Zohreh Torabi - Assistant Professor, Department of Architecture, Zanjan Branch, Islamic Azad University, Zanjan, Iran.

In this paper the designing products of B.A. Sophomore students of architecture in TehranUniversity who were divided into two kinds of learning namely technical and skill-based learning. In technical learningthe subjective steps of creativity process i.e. insight , preparation , incubation , intuition , and verification were discussed and it was suggested that these steps cannot be taught but in skill-based learning the objective stepsof creativity process i.e. combination , mutation , analogy , first principle and emergence in a form of aninstructional and designing practice were studied. In skill-based learning, three kinds of learning namely passive , active and reflective are utilized. Passive learning is used by the student to discover the knowledge and skill of theinstructor. The active learning which is based on the idea is utilized for helping the novice learners. The result of thecase study indicated that the perception through creativity in the designing process is like building a bridge on theknowledge gap between teacher and student through studying the samples of architecture as an active learning andstudent s implicit knowledge as a reflective learning. In this paper the emphasis is on the values of education and thevery important point about learning designing is the access to the creativity as a product of an educational process. Tothis end the instructors concern on the quality of improving the novice learners designing ability and considering thesuggested model in order to evaluate the designing improvement is quite necessary and indispensible.

Creative education, Interactive Education, Implicit Knowledge, Gap Knowledge, Reflective Learning, Passive learning, Active learning