Comparison of Design Process in Student and Instructor

Abstract

In this paper the designing products of B.A. Sophomore students of architecture in Tehran<br />University who were divided into two kinds of learning namely technical and skill-based learning. In technical learning<br />the subjective steps of creativity process i.e. "insight", "preparation", "incubation", "intuition", and "verification"<br />were discussed and it was suggested that these steps cannot be taught but in skill-based learning the objective steps<br />of creativity process i.e. "combination", "mutation", "analogy", "first principle" and "emergence" in a form of an<br />instructional and designing practice were studied. In skill-based learning, three kinds of learning namely "passive",<br />"active" and "reflective are utilized. Passive learning is used by the student to discover the knowledge and skill of the<br />instructor. The active learning which is based on the idea is utilized for helping the novice learners. The result of the<br />case study indicated that the perception through creativity in the designing process is like building a bridge on the<br />knowledge gap between teacher and student through studying the samples of architecture as an active learning and<br />student's implicit knowledge as a reflective learning. In this paper the emphasis is on the values of education and the<br />very important point about learning designing is the access to the creativity as a product of an educational process. To<br />this end the instructors' concern on the quality of improving the novice learners' designing ability and considering the<br />suggested model in order to evaluate the designing improvement is quite necessary and indispensible.