Nurturing the Creativity of Architecture Students Using a Research-Oriented Approach (IBL)

The study of educational approaches shows that today, among educational approaches, the learner-centered approach is one of the most imperative approaches in the curriculum. This approach has types of which the most common in the current education system are the active or activity-oriented approach. The activity-oriented approach is now a collective theme in the work of experts in the Office of Planning and Textbook Writing. In contrast to the above-mentioned approach, there is a research-oriented approach in which activities arise from the heart of the student's questions and interests, and naturally they cannot be closed like the activity-oriented approach in a bounded and formulated manner. Furthermore, these activities are not necessarily similar for various students. In this approach, the student seeks patterns and relationships related to his observations of the world around him, in other words, he determines the starting point, the stages of work and the end point of the activities. The issue here is the relationship between the characteristics of sciences, such as architecture, and the choice of a particular educational approach. This research has investigated this concern using descriptive and analytical methods and relying on library data. Research findings show that the application of a research-oriented approach, when raised from the student's questions and formed based on his/her experiences, grants the opportunity for the student to share and apply his/her experiences and observations simultaneously. Since in educational policy-making, education takes precedence over education, achieving the objectives of the courses, understanding and expressing architecture requires adopting an approach and methods that are effective and appropriate to this policy-making. Among the various learning approaches, the research-oriented approach, which has a stronger educational tendency, is more effective and appropriate for use in teaching the understanding and expression of architecture.
Research aims:
1. The study and analysis of the research-based approach and its features
2. To explain the role of research-based approach in nurturing the creativity of architecture students
Research questions:
1. What are the characteristics of research-based education?
2. How is a research-based approach effective in promoting the creativity of architecture students?