Background and Objective: Creativity is one of the basic and constructive features of human beings, that has an effective role in the growth and development of the individual and human civilization, and it is the basis of scientific and artistic inventions and achievements. Part of a person's creativity comes from the instruction they receive throughout their lives. This is especially projected in design-related professions, especially architecture and environmental design, in which the issue of creativity is of particular importance. Creativity is the missing link of contemporary tutorials in architecture. This topic in practical lessons, with an approach to creating an exquisite work, is more. Nevertheless, it seems the method of teaching in such courses could help them to grow their creativity.
Methods: Two methods of teaching architecture based on teacher- and student-cetered were considered as the base models. The impact on understanding and expressing the environment (UAEE) during one semester by comparing student creativity was examined. For this purpose, 80 sophomores of Islamic Azad University, Tehran West Branch, were Selected as the sample of research and they were deployed in two studios (each studio containing 40 students), and were instructed by two methods "teacher-centered' and "student-centered” during one semester. At the end of the semester, with the Torrance test, their creativity was assessed and ANOVA and F tests were used to measure the significance of the results.
Findings: The results indicated the student-centered approach to raise the students' creativity was the most successful way of UAEE through both methods.
Conclusion: According to the results, in the student-centered teaching method, since the classroom is based on the active participation of students, the teacher goes from one group to another and manages the class by discussion and gives students the opportunity to take more responsibility for their own learning. In other cases, the students are given the opportunity to determine the style of teaching and to direct the class with their activities. The appearance of the class changes throughout the semester, and the students do things and ask others to help them complete that. Thus, the tasks are not instructed, but are created. Evaluation methods are also different in such classes. In these classes, special attention is paid to formative assessment, because in the classroom, students are not compared with each other, but each student is compared with themselves. Traditional forms of evaluation cannot be used.
Therefore, evaluation with problem solving approach, preparation of checklist of skills and attitudes, evaluation according to the portfolios, evaluation based on oral expression and ... are different ways of formative evaluation. In this way of teaching, the student is free to express his / her mental image and search until he / she discovers and understands correctly.
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