عنوان مقاله [English]
Now days, having creativity in architecture, especially in the course of architecture design, is one of the challenges that students deal with it. One of the neglected capacities in the education of architectural students is creativity training in learning environment. Applying a model that can nurture creativity and sustain it in architectural design students is the most important aim of this paper. This research is a kind of applied study. The statistical population of this research is all B.A architecture project students 3, 4, 5 of Qazvin Azad University. By available sampling, 116 of students were selected and randomly put in two groups control (40 persons) and intervention (76 person). The control group was trained based on traditional design training and intervention group based on creativity continuing model. The research cool includes creativity estimation researcher questionnaire and data analysis were done by SPSS15. About the constituent components, the effeteness of results showed that students were trained according to creativity continuing model, had more creativity compared with common method during the design process. Consequences of this research indicate the effeteness of creativity continuing model. Creativity continuing model can be an introduction for wider research and more comprehensive design models.
Mutlu-Danaci, H. (2015). Creativity and knowledge in architectural education. Procedia - Social and Behavioral Sciences, 174, 1309 -1312. Doi: 10.1016/j.sbspro.2015.01.752.