Evaluation of nature-based semiotics education in promoting the creativity of architectural design with problem solving process through TRIZ technique; Case study: basic skill courses

All its buildings and architecture more or less indicate a meaning. Each building evokes a special meaning in the viewer's mind, which is consistent with the knowledge of semiotics. Also, nature is full of symbolic and semiotic effects that can be used in the basic courses of architectural design. On the other hand, "Altschuller" considers the science under the title of "technology of creativity and innovation", which can be considered as the science of "creativity". The statistical research population of academic professors of the country's top universities and the sample size using Morgan's formula for the validity of the research was calculated to be 150 people who were randomly selected. Also, Torrance and Abedi's (2018) standard questionnaire for measuring creativity and the researcher-made questionnaire of the problem solving process through the TRIZ technique were used to collect information, and their reliability was verified through Cronbach's alpha for the meaningful connection of nature-based semiotics education in promotion. Creativity in basic courses of architecture and problem solving process through TRIZ technique was obtained as 0.873 and 0.905 respectively. A simple linear regression test was used to analyze the collected data and the results of the research showed that there is a significant relationship between nature-based semiotics education and enhancing students' creativity from the perspective of academic experts and problem solving process through the TRIZ technique. There is. And it was also concluded that there is a significant relationship between nature-based semiotics education and the selection of problem-solving tools (Rando sketches and mock-ups) through the TRIZ technique, and according to the calculated beta, the relationship between nature-based semiotics education and Problem solving tools (Rando sketches and mock-ups) are confirmed through the TRIZ technique. Also, at the end, solutions to improve the application of semiotic knowledge based on nature and natural patterns in improving students' creativity have been mentioned.