|کد مقاله||سال انتشار||مقاله انگلیسی||ترجمه فارسی||تعداد کلمات|
|84960||2017||15 صفحه PDF||سفارش دهید||9801 کلمه|
Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)
Journal : Thinking Skills and Creativity, Volume 24, June 2017, Pages 48-62
The study examines the plausibility of fostering thinking skills in architectural education through an open ended task based on a dissection puzzle, âTANGRAMâ. An exploratory sequential approach and mixed method analysis was adopted for the study. Firstly, it was organised as part of a faculty induction program conducted by âNational Institute of Advanced Studies in Architectureâ in association with âCouncil of Architectureâ at a regional level. Secondly it was conducted in class as part of a course âtheory of designâ, to experience âdesign puzzle and blocksâ for the students in the fifth semester at Department of Architecture, Sathyabama University, Chennai. Qualitative and quantitative data on the âframed taskâ, âchannels to creativityâ and the âoutcomesâ were collected, consolidated and analysed. Findings posit that puzzles are sources to frame diverse open ended tasks to foster creativity and have potentials to be introduced in basic design studio, offered as a foundation course in architectural education across the nation.