Explaining the Relationship between Architectural Design Problem Solving and Cooperative learning

In recent decades, cooperative learning has become one of the most common methods in architectural design education. Despite the many benefits of this approach, some reports indicate the emergence of conflicts within groups, leading to disruptions in teaching or the dissolution of groups In the present study, utilizing a literature review, the theoretical foundations of two domains, namely "Architectural Design Problem-Solving" and " cooperative learning," along with the proposed models for problem-solving and cooperative learning have been examined. Subsequently, through a comparative-interpretive method, the key features of these two domains were compared, and by matching the similarities and differences, the roots of the capacities and challenges of employing participatory learning in architectural design education were identified. The results of the research show that problem solving consists of two types of cognitive activities: "convergent" (including framing, data selection, solution generation, and validation and implementation) and "divergent" (including problem statement, studies, analysis, and evaluation). Convergent stages help in defining and controlling the problem/solution space, while divergent stages assist in expanding and creating diversity in the problem/solution space. The main capacity of employing cooperative learning in architectural design education returns to the divergent stages, where, due to the collective abilities, the group can explore various dimensions of the problem/solution space comprehensively. The main challenge is related to the convergent stages, where individuals may disagree due to the necessity of decision-making or consensus in the problem/solution space. In order to achieve a cooperative approach that is aligned with the nature of the design process, precautions should be taken to ensure the convergence of group members. This will enable the utilization of the divergent capacities while also managing potential challenges. Selecting an individual for leadership and group management in decision-making in times of conflict and multiplicity, having a framework for decision-making and choices, increasing social and communication skills, and utilizing a combination of compatible and balanced groups in terms of convergence and divergence can create an opportunity to utilize the capacities of divergence while creating convergence in the group.