Design and validation of Cognitive Education model based on Thinking Cycle in architectural design process

The movement of architectural education towards cognitive processes is one of the newest and most efficient educational approaches that emphasizes the use of teaching-learning strategies with the aim of developing and strengthening the systematic processes of understanding and receiving, thinking, learning and problem solving. Based on this approach, thinking is one of the important structures in education. The purpose of this research was to design and validate the method of cognitive teaching the thinking cycle in the process of architectural design and its effect on the idea generation of architecture students.

The method of this research was mixed (qualitative and quantitative). In the design and internal validation stage of the model, content analysis and Delphi methods were used, and in the external validation stage, a semi-experimental method was used with a pre-test and post-test design with a control group. The statistical population included professors of the department of architecture and educational technology and architecture students. Data analysis was done using Spss software version 22.

The results of developing the model of cognitive education based on the cycle of thinking showed that this model included 4 axes, 9 categories and 27 components. The internal validity of the model was checked by Delphi method,2 components were removed and Kendall's coefficient of coordination was found to be 0.84 based on the opinion of 11 judges for the components of the training model was significant. In terms of external validity. The results of covariance analysis showed that this developed model has validity and can be used in the field of teaching design courses