Journal of Iranian Architecture & Urbanism(JIAU)

Abstract Extended Abstract
Background and Objectives: Design is a complex and vital human creative activity, requiring unique capacities and knowledge. Research in design has been around for several decades in ways. While early studies focused on practical design methods, recent research delves into the intricate aspects of design work, problem-solving, and the design process itself. This article aims to explore the nature of design knowledge and to build knowledge within a constructive learning settings through a constructivist lens, using qualitative methods and theoretical analysis. The central questions are: What is the nature of design knowledge from a constructivist learning perspective, and how can one acquire design knowledge in a constructivist learning environment? It seems the knowledge used by designers is compatible with the knowledge production approach from a constructivist perspective, hence attempts are made to investigate the nature of design knowledge from a constructivist learning perspective.
Methods: This study employed a qualitative approach, utilizing the Grounded Theory research technique to gain a deep understanding of “nature of design knowledge from a constructivist learning “perspective. Data collection methods included document reviews of articles from credible international journals (e.g., Design Studies, Architectural Research, Architectural Education), as well as Iranian researchers, interviews with esteemed professors in the field of architecture education, and on-site observations during Architectural Design Workshops 2 and 3 over two semesters. MAXQDA software was used for data analysis. The analysis consisted of three coding phases: one for the literature review, one for interview data, and one for field observations. The field study incorporated an observation method, offering a detailed description of design knowledge based on a model by David William Shaffer (2003) derived from the MIT University design workshop (Shaffer, 2003). 
Findings: Design knowledge is not visible, though it can be seen through conduct, as it manifests itself in design workshops via drawing, handwriting, modeling, etc. Professionals also embody their design knowledge through their work, which grows through experience, repetition, and skill acquisition. In a constructivist learning environment, knowledge develops during teacher-student interactions, allowing students to engage with their personal knowledge, beliefs, and attitudes. This approach emphasizes the learning process and the thought processes involved in design, rather than just the final product. In the design process, problems are performed in a process-oriented form. The effective components in constructivism and knowledge building in this style of learning are somewhat similar to the nature of the knowledge applied by designers in their own designs. The constructivist learning approach to knowledge building is very similar to the nature of knowledge, while design training can be very successful for learners based on this approach. Design knowledge is distinct from other bodies of knowledge and can be acquired by specific means. Most of the time, this body of knowledge is unconscious and challenging to articulate. A large part of this body of knowledge is tacit and indescribable. In reality, design is learned through conduct. Because design knowledge is by itself a different body of knowledge, the way knowledge is acquired is obtained by changing the conduct of work. The nature of design knowledge hinges on practical tasks and the individual’s unique capacities, evolving with experience, context, and the stages of its acquisition.
Conclusion: The nature of design knowledge, like the pre-determined bodies of knowledge in the education system, is individualized and must be constructed by the learner within the classroom. Thus, each person’s previous knowledge and experience is a prerequisite to building a new body of knowledge. Interaction with peers and dialogue about the design process are essential for building design knowledge. High mental processes in human beings are constructed through social interaction, in which individuals share information and understanding that they have acquired from their previous perspectives, cognition and experiences, thereby helping to raise each other’s knowledge level. In a constructivist approach, the goal of learning is not to transmit knowledge from one source to another. Learning environments avoid imposing restrictions on pre-established knowledge. The constructivist approach to knowledge closely aligns with the essence of design knowledge. Consequently, an improved constructive learning environment can significantly contribute to the development of design knowledge in architectural workshops. An optimal teaching approach for an architectural design workshop involves adopting the constructive method. The activities within these workshops align with the design process, particularly addressing design challenges, where the emphasis lies on the problem-solving journey. Design tasks incorporating constructivist principles should be real and authentic. This entails meeting not only the requirements set by professional designers but also considering the unique abilities of each student. The teacher’s role extends beyond mere knowledge transfer; instead, they act as a mentor and facilitator within the workshop, where the student takes the responsibility of shaping the design process and making solutions. During design process instruction, the teacher can guide students by explaining and interpreting the design, helping them recognize the concepts they have formulated. This is achieved through active dialogue, questioning, and encouragement to reflect on their designs. Consequently, students articulate their plans consciously, with the teacher taking on a supportive role rather than being the primary explainer.

Abstract Extended Abstract
Background and Objectives: Facades can significantly affect the visual quality of buildings. The initial impression that a building has on a viewer occurs via its facade. A building facade can be the most important element of its design. Considering that the facade of a building is the first visual component of that building and the first component that connects the building to the surrounding environment, it plays a significant role in the viewer’s evaluation. Perception of the meaning of facades has been mainly explored in urban planning, but architectural experts have paid little attention to this subject from the architectural point of view. Residential buildings were selected among the different types of buildings since paying attention to different components, and their meaning is more important than the function in designing residential environments. Nowadays, residential land uses constitute a large portion of urban land uses. Almost all members of a society are in direct contact with them and look at different facades on a daily basis. Therefore, this study attempted to identify the components of the meaning of residential apartments in Ardabil from the perspective of the citizens. The main question of this study is as follows: What are the semantic components of the facades in residential apartments from the perspective of the citizens?
Methods: This research had a mixed-method approach. The qualitative section was conducted using the grounded theory, while the quantitative section was performed using structural equation modeling (SEM). In the qualitative part, the required data were collected via in-depth semi-structured interviews with citizens of Ardabil City. Since the researcher’s deep understanding of the subject and the possibility of conducting in-depth interviews are major factors in any qualitative study, the main criterion for selecting the sample was the possibility of the author’s continuous presence in the area and interviewing the citizens. A total number of 25 residential apartments in Ardabil City were selected as the sample in this study. The southern and southwestern sections of Ardabil have a relatively new urban fabric. Most apartments in these sections have 3 to 6 stories. In terms of socio-cultural and economic status, these areas have a high, medium, medium-to-low, and medium-to-high status. Therefore, they were suitable for in-depth study and would provide generalizable results. For this reason, the geographical expanse consisting of the south and southwest of Ardabil City was selected as the study area. MAXQDA software and constant comparisons during the three stages of open, axial, and selective coding were used to analyze the collected data. After the interviews were transcribed, the collected data were scrutinized via the coding method and classified via open, axial, and selective coding. Each interview was perused several times, and the basic concepts were extracted via content analysis. In the second coding stage, one of the categories was selected as the core concept, which was then studied as the pivotal phenomenon in the explained process. The relationships of the other categories with the core concept were then determined and expressed in the form of a paradigm model. Selective coding was the last stage of the coding procedure in which the core category was selected, and its links to other categories were identified. The author designed a questionnaire in the quantitative section, and its validity and reliability were examined. SEM and SmartPLS software were used in this section of the research. The questionnaire consisted of 31 items designed in a structured manner based on the Likert 5-point scale and developed according to the conceptual model of the research. Four items directly inquired about the meaning of facades. Using targeted cluster sampling, the authors distributed the questionnaires among individuals who were familiar with the samples. Analysis of the collected data via SEM in SmartPLS confirmed the significance of the relationships and the identified components.
Findings: The components and details of building facades have meaningful integrity. Identifying the meanings of facades helps determine their constituent factors. In this study, the context and intervening factors, in some cases, have affected the meaning of the selected facades. The analysis showed that nine components affect the meaning of building facades: socio-cultural factors, lifestyle, economic factors, environmental factors, urban laws, visual quality, mental history, media, and construction quality.
Conclusion: The results showed that different factors affect how participants describe their residential apartment appearance. The participants used terms such as regular, expensive, identity, etc., when describing the appearance of residential apartments. The meanings of facades are affected by various factors. These meanings are formed in the context of structural factors (facade components, physical characteristics, stylistic features, and apartment properties), context factors, and intervening factors. Based on the achieved results, certain solutions have been proposed to improve the semantic status of the facades of residential apartments. By determining the components affecting the facade meaning, one can identify the physical properties and other influential underlying factors that would lead to desired visual quality, thereby helping the patterns and designs of the facade. Understanding these components helps architects comprehend people’s mental perceptions of the façade, while not preoccupying with their personal perceptions.