چكيده به لاتين
Architecture precedents always have been used in architecture education to improve the quality of designing. A suitable education for the method of adaptation from examples has not been defined that may lead to superficial and literal adaptation in using examples in designing new idea. The position of training for true adaptation from architecture examples has not been allocated in architecture education curriculum and there is no defined boundary to recognizing true adaptation. In this research with the aim of improving the ability of novice architecture students in adaptation from architecture precedents, there are two questions: what is the true adaptation and how we can improve the students’ ability in true adaptation? The general area of this study is design research and this study is related to design fixation, design by analogy, inspirational design, case-based design and creativity. The result of investigating literature is demonstrated that methods and templates have been proposed for adaptation in architectural design and they are mostly systematic design process models. The process of adaptation have been separated into three stages: selecting the example, reading the example and ideation. We investigated the approaches and ways that past researches have proposed for each stage. They mostly proposed selecting specific kind of source in the first stage. In this study we consider the goal of designer in selecting source. In the second stage (reading the example), they proposed analyzing, interpreting or perception of example. In this study deep view instead of Superficiality is considered. Past researches proposed using problem solving method in the ideation stage. We consider reading and ideation as two simultaneous and impartible stages that need to one solution.
Three steps are defined for the route to investigated answers for research questions. In the first step, we search a definition for true adaptation and a way to evaluate it, therefore we study the creative idea, structural mapping, design fixation and adaptation process theories and propose three factors for evaluating adaptation; novelty of idea, quality of idea and the type of similarity between example and design idea. In the second step, we put under consider the goals of students in selecting an example and find the goals with positive and negative impact. In the third step, a way for educating true adaptation is investigated and an action research study has been done. The results demonstrated that making the students curious to find properties and qualities, and improving their ability to find the relations between example and idea can improve the adaptation. We conclude that the whole architecture education is effective in improving the ability of students in adaptation from examples and it is not limited to specific practice or lesson. Students learn values during their architecture education that lead selecting examples and finding qualities. The basic lesson in architecture education have important role in making students curious and explorer that can improve their ability to true using of precedents and improving their design quality.
