Comparative comparison of the role of participation-based education to increase the creativity of students in theoretical and practical courses of Bachelor of Architecture

The education method in the field of plain architecture is one of the most challenging categories in the field of education. This field uses both theoretical and practical fields that can educate people between theoretical topics and theoretical perspectives and practical and professional activities in design. And it plays an important role in creating constructive interaction with the environment and people. This research aims to investigate participation-oriented education plans in the field of theoretical and practical courses to create creativity. For this purpose, the method of educational plans of the test group and the control group is used, and the results for both groups are compared. The statistical population is the Bachelor of Architecture students of Semnan city, who are evaluated separately in the theoretical and practical areas. Generally, it is determined that Torrance's creativity variables in the theoretical courses both in the pre-exam stage and in the post-test stage have low coefficients. So that the lowest factor contribution of the component in the theoretical lessons is related to the fluid component with a value of (0.238) and the highest is related to expansion with a value of (0.581), in the post-test stage, the highest is related to flexibility with a value of (0.675) and The lowest is related to fluency with a value of (0.348). In the correlation between the pre-test and post-test blank responses, it is clear that the R coefficients are very low, and this is a sign of the intervention of intervening variables in the stage of conducting experimental designs.