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