چكيده به لاتين
In architectural education, visual representation has traditionally dominated instructional methods, with students learning from instructor-provided drawings. However, the rise of architectural firms has underscored the significance of verbal communication skills. Moreover, verbal communication, following visual communication, is the most significant method of interaction between architecture instructors and students during critiques in architectural design studios. However, while strengthening the ability for visual representation is emphasized through various approaches in architecture schools, the development of students' verbal communication skills for presenting architectural works has not yet been systematically studied. This research seeks to address this gap by focusing on improving architects' verbal presentation skills alongside their visual representation. The primary objective is to develop strategies and approaches to enhance the verbal communication abilities of architecture students while presenting their works in architectural design studios. In fact, after defining the knowledge of verbal communication within the field of architecture, it seeks to propose strategies for its application in architectural education. This study is applied in nature, exploratory in character, and employs a combination of survey, correlational, and descriptive-analytical methods for data collection. It integrates both quantitative and qualitative approaches across three stages: 1. A review of existing literature and studies; 2. A Delphi study involving the development of a researcher-designed questionnaire, a two-round Delphi survey, analysis of the results using Fuzzy Delphi and Fuzzy SWARA methods, followed by Q-factor analysis; 3. A case study involving the observation of interactions in architectural design studios and the coding of recorded conversations. The statistical population for the Delphi study consisted of 15 expert professors specializing in architectural design education. These individuals were purposefully selected from renowned architecture schools worldwide, based on their extensive experience in teaching undergraduate architectural design courses. The case study component was conducted in second- and third-year undergraduate architectural design studios across three universities: Tehran University, Shahid Beheshti University, and Iran University of Science and Technology. The findings from the Fuzzy Delphi and Fuzzy SWARA analyses identified key components concerning "Content selection," "Delivery Style," and "Enhancing Verbal Presentation Skills." Furthermore, the Q-factor analysis revealed five dominant perspectives among experts regarding the enhancement of verbal communication skills in architecture students: 'multi-dimensional and interdisciplinary representation', 'practice-based', 'emotional impact through visual means', 'comprehensive expression', and Contextualism and Structured expression'. Building on these perspectives, the research identified several focal areas for improving verbal communication skills. These include strengthening attention to various aspects of design and critique, enhancing visual presentation skills to support verbal success, improving the supporting knowledge related to design topics, improving emotional expression through artistic and descriptive language (e.g., metaphors), reinforcing logical reasoning and intellectual argumentation, improving the type of speech in terms of literary expression and structure, and conducting interactive, multi-faceted exercises and collaborative design activities. The findings from the case study further revealed significant weaknesses among students in areas such as content knowledge, visual presentation, a lack of holistic perspectives, and the underutilization of persuasive techniques. Based on these findings, strategic packages for improving verbal communication skills have been proposed. These strategies are designed to be implemented through three primary pathways: preliminary courses, architectural design courses, and a dedicated elective course or workshop.
