Document Type : Scientific - Research
Authors
1 Department of Architecture, Faculty of Art and Architecture, Mashhad Branch, Islamic Azad University, Mashhad, Iran.
2 Assistant Professor, Department of Architecture, Khavaran Institute of Higher Education.
Abstract
Under the influence of psychology and learning theories, education and the field of education have experienced significant changes; Thus, paying attention to the internal processes in learning provides a platform for dealing with topics such as “discussion”. The current research was conducted with the aim of identifying the components of discussion skills in the form of indicators, goals and dimensions and how to use them in architectural design education. The current research strategy is of qualitative type and for data analysis meta-composition and content analysis methods have been used consecutively. The results of the coding of documentary data and interviews in NVIVO software show that the components of discussion skills include 9 indicators, 3 goals and 2 dimensions. Indicators include: “participatory discussion”, “constructivist discussion”, “discussion connection and memory function”, “discussion link and accurate expression skills”, “discussion role in professional activities”, “discussion as an oral test”, “discussion as a design language”, “discussion as an interactive aspect of the design process” and “discussion as a visual test”. The purpose of the discussion has three basic reasons: first, to inform; second, to convince; third, to solve the problem. Finally, due to the special and unique nature of the visual sense in the field of architecture, if the two dimensions of “verbal discussion” and “visual discussion” are used in teaching architectural design at the same time based on the provided educational solutions, in addition to the attractiveness of learning and its potential cognitive benefits, it causes effective areas of learning development.
Keywords
Main Subjects
Asgari, A. & Fathi, R. (2022). Examining the role of design tools in quality of ideation and presenting architectural designs. The Monthly Scientific Journal of Bagh-e Nazar, 19(113), 87-104. [in Persian].
Ashtiani, M. R. (1993). Sample interpretation. Tehran: Darul Kitab al-Islamiya. Volume 4. [in Persian].
Asterhan, C. S. C., & Schwarz, B. B. (2010). Online moderation of synchronous e-argumentation. International Journal of Computer-Supported Collaborative Learning, 5: 259-282.
Austin, J.L. (1976). How to do things with words. Oxford: Oxford University Press.
Bayazit, N. (2004). Investigating design: a review of forty years of design research. Des Issues 20(1), 16-29.
Bell, p., & Linn, M. C. (2000). Scientific arguments as learning artifacts: designing for learning from the web with KIE. International journal of Science Education, 22, 797-817.
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R. J. Jarvelle, & W. J. M. Levelt (Eds.), The Child’s Concept of Language. New York: Springer-Verlag.
Crowther, P. (2007). Drawing dialogues: Participatory design education. Idea Journal, 2007, 3-15.
Cuff, D. (2013). Translator: Ali Alaei, Social skills of design in architecture profession and education. Soffeh, 13(2). 119-133. [in Persian].
Dehkhoda, A. A. (1998). Dehkhoda dictionary. Tehran: Tehran University Press. C. 28. [in Persian].
Demirbaş, O. O., & Demirkan, H. (2003). Focus on architectural design process through learning styles. Design Studies, 24(5), 437-456.
Duerk, D. p. (2007). Architectural programming: information management for design. Translated by Amir Saeed Mahmoudi. Tehran: Tehran University Press. [in Persian].
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115.
Gage, N. L., Berliner, D. C., & Bach, G. (1986). Pädagogische Psychologie. Weinheim: Beltz.
Gänshirt, C. (2020). Tools for ideas: introduction to architectural design. Basel: Birkhäuser.
Gharibpour, A., & Toutounchi Moghaddam, M. (2016). Comparative revising the curriculum of basic design studios in undergraduate studies of architecture. Journal of Fine Arts: Architecture & Urban Planning, 20(4), 59-72. [in Persian].
Goldschmidt, G. (1991). The dialectics of sketching. Creativity Research Journal, 4(2), 123-143.
Greene, M. (1982). Literacy for what?. The Phi Delta Kappan, 63(5), 326-329.
Hasle, P. F. (2006, July). The persuasive expansion-Rhetoric, information architecture, and conceptual structure. In International Conference on Conceptual Structures (pp. 2-21). Berlin, Heidelberg: Springer Berlin Heidelberg.
Hayim, S. (1995). Persian-English one-volume dictionary. Tehran: Contemporary Culture. [in Persian].
Hojat, E. (2013). Evolution of the architectural education in Iran, from chest to chest education to shoulder to shoulder education. Iranian Journal of Engineering Education, 14(56), 37-53 [in Persian].
Hsiu-Fang, H., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative health research, 15(9), 1277-1288.
Janassen, D. (2014). Theoretical foundations of learning environments (Translation: Mina Azarnoush and Hossein Zanganeh). Tehran: Avaye Noor Publications. [in Persian].
Khaidzir, K. A. M., & Lawson, B. (2013). The cognitive construct of design conversation. Research in Engineering Design, 24, 331-347.
Khaki Ghasr, A., & Poormahdi Ghaemmaghami, H. (2014). Verbal description and architectural education. Soffeh, 24(3), 17-30. [in Persian].
Kreiner, K., Jacobsen, P. H., & Jensen, D. T. (2011). Dialogues and the problems of knowing: Reinventing the architectural competition. Scandinavian Journal of Management, 27(1), 160-166.
Lalbakhsh, E., Ghobad, V., & Azizi, S. (2019). A model of architectural design education Bbased on collaborative and interactive thoughts. Technology of Education Journal (TEJ), 13(3), 649-659. [in Persian].
Lawson, B., (2004), What Designers Know. UK: Architectural Press.
Luck, R., & McDonnell, J. (2006). Architect and user interaction: the spoken representation of form and functional meaning in early design conversations. Design Studies, 27(2), 141-166.Mahmoodi, A. S. (2003). Challenges of teaching architectural design in iran; examining the opinions of professors and students. Journal of Fine Arts: Architecture & Urban Planning, 12(1), 79-70. [in Persian].
Mansurnejad, H. (2017). Architectural education in relation with thinking preferences of students. Soffeh, 27(2), 35-48. [in Persian].
Mercer, N. (1996). The quality of talk in children’s collaborative activity in the classroom. Learning and instruction, 6(4), 359-377.
Ministry of Science, Research & Technology. (1998, 2005, 2013, 2016& 2021). General Specifications, Plan, and the Syllabus for the Bachelor’s Program in Architecture. Tehran: Supreme Council of Planning.
Mohammadi, A., & Tafazzoli, Z. (2018). Design As … A re-reading of ‘design’s’ conceptual metaphors. Soffeh, 28(4), 5-24. [in Persian].
Moin, M. (2015). Persian culture. Tehran: Amir Kabir Publications. Twenty-third edition. C3. [in Persian].
Moosavi, S. M., Saghafi, M. R., Mozaffar, F., & Izadi, S. (2019). Achieving an effective teaching model in architectural education; case study: architectural design basics two. Armanshahr Architecture & Urban Development, 12(28), 103-114. [in Persian].
Motahari, M. (2008). Ten words. Tehran: Sadra Publishing House. [in Persian].
Nadimi, H. (2010). Apprenticeship method, a second view. Journal of Fine Arts: Architecture & Urban Planning, 2(44), 27-36.
Nussbaum, E. M. (2012). Argumentation and student-centered learning environments. D. Jonassen & S. Land (Eds.), Theoretical foundations of learning environments (2nd ed.; pp. 114-141). New York, NY: Routledge.
Pressley, M., & McCormick, C. (1995). Advanced educational psychology, for educators, researches, and policymakers. New York: Harper Collins College Publishers.
Rezvani, Alireza. (2013). Functional classification of methods and introduction of the seven process of architectural design. Yazd University. National Conference on Research Methods in Architecture and Urban Planning. [in Persian].
Rittel, H. W. (1977). On the planning crisis: systems analysis of the” first and second generations.”. Stuttgart, Germany: Institut für Grundlagen der Planung IA, Universität Stuttgart.
Russell, Bertrand. (1961). Translation of Najaf Daryabandari. The history of Western philosophy and its relationship with political and social situations from ancient times to today. Tehran: Pocket books joint stock company. [in Persian].
Salama, A. M. (2013). Seeking responsive forms of pedagogy in architectural education. Field, 5(1), 9-30.
Schon, D.A. (1983). The reflective practitioner. Hampshire: Ashgate Publishing Limited.
Seif, A. A. (2016). Modern educational psychology. Tehran: Doran Publishing. [in Persian].
Shafiizadeh, H. Islamic Republic newspaper (17 / 1 / 2000), (domain page). [in Persian].
Shariatrad, F., Adine Doost Abadi, M., Dehbandi, R., & Senemari, F. (2021). A study of influential factors in online teaching in architectural design studios; the case of the faculty of architecture and urban planning, shahid beheshti university, during covid - 19 pandemic. Soffeh, 31(2), 61-82. [in Persian].
Shunk, D. H. (2017). Learning theories (translated by Yousef Karimi). Tehran: Editing Publishing. [in Persian].
Soliman, A. M. (2017). Appropriate teaching and learning strategies for the architectural design process in pedagogic design studios. Frontiers of Architectural Research, 6(2), 204-217.
Taneri, B., & Dogan, F. (2021). How to learn to be creative in design: Architecture students’ perceptions of design, design process, design learning, and their transformations throughout their education. Thinking Skills and Creativity, 39, 100781.
Yazdanfar, Seyed Abbas. (2005). An overview of students’ mental schema and its development in the process of design education (design architecture workshop). Soffeh, 14(1(. 145-169. [in Persian].
Zavabeti, M. M. (1981). A study in the student system. Tehran: Translation and publishing company. [in Persian]
)