Analysis of Design Knowledge from Perspective of Constructivism: A Framework for Design Studio Teaching

Design studios, as a place of conformity of design knowledge and practice, have undoubtedly faced problems. In the meantime, understanding the nature of design knowledge can be effective in how to learn and teach. This article has a constructivist view of the nature of design knowledge and with an emphasis on constructivist learning, examines education in architecture studios and seeks to provide a framework for teaching in architecture studios. Therefore, an attempt was made to study the nature of design knowledge from a constructivist perspective with a qualitative approach and a grounded theory. The question of this research is, how can a framework for better workshop training be explained by analyzing the nature of design knowledge? The knowledge used by designers seems to be compatible with the knowledge production conformity from a constructivist perspective, so it tries to examine the nature of design knowledge from a constructivist learning perspective. The information obtained from the outstanding documents and interviews with professors of architecture were entered into Maxqda software, while initial, axial and selective coding led to the extraction of components. In the meantime, the role of the teacher is not the transfer of knowledge, but as a guide and facilitator in the workshop, which is a large part of solving design problems for the student. One of the important factors in building the knowledge of group design and interaction between group members is the lack of effective working group in design workshops is one of its shortcomings.