On The Nature of The Conceptual Schemata Development of Architecture Students

Abstract

Embedded within the theoretical and conceptual frameworks implied bythe schemata theory and studies on architectural precedent knowledge,the present study is based on a research that investigates and evaluatestwo major issues within the context of architectural education. First isthe level and characteristics of the conceptual schema of the students ofarchitecture have had just before their education in architecture starts,and second, the nature, and the characteristic of that precise conceptualschema’s development and transformation throughout their formaleducation. This study, on the other hand, reports a comparative analysisand evaluation of two particular stages: 1st year, before their formaleducation starts, and 3rd year, as it was assumed by the study, as thestage when their disciplinary schemata is already roughly “formed.”Findings showed that students not only developed their conceptualschemata and their existing schemata is transformed into a morespecialized and field-specific one, but also they have developed a set ofskills which might be called “designerly seeing,” and “designerlythinking.”