational goals and the ability to organize the training courses and also the methods of training. Overall, the finding of the evaluation is based on its finding and requires a judgment about effectiveness, social effectiveness and desirability of a process or program, and finally an outcome based on the goals and values. Evaluation of the projects should be done without challenging elements such as social, political and managerial relations by focusing on scientific and practical and professional criteria. Different nature of architecture makes the criteria for judging not one hundred percent fixed and unchanged. Besides the undeniable role of human factors in judging, makes the constant percentage of deviations from the standards. In order to this element, in other part of the paper, the peer evaluation method as an optimum approach in evaluation of architecture plans, will be discussed as a proper method of evaluation in team-based learning. Peer evaluation method has a lot of advantages such as increasing student’s learning, encouraging student to be responsible, engaging in training process through discussion and improving discussing skills, wide thinking, well judging in a situation, encouraging student to learn deeply and increasing their self-confidence. During implementing peer evaluation method, the teacher should try to make an environment in which the students feel that he/she evaluate his/her work while evaluating others. This issue leads to decrease negative attitudes while the student feels that he/she will be evaluated by others as well as evaluates them.