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Bridging the gap between research and schematic design phases in teaching…

- - - - face difficulty in:
        
        translating the collected data into actions
        
        to engage the initial idea of the project.
  - - - research
      - schematic design
      - predesign bridging phase=transitional stage between
    - - propose a practical strategy for:
        
        bridging the gap between:
        
        research
        
        schematic design
        
        to facilitate derivation of
        the design concept from:
        
        different output variables to enable the creation of a *suitable architectural morphological language.*
  - - - used to analyze the research data
- - - - as the heart of the education process
      - continuous development
      - design problem are major challenges for architecture students
      - This condition indicates the importance of the predesign bridging phase in teaching the graduation design studio.
        
        students work on the inspiration of concepts
        
        to reach suitable language morphology for the project
      - In the
        stage of schematic design:
        
        conventional evaluation
        
        interim critiques
        
        improve the students’ work
        
        so we need:new transitional phase between :
        
        schematic design
        
        reaserch
- - - - a group of related concepts rather than a single idea, which she defined as the “primary generator” that generates a solution
  - - - research phase
      - design course
  - - - 4 primary stages
        
        research
        
        design development
        
        schematic design
        
        construction documentation
  - - - creativity
        
        cognitive and social process
        
        healthy studio culture
        
        respect
        
        optimism
        
        innovation
        
        sharing
        
        engagement
        
        cultural background
  - - - analysise synthesise evaluatione decision
      - Synthesis can be described as finding solutions to generate a reaction to certain problems
        
        Synthesis is the essential proficiency architects need
  - - - sketching
        
        helps students understand the relationships among forms and create functional solutions in the synthesis phase
  - - - evaluate understanding of the content
      - self-assessment
        
        Students assess themselves for:
        
        evaluate their understanding of the content and demonstrate the achievement of objectives and outcomes
  - - - peer assessment approach affect the involvement and responsibility stance of the students
        
        promote learning
        
        enhance the provision of feedback
- - - - schematic design
      - design development
      - construction documentation
      - final presentation
    - - 1- mind-mapping strategy, freehand sketching, and physical modeling.
      - 2- student selfcritique and peer critique strategies.
  - - - graphical representation
        
        engaging students in 3 main consequence strategies
        
        1- mind-mapping
        
        2- freehand
        sketching
        
        3- physical modeling
      - information visualization phase
    - - allowed them to judge their work
      - helped determine initial proposal
      - highlight the positive points, aspects of their projects and determine weaknesses
    - - The peer criticism:
        
        help develop students’ skills
        
        collaboration among students in the design studio
        
        allow students to receive feedback
- - - - demographic were initially studied
        
        Frequency tables
        
        as descriptive statistical tools
      - Correlation analysis
        
        used as inferential statistical techniques
- - - - during the predesign
        bridging phase and measured
        
        level of their
        final products after the final assessment
    - - the direct positive
        correlation between the selected and applied teaching method
        
        in
        this initial critical phase
        
        and the students’ satisfaction toward the final results of the projects and their performance in the final critique