عنوان مقاله [English]
Responsiveness to the unique design issues requires a creative and flexible mindset. Accordingly, in teaching architecture, nurturing student creativity is critical to solving design issues. The present paper examines the extent of this goal realization in the undergraduate training course in architecture engineering in Iran. The article first analyzes the definitions of creativity in the literature and finds its important aspects. Then, considering the dual nature of creativity, using two standard tests of creativity (Torrance and Ned Herrmann), and the degree of creativity of students in the study process at the Malayer university is measured. In addition, the level of readiness of the educational environment for the development of creativity is also measured. The results of the research indicated that students did not increase their general creativity and significantly reduced their use of imagination and creativity as a tool for problem solving during the training period. Based on the results of the research, the instability of goals and design values during the course of the curriculum resulting from the structure of the educational system is a major factor in the disability of the educational environment in the development of student creativity.
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