چکیده:
Without the surrounding environment of a site, architecture loses its full meaning. In the evolutionof the design process, a site's environment should be understood as the integral factor within which a designed productor artifact is expected to perform. The environment is not of secondary priority. Every building is intertwined with itscontext; context being its physical, visual and ecological potentials. Modern day practice encourages the considerationof ecological factors in any plan to create/alter sites even for those who are not landscape architects. In the pedagogy ofTehran architecture schools today, the architectural design process barely touches upon landscape environment; this is aflawed presentation of architecture which should be remedied. In common practice of Iranian education, buildings riseto represent only themselves. The graduates of this lacking method owe their mal-education to the problematic studioeducation system. This paper presents both qualitative and quantitative evidence to support the notion that Tehranschools should change their teaching methodology to accommodate the importance of environment in the architecturaldesign process. All research participants are students of architecture. The data, which includes content analysis exportsand log-linear analysis, presents the difference between the students' point of view regarding a designed building andits relationship with the surrounding landscape.
خلاصه ماشینی:
A review of literature suggests that PBL has the potential to foster the following student capabilities: (1) creativity and critical thinking, (2) adoption of holistic problem-solving skills, (3) appreciation of diverse viewpoints, (4) successful team collaboration, (5) Fig. 1: Basic model of landscape design process according to Alexan- der (1977) theory (Khakzand, 2009) effective communication skills, (6) leadership skills, and (7) the use of relevant and varied resources (Barrows, 1986; Lohman & Finkelstein, 2000).
For these designers, landscape served not as a symbol of nature but represented a larger set of processes or systems in which they recognised the reality and value of California Academy of Science by Piano source: (Aisc, 2015) Rokko Housing by Ando source: (Openbuildings, 2015) The House of Spiritual Retreat by Ambasz source: (Dandyvonnuetzen, 2015) Falling Water House by Right source: (Positivekismet, 2015) VM Houses by BIG source: (Archide, 2015) Church on the water by Ando source: (Pritzkerprize, 2015) Ordrupgaard Art Museum by Hadid source: (Archide, 2015) Versailles palace source: (Panoramio, 2015) Persian Garden (Fin Garden) source: (Iranmap, 2015) Mellat park Cinema by Daneshmir source: (Behprint, 2015) Villa For a friend by Razan text &context Architects source: (Archdaily, 2015) Iran National Library by Shariatzadeh source: (Pirraz, 2015) Fig. 2: The selected designs by students regarding interaction between building design and its context humankind’s historical role in the shaping of site.