Comparative study of the educational structure of architectural design basic courses from the professors and student’s point of view (case example: MIT University and Tehran University)
Subject Areas : Research in Curriculum PlanningElham kazemi 1 , حسن ستاری ساربانقلی 2 , rahmat mohammadzadeh 3 , افرا غریب پور 4
1 - Ph.D. in Architecture, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
2 - Associate Professor of Architecture and Urban Planning, Tabriz Branch, Islamic Azad University, Tabriz, Iran.
3 - Associate Professor, Department of Architecture, Faculty of Architecture, Tabriz University, Tabriz, Iran.
4 - Assistant Professor of Architecture, Faculty of Fine Arts, University of Tehran, Tehran, Iran.
Keywords: educational structure, introductory courses in basic architectural design, curriculum elements, MIT University, Tehran University.,
Abstract :
Introduction to Architectural Design courses are prerequisites for architectural design courses taught in architecture faculties of various universities around the world, each with different curricula. The aim of the present research is to examine the educational structure of the Introduction to Architectural Design courses based on six curriculum elements: objectives, content, teaching-learning methods, learning environment, learner characteristics, and evaluation. The research method is a multi-stage mixed approach, using a case study method for the qualitative part and a survey method for the quantitative part. The statistical population for the quantitative section includes professors and students from two universities: MIT in the USA and the University of Tehran in Iran. The population size of professors includes all professors from both universities who taught Introduction to Architectural Design courses in the semester under study. The student population size was calculated using the Cochran formula. In the qualitative method section, results show that in terms of the six components, MIT has more comprehensiveness, planning, and connection among curriculum elements compared to the University of Tehran. In the quantitative method section, the results indicate the degree of adherence to curriculum elements in the educational structure of Introduction to Architectural Design courses, separated by professors and students, as follows: according to MIT professors, 0% poor, 60% average, 40% good; according to University of Tehran professors, 25% poor, 58.33% average, 16.66% good; according to MIT students, 0% poor, 50% average, 50% good; and according to University of Tehran students, 37.5% poor, 41.66% average, 20.83% good. Considering these results, in terms of the overall comparison of the educational structure of Introduction to Architectural Design courses at the two universities, MIT's performance is better than that of the University of Tehran. Finally, strategies are proposed to improve the teaching of Introduction to Architectural Design courses.
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