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The main purpose of this study is to identify the components of teaching the history of architecture by focusing on the effectiveness of content implementation techniques in accordance with skill and architectural goals and based on the professional experience of university professors to create a conceptual framework and develop theoretical foundations of teaching. The researcher approach in this part of the research is a qualitative approach using the phenomenon of phenomenology. Participants included 15 professors of architectural history who were selected through typical sampling to achieve theoretical saturation. Data were collected using in-depth and semi-organized interviews. Data analysis method was inductive content analysis using coding at three levels: open, axial and selected. The relevant findings showed that the basic categories of effective teaching of architectural history in terms of educational skills include 1) teaching tailored to personality traits, 2) teaching based on educational skills, 3) teaching based on learning and problem-based design thinking, and 4 Teaching strategies for recognizing and perpetuating concepts and patterns.
Article number: 70

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