A MODEL TO ENHANCE CREATIVITY IN EDUCATION OF DESIGN STUDIOS IN THE DISCIPLINE OF ARCHITECTURAL ENGINEERING

• Published in: آموزش مهندسی ایران Vol. 19; no. 73; pp. 1 - 87
• Main Authors: Asefi, M, Khasraghi, S Salkhi
• Format: Journal Article
• Language: English; Persian
• Published: Tehran Academy of Science of Iran 01.06.2017; Iran Academy of Science
• Subjects: Architectural engineering; Brain; Cognitive style; Creativity; Data acquisition; Data analysis; Design engineering; Differentiation; Dominance; Education; Engineering education; Learning; learning styles creative learning education performance learning style assessment model architectural design studio; Psychology; Students; Studies
• ISSN: 1607-2316; 2676-4881
• DOI: 10.22047/ijee.2017.65797.1417

Studies on the learning process began in the twentieth century. Behavioral psychology, knew learning as Inheritable matter which related to senses; further studies by cognitive psychologists emphasized learning as learner's mental differentiation product. In fact, mental differences, leading to a consistent pattern of behavior which is called as learning style. The meaning of learning styles is students' preference in using of learning abilities. This paper aims to identify different learning styles and its relation to the creative performance of students in architectural design studios. Hence this question arises that how learners' distinct learning styles affects their performance; or in other words, how applying of different learning styles provides a platform for creative response in architectural design students. The main strategy for responding to this question, according to a research quantity approach, is correlation research that evaluates the impact of learning styles on creative education performance; Herman Brain Dominance Instrument (HBDI) is used for data collection to measure learning styles. The SPSS statistical software was used to validity results of theoretical studies through quantitative data analysis. Findings indicate that interactive learners had better performance in class team work and internal learners were creative in home activities. Results also show that there is a significant relation between the learning style of interactive learners and their academic performance. The results of this study can be used to promote in leading more efficient and more creative architectural design studios, especially in implementation of group activities.