توانمند‌سازی آموزش خلاقانۀ طراحی معماری با بهره‌گیری از نظریۀ C-K و مقابله با اثر تثبیت

دوره 23، شماره 159
شهریور 1405
صفحه 5-20

نوع مقاله : مقالۀ پژوهشی

نویسندگان

1 گروه معماری، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران

2 گروه معماری، واحد رشت، دانشگاه آزاد اسلامی، رشت، ایران.

چکیده
بیان مسئله: خلاقیت و نوآوری از مؤلفه‌های اساسی در آموزش طراحی معماری هستند و نقشی تعیین‌کننده در شکل‌گیری ایده‌های نو و حل مسائل پیچیدۀ فضایی دارند. با این حال، رویکردهای سنتی آموزش معماری غالباً به کاهش خلاقیت و بروز «اثر تثبیت» منجر می‌شوند که مانعی جدی در مسیر تفکر واگرا است. پژوهش حاضر بر این مبنا استوار است که کاربست نظریه مفهوم– دانش (C-K) و تکنیک‌های مبتنی بر استعاره، می‌تواند به کاهش اثر تثبیت شناختی و تقویت خلاقیت در آموزش طراحی معماری منجر شود.
هدف پژوهش: این پژوهش با هدف ارائۀ چارچوبی ترکیبی برای تقویت آموزش خلاقانۀ طراحی معماری، برپایۀ نظریۀ مفهوم– دانش (C-K) و تکنیک استعاره‌ای زالتمن انجام شد.
روش پژوهش: پژوهش حاضر با رویکردی کیفی و با بهره‌گیری از تکنیک استعاره‌ای زالتمن، در پیوند با نظریۀ C-K، انجام شد. در این فرایند، ۱۰ دانشجوی معماری با استفاده از تصاویر، مفاهیم ذهنی و تجربه‌های ناخودآگاه خود را دربارۀ خلاقیت و محدودیت‌های طراحی بازنمایی کردند. سپس داده‌ها تحلیل و نقشه ذهنی اجماعی برای شناسایی مؤلفه‌های کلیدی خلاقیت و راهبردهای مقابله با اثر تثبیت استخراج شد.
نتیجه‌گیری: نتایج نشان می‌دهد که استفاده هم‌زمان از چارچوب C-K و فعالیت‌های استعاره‌ای موجب افزایش آزادی فکری، انرژی خلاق، تفکر واگرا و عبور از محدودیت‌های ذهنی دانشجویان می‌شود. همچنین، شدت اثر تثبیت در برخی مشارکت‌کنندگان کاهش یافت و زمینه برای شکل‌گیری مسیرهای نوآورانه‌تر در طراحی فراهم شد. همچنین، تلفیق نظریۀ C-K و تکنیک‌های استعاره‌ای می‌تواند چارچوبی عملی و مؤثر برای آموزش خلاقانۀ طراحی معماری فراهم آورد و در پرورش تفکر خلاق و کاهش تثبیت شناختی نقش مؤثری ایفا کند.

کلیدواژه‌ها

موضوعات

عنوان مقاله English

Empowering Creative Architectural Design Education Utilizing C-K Theory and Countering the Fixation Effect

نویسندگان English

Saviz Tayyah 1
Mahsa Rahnamaei Zekavat 2
1 Department of Architecture, Ra.C., Islamic Azad University, Rasht, Iran
2 Department of Architecture, Ra.C., Islamic Azad University, Rasht, Iran
چکیده English

Problem statement: Creativity and innovation are essential components in architectural design education and play a decisive role in generating new ideas and solving complex spatial problems. However, traditional approaches to architectural education often lead to a decline in creativity and the emergence of the “fixation effect,” which is a serious barrier to divergent thinking. The current study is based on the premise that the application of Concept-Knowledge (C-K) theory and metaphor-based techniques can lead to a reduction in the cognitive fixation effect and the enhancement of creativity in architectural design education.
Research objective: This study was conducted with the aim of presenting a hybrid framework to enhance creative architectural design education, based on Concept-Knowledge (C-K) theory and the Zaltman Metaphor Elicitation Technique (ZMET).
Research method: The present study was conducted using a qualitative approach, utilizing the Zaltman Metaphor Elicitation Technique in connection with C-K theory. In this process, 10 architecture students used images to represent their mental concepts and unconscious experiences regarding creativity and design limitations. Subsequently, the data were analyzed, and a consensus mental map was extracted to identify the key components of creativity and strategies to counter the fixation effect.
Conclusion: The results indicate that the simultaneous use of the C-K framework and metaphorical activities increases students’ intellectual freedom, creative energy, divergent thinking, and ability to overcome mental limitations. Furthermore, the intensity of the fixation effect decreased in some participants, paving the way for the formation of more innovative design pathways. Additionally, integrating C-K theory with metaphorical techniques can provide a practical and effective framework for creative architectural design education, playing an effective role in fostering creative thinking and reducing cognitive fixation.

کلیدواژه‌ها English

  • Creative education
  • innovative skills
  • Concept-Knowledge (C-K) theory
  • divergent thinking
  • cognitive fixation.
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