چكيده لاتين :
There are multiple challenges in teaching and learning the basic architectural design studio, since students are at their novice skill level, and they are unfamiliar with the nature of the design knowledge and the interaction with their teachers. The most important activity in these studios, which leads to developing the students’ novice design skills, is the “teacher-student interactions” during the student’s progress. “Donald Schon”, a philosopher and researcher in the field of design education, has described one of the main theories in teaching the design studios. The results of Schon’s research show that “action with reflection” is the main knowledge-making factor in the studio. According to Schon’s theory, different levels of reflection take place in the context of teacher-student interaction. For this reason, it is necessary to analyze these interactions to improve and facilitate education in basic design studios. Understanding the different aspects of these interactions as well as their effective components can be operative in improving the training of novice designers.
METHODS: Linkography method is the latest and most accurate method to analyze the designer’s way of thinking when faced with a design problem by analyzing design sessions. Linkography is a structural-applied method for examining and analyzing the production of design ideas as a communication network. This method was first studied and introduced by Goldschmidt (1990) to study the design protocols and then accepted by other researchers. A linkograph illustrates the design movements and the relationship between the designs. In this method, what has happened audibly between the teacher and the student during the design critique session is written and the resulting text is coded (FBS). In 1990, Jane Jero introduced the FBS encoding method, which is compatible with the linkography method. In FBS coding, codes are design issues, and their relationship defines design processes. Linkography is a method that transforms the conceptual connection between codes into illustrated representations and thus allows the analysis and identification of the designers’ thinking. In this research, linkography method is applied to scrutinize and analyze the interactions between novice students and their teachers in the basic architectural design studio.
FINDINGS: The results show that establishing positive and constructive interactions between the teacher and students improves the students’ design skills and facilitates their brainstorming. The context in which the “dialogue” between the teacher and the novice students takes place can provide the conditions for this type of interaction. In general, the teacher takes the lead in the studio in three roles: friend, coach, and commander. As a friend, the teacher always encourages the student’s performance positively, and this leads to a permanent agreement between the two. However, this type of communication rarely improves the design ability of the novice student and is more effective in expanding the social and emotional connections. As a commander, the teacher treats the students based on competence and power. In this case, the students try to fulfill the teacher’s wishes without hesitation to attract attention or avoid reprimand. As a result, their design skills do not improve, and if a positive result is achieved in the design process, this result belongs
to the teacher and not the student. As a coach, the main teacher’s task is to guide, advise
and facilitate. By having sufficient experience and knowledge, the teacher anticipates
the problem situation and guides the student to face these situations. At the same time,
there is a space for conversation, and the students can explain their ideas and opinions.
Placing the teacher and the student in such a situation creates positive interactions, and
the process of reflection in practice is realized in a context of positive interactions.
CONCLUSION: Providing the context for establishing positive and constructive
interactions in the basic architectural design studio depends on the emergence of
individual and behavioral components of the teacher’s and the student’s behavior. The
results of the present study have identified and introduced these components. For the
students, components such as: culture, background, knowledge, experience, visual and
spatial perception, gender, and values are effective in interactions. For the teachers,
components such as: culture, knowledge, experience, and values are influential.
The behavioral components of the teacher and the student are also different. Based on
Schon’s text analysis and the results of the analysis of the session, the “good student” has
behavioral characteristics such as: Trusting the teacher, Having practical attention and
listening to the teacher, Discounting their previous ideas, Showing reflective imitation
of the teacher’s performance, Admiring the teacher ( not for attention or the fear of
reprimand, but because of merits), Recognizing the teacher as a source of knowledge and
competence, Showing mutual respect.
The teacher also has different behavioral components and plans in the studio. As
mentioned in the previous section, the effective teacher’s role in establishing fruitful
interactions is the “coaching role”. The teacher’s presence as a guide in the studios leads
to a dialogue between the teacher and the novice students. The conversation about the
progress of the design project is an important part of the interaction between the teacher
and the student. Hence, the behavioral components of the “coaching role” are:
Guidance and supervision, facilitation, Creating a safe ambiance for the student to explain
their opinions and ideas, Not using the monophonic instruments of power, Avoiding
hierarchy, Predicting possible future situations in the design process, Creating equal
opportunities in conversation, Reflecting on student practice, Not giving explicit expression
of positions and desires (because the subconscious leads to imitation of a novice student
without reflection). HIGHLIGHTS:
- Recognizing the effective components on education in the basic studio through the
analysis of behavioral and individual components of the Master-Student.
- Analysis of design sessions and application of Linkography method in the analysis of
mastar- novice student.
- Analyze and study the way of thinking of designers using the Linkography method.
ACKNOWLEDGMENTS:
This research did not receive any specific grant from funding agencies in the public,
commercial, or not-forprofit sectors.
CONFLICT OF INTEREST:
The authors declared no conflicts of interest.
