خلاصة:
In this paper the designing products of B.A. Sophomore students of architecture in Tehran University who were divided into two kinds of learning namely technical and skill-based learning. In technical learning the subjective steps of creativity process i.e. "insight", "preparation", "incubation", "intuition", and "verification" were discussed and it was suggested that these steps cannot be taught but in skill-based learning the objective steps of creativity process i.e. "combination", "mutation", "analogy", "first principle" and "emergence" in a form of an instructional and designing practice were studied. In skill-based learning, three kinds of learning namely "passive", "active" and "reflective are utilized. Passive learning is used by the student to discover the knowledge and skill of the instructor. The active learning which is based on the idea is utilized for helping the novice learners. The result of the case study indicated that the perception through creativity in the designing process is like building a bridge on the knowledge gap between teacher and student through studying the samples of architecture as an active learning and student's implicit knowledge as a reflective learning. In this paper the emphasis is on the values of education and the very important point about learning designing is the access to the creativity as a product of an educational process. To this end the instructors' concern on the quality of improving the novice learners' designing ability and considering the suggested model in order to evaluate the designing improvement is quite necessary and indispensible.
ملخص الجهاز:
"Subjective Preparation Incubation Knowledge gap between student and instructor Subjective Illumination Objective Verification Creative Education- Interactive Education Combination MutationStudies and examination on the samples of Iranian architecture A Objective Analogy Show examples of Iranian architecture by instructor B First Principle Show examples of student projects C Emerge Using Sketch D Student Previous studies and implicit finding of the student Eimplicit Knowledge of student E Bridge Examination of the samples of architecture- Student's implicit knowledge- Student's discussion F Proposing questions by the instructor G Instructor Proposing sample projects by instructor H Preliminary discussions of the instructor L Fig. 11: Conceptual model of design process 9 8 6 6 5 4 3 1 1 A B C D E F G H I Fig. 12: The frequency of the effective components in turning the subjective into the objective- creative instruction studio- No. of student: 13 Active learning 10 9 Passive learning 7 Active learning 4 2 2 1 1 0 A B C D E F G H I Fig. 13: The frequency of the effective components in turning the subjective into the objective- interactive instruction studio No. of students: 13 Active learning 10 9 9 8 7 6 6 5 4 4 3 2 2 1 1 1 1 0 A B C D E F G H I Fig. 14: The frequency of the effective components in turning the subjective into the objective-comparison between inter- active and creative studios.
CONCLUSION As shown in the Fig. 12, the creative group in designating the frequency of the effective components in turning the subjective into the objective; show examples of Iranian architecture by the instructor; studies and examination of the samples by the student and the instructor; previous studies and implicit findings of the student; using sketch and the professors' introductory discussion in explaining the designing program and making questions in the students' mind have the most frequency."