Modern Educational Approaches
A. Mirzakuchak khoshnevis; S. Ziaee
Abstract
Background and Objectives: The main aim of architectural schools is to train professional architectures who can design and organize the living spaces for people. But unfortunately these days most of them have not reach this goal. The most important reason of this issue is that the topics in the architectural ...
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Background and Objectives: The main aim of architectural schools is to train professional architectures who can design and organize the living spaces for people. But unfortunately these days most of them have not reach this goal. The most important reason of this issue is that the topics in the architectural schools do not correspond with the needs of professional workplaces. So it is important for the architectural schools to train professional architects who have enough abilities to start working, design and build real places.The 5 courses of architectural design studio are very important in learning system of Iranian architectural Universities. So it is important to analyse different teaching methods and their effects on each of these courses. In the first part of this article, the course programs of architectural design 4 have been analysed. The topics, goals and the steps of each method is explained; and in the following the effect of inductive teaching method has been analysed at Khayyam University of Mashhad as the case study of the research. The hypotheses of the research explore that the inductive teaching method let the students design more creative and rational projects, fulfil the needs of the projects that have correct relations among the spaces. Methods: The case study is Khayam university of Mashhad because one of the researchers of this research has been teaching in this university for many years. The research method is descriptive and analytical and survey research; and information was gathered by a questionnaire, observation and documental studies.The validity of questionnaire is controlled by content validity method and the reliability of the information was controlled by triangular method. The gathered information were analysed with content analysis, Spss software, graphical and deductive analysis. Findings: The results show that inductive teaching system let the students design more rational projects, which fulfil the needs of the projects that have correct relations among the spaces. These projects will be more executive and reach the architectural training goals in the school’s topics, define a better relation between the standards of the project and creative concepts and ideas and finally these projects will have better space quality that correspond with the topic of the design. But this method of teaching design process restricts the student’s creativity. Conclusion: changing the teaching methods architectural schools, changes the design process and the results of the final projects. There is a meaningful relationship between the independent and dependent variable. Because the correlation coefficient between the method of teaching designing process and the final result is good. According to the results of field studies and the research’s background we can claim that there is a relation between the teaching method of design process and the results. Each of the teaching method, according to their goals and topics which they focus on, can be successful in designing a good architectural project that fits the needs and functional conditions In future researchways to alleviate the problems ofthis instructional approach that led to limiting students’ creativity are recommended.
Modern Educational Approaches
S. Rezaei Ashtiani; J. MahdiNejad
Abstract
Background and Objective:Architecture education is one of the most important issues in the development of architecture. In this decade, universities and colleges are increasingly committed to effective assessment of students to improve students' learning, and not just giving them a grade. The importance ...
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Background and Objective:Architecture education is one of the most important issues in the development of architecture. In this decade, universities and colleges are increasingly committed to effective assessment of students to improve students' learning, and not just giving them a grade. The importance of examining this issue is that the assessment methods for architectural education systems that are based on design and studio, need more research than other fields. In the field of architectural design, unlike other fields students do not take part in written, descriptive, or multiple choice tests, and it is much more difficult to turn what architecture students offer into a score in comparison to other disciplines. One of the important pillars of education is evaluation. The crit is the most common assessment method and having feedback in architecture. In research on the crit, little attention was paid to the sense and reception of students from the process of evaluation, while being recognized as one of the greatest student's dissatisfaction. The purpose of this research is to understand the students' viewpoints about the current methods of the crit, in addition of studying student designing capability, evaluate the design and process, in a way to judge architectural projects to improve the quality of arbitration and education in this field, شnd provides model for the correct measurement and judgment method, based on goals and design process, relying on criteria which are based on educational objectives. Methods: In this research, 40 undergraduate and postgraduate students at Sure university school of architecture were selected through cluster sampling as focus groups, and experts has been used to weight the criteria by AHP method. Findings: Among them, critical explanation with weight of 38% is more important, after that the development of the chosen idea with 21%, the concept and design solution, with 17% & 14% eventually the final design with 10% is the least important of the five criteria. Conclusion: In order to evaluate the architectural design based on the students' opinion and the previous methods of evaluation, a model was proposed. The proposed pattern correctly plays all four roles of evaluation - feedback, motivator, guide, evaluation-communication. With this model, students are graded based on the quality of their work and this have nothing to do with the performance of other students; and therefore there is no comparison between students. At the same time, because a number is presented in the end, the rank of the student is determined among the other students, while each person's work is compared to his own. In this model, the criteria are defined and prioritized based on the objectives of the course. The proposed model can provide strategies for practitioners of architecture education, such as lecturers and students to enhance their learning
