IDENTIFYING THE COMPONENTS OF DISCUSSION SKILLS IN THE PROCESS OF LEARNING ARCHITECTURAL DESIGN

Abstract

Under the influence of psychology and learning theories, education and the field of education have experienced significant changes; Thus, paying attention to the internal processes in learning provides a platform for dealing with topics such as “discussion”. The current research was conducted with the aim of identifying the components of discussion skills in the form of indicators, goals and dimensions and how to use them in architectural design education. The current research strategy is of qualitative type and for data analysis meta-composition and content analysis methods have been used consecutively. The results of the coding of documentary data and interviews in NVIVO software show that the components of discussion skills include 9 indicators, 3 goals and 2 dimensions. Indicators include: “participatory discussion”, “constructivist discussion”, “discussion connection and memory function”, “discussion link and accurate expression skills”, “discussion role in professional activities”, “discussion as an oral test”, “discussion as a design language”, “discussion as an interactive aspect of the design process” and “discussion as a visual test”. The purpose of the discussion has three basic reasons: first, to inform; second, to convince; third, to solve the problem. Finally, due to the special and unique nature of the visual sense in the field of architecture, if the two dimensions of “verbal discussion” and “visual discussion” are used in teaching architectural design at the same time based on the provided educational solutions, in addition to the attractiveness of learning and its potential cognitive benefits, it causes effective areas of learning development.

Keywords

• discussion architectural education learning process learning environments architectural design