نوع مقاله : مقاله پژوهشی
نویسنده
دانشیارگروهمعماری،دانشکده توسعه و آبادانی دکتراقبالی،موسسه آموزشعالیعمرانو توسعه،همدان،ایران
چکیده
کلیدواژهها
عنوان مقاله [English]
نویسنده [English]
Expertise in architecture is a fundamental concept for enhancing design quality, solving complex problems, and developing architects’ professional capabilities. Despite the growing body of research on expertise, design cognition, and architectural education, a comprehensive framework explaining the dimensions, determinants, and mechanisms underlying the development of architectural expertise has yet to be established. The purpose of this study is to conceptualize expertise in architecture and develop an integrated theoretical model that explains its formation process.
This research adopts a qualitative and theory-building approach based on a systematic literature review and conceptual synthesis. Research data were collected through an extensive review of scholarly sources in the fields of expertise studies, design cognition, architectural education, and design research. The collected data were analyzed using theoretical content analysis, concept coding, and a multi-stage synthesis process.
The findings indicate that expertise in architecture is a multidimensional and dynamic phenomenon emerging from the interaction of five major dimensions: cognitive, experiential, educational, individual, and socio-environmental factors. The results further reveal that professional experience plays a central role in the development of cognitive schemas, which in turn facilitate pattern recognition, design intuition, and professional judgment. Based on these findings, the proposed model demonstrates that individual, educational, and environmental factors contribute to the acquisition of professional experience, leading to the development of advanced cognitive structures. These structures subsequently enhance pattern recognition and design intuition, ultimately fostering professional self-actualization and the attainment of architectural expertise.
The primary contribution of this study is the development of an integrated theoretical framework and the introduction of professional self-actualization as an intermediate stage linking cognitive capabilities to architectural expertise. The proposed model provides a theoretical foundation for future research and offers practical implications for revising architectural education curricula, improving design studio pedagogy, and developing professional growth pathways for architects.
کلیدواژهها [English]
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